International Journal of Multidisciplinary: Applied Business and Education Research
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Balancing Progress to Equity: The Philippines’ K-12 Education Digitaliza-tion Transition During Post-Pandemic Recovery
No full textThe Philippines currently is nestled in its demographic golden age with more Filipinos who are part of the productive working force. With the growing population of the island nation, the expectations of a workforce-centric growth model are expected. It is however still in question if the Philippines can tap into this critical resource in its skill development and quality through its transition to K-12 education standard. With its economy highly reliant on dollar remittances abroad from its abundant overseas workforce, the urgency to maximize its economic value by producing a highly capable and skilled population is highlighted to ensure sustainable growth. To analyze this, innovation policy is studied from the initial years of the K-12 implementation phase to the post-pandemic recovery years of 2020-2022. It will look into the various updates in the education roadmap and how it had an impact on inequality in a post-pandemic recovery
Lived Experiences of Teachers in Challenging Areas in the Implementation of MATATAG Curriculum
No full textThis qualitative phenomenological study explored the lived experiences of teachers in challenging areas regarding the implementation of the MATATAG Curriculum. Fourteen purposively selected teachers from various schools in a district in Capiz participated in the study. Data were analyzed using coding and thematic analysis. Findings revealed that teachers viewed their role in implementing the MATATAG Curriculum as facilitators of holistic learning, adaptive instruction, and inclusive education. While most had attended seminars and workshops, they expressed a need for more specialized and in-depth training. Key challenges included a lack of instructional materials, time constraints, and difficulties in adapting to the new framework. The physical environment significantly impacted curriculum implementation, with inadequate classroom space and resources hindering effective instruction. Environmental barriers such as overcrowded classrooms and insufficient facilities further complicated execution. Teachers identified the need for additional support, including increased funding, more teaching resources, and enhanced professional development. They also emphasized the importance of administrative and community support in ensuring successful curriculum implementation. The MATATAG Curriculum showed promise in improving pupils’ academic performance and learning outcomes, but its effectiveness depended on sufficient instructional support and resources. To overcome implementation challenges, teachers recommended stronger stakeholder collaboration, curriculum refinements, and enhanced training programs. They also highlighted the importance of adopting innovative and adaptive teaching strategies.These findings suggest that the successful implementation of the MATATAG Curriculum requires a comprehensive approach that integrates teacher training, resource allocation, and institutional support. Addressing the identified challenges and barriers will strengthen curriculum delivery and enhance student learning outcomes
Cognitive and Social Effects of a Two-Week Digital Detox on Filipino Adolescents: A Quasi-Experimental Study
No full textThe increasing integration of digital technologies into adolescent life has reshaped cognitive and social behavior, often leading to heightened anxiety, reduced attention spans, and excessive screen dependence. Filipino youth face unique challenges due to high digital engagement rates and cultural factors emphasizing constant connectivity. This quasi-experimental study investigated the cognitive effects of a two-week digital detox intervention among Grade 12 Senior High School students in a private university in the City of Manila. Using standardized assessments, pretest-posttest comparisons were conducted across three domains: attention, memory, and problem-solving capacity. Findings revealed statistically significant improvements in attention (t(79) = 2.03, p = 0.046, d = 0.23) and memory (t(79) = 3.16, p = 0.002, d = 0.36), though problem-solving showed no significant post-detox gains (t(79) = 1.78, p = 0.079). These results suggest that brief digital detox periods enhance self-regulatory processes such as focus and cognitive planning, particularly in high-usage individuals. Pearson correlation indicated a moderate positive association between pre-detox digital use intensity and post-intervention attentional improvements (r = 0.32, p = 0.004), indicating increased intervention responsiveness among digital-heavy users. However, the lack of significant correlations in memory and problem-solving domains suggests a need for longer, more structured interventions to yield measurable improvements in executive functioning. The study demonstrates the potential of structured digital detox routines as a viable cognitive wellness tool in high school settings. Future research should explore extended program durations and integrate psychosocial supports to maximize benefits and ensure sustained academic and social functioning improvements
Social Media Strategies for Luxury Brands: Navigating Brand Equity, Consumer Engagement, and Digital Challenges
No full textThe intersection of social media and luxury branding presents a paradox: luxury thrives on exclusivity, while digital platforms are designed for visibility and participation. This narrative literature review synthesises studies published between 2010 and 2025 to examine how luxury brands navigate this paradox. Three key domains are explored: the role of social media in shaping brand equity, the evolving mechanisms of consumer engagement, and the digital challenges unique to the luxury sector. The review finds that while social media strengthens brand image through symbolic storytelling and aesthetic immersion, it has a more limited role in building brand awareness. Personalisation and co-creation strengthen emotional bonds and loyalty, though overuse risks prestige dilution. Technological innovations such as AR, VR, and AI offer new experiential frontiers but require alignment with the brand’s symbolic capital. This study contributes a multidimensional framework for understanding digital luxury branding and highlights managerial imperatives for balancing visibility with exclusivity. Future research is urged to explore generational and cultural variances, integrate stronger theoretical foundations, and address the tension between consumer empowerment and brand control in increasingly participatory environments
Exploring the Perceived Usefulness and Effect of AI Writing Tools in Enhancing the Quality of Written Outputs of Senior High School Students
No full textWhile AI writing tools promise efficiency and productivity, educators are concerned about their potential threat to academic integrity. This study focuses on identifying the AI writing tools used by students, assessing each tool’s perceived usefulness based on its functionality, and exploring students\u27 views on the impact of AI writing tools in enhancing their written output. A quantitative method, using a survey questionnaire, was employed to determine the AI writing tools students use and their perceived usefulness. A qualitative method, via focus group discussions, was also utilized to explore students\u27 views on using AI writing tools to enhance their academic work. The results show that students are exposed to various AI writing tools, with Google Translate being popular for language translation, Quillbot for summarizing and paraphrasing, and ChatGPT for content generation and other writing-related tasks. Students perceived AI writing tools as very useful for enhancing their academic papers, as they increase their confidence in writing and improve productivity and efficiency. However, due to potential inaccuracies in generated content, students expressed skepticism on fully relying on AI writing tools. They indicated that they have become more vigilant when using these tools to avoid plagiarism and prevent incorporating false information and sources. The study suggests that educational institutions could develop guidelines or implement policies on the ethical use of AI writing tools to promote academic integrity. Schools may also encourage responsible use of these tools to cultivate a culture of honesty
Assessment of ICT Resources onboard PCG vessels for Maritime Search and Rescue Operations
No full textThis study evaluates the effectiveness, availability, and efficiency of information and communications technology (ICT) resources onboard Philippine Coast Guard (PCG) vessels to support maritime search and rescue (SAR) operations. It focuses on key ICT components, including data management platforms, navigation tools, communication systems, and human resource capacity.
A mixed-methods approach was employed, combining quantitative analysis across different vessel categories with qualitative data from in-depth interviews. Interviews with vessel Commanding Officers and CASB holders provided deeper insight into operational challenges and system limitations.
Findings highlight several critical issues: outdated or insufficient ICT equipment, inconsistent connectivity in remote maritime areas, inadequate training on ICT utilization, and the absence of standardized system protocols. Despite these challenges, personnel demonstrated strong appreciation for technological improvements and a clear understanding of ICT’s importance in mission success
To enhance the PCG’s SAR capabilities, the study recommends upgrading onboard ICT systems, establishing standardized operating procedures, and strengthening technical training. Ultimately, improving ICT infrastructure and personnel readiness is essential to boosting response effectiveness and ensuring the safety of lives and property during maritime emergencies
English Teachers’ Attitudes and Pedagogical Beliefs: Basis for Designing Project SMART in Rural Public High Schools
No full textThis research examined the attitudes and pedagogical beliefs of secondary English teachers in Kayapa, Nueva Vizcaya, to inform the creation of a Learning and Development Program. The study used a descriptive-correlational quantitative methodology with complete enumeration, including all 30 English instructors from seven public secondary schools throughout the 2024–2025 academic year. Validated survey instruments were used, and results were evaluated by descriptive statistics and Pearson correlation. Findings revealed that educators often had favorable attitudes about English instruction, particularly with their dedication to teaching, job satisfaction, aspirations for professional growth, technical proficiency, and views on remuneration. Moreover, respondents demonstrated robust pedagogical attitudes across six essential dimensions: organizational practices, effective lesson delivery, classroom management and discipline, positive student involvement, successful assessment procedures, and commitment to ethical teaching standards. Statistical investigation validated a substantial positive association between educators\u27 attitudes and their educational convictions. This indicates that the enhancement of one construct may concurrently elevate the other, highlighting the connection between attitude and instructional practice. Considering these results, a Learning and Development Program named Project SMART (Seminar-Workshop for Advancing Reflective Teaching) was established. The program seeks to enhance and maintain teachers\u27 positive dispositions and robust pedagogical foundations by emphasizing technology integration, fostering professional development, and advocating ethical, learner-centered methodologies. This research highlights the essential importance of ongoing professional development in enhancing English teaching and elevating educational results, especially in rural public-school settings
Electronic Learning System in Teaching Mathematics Enhancing Achievement among Students
No full textThis study investigates the effectiveness of Computer-Aided Instruction (CAI) in improving mathematics achievement among 70 Grade 7 students over an eight-week period at Bacongco National High School. Using a quasi-experimental design, it compares CAI with traditional lecture-based teaching through pretest and posttest assessments. Grounded in Constructivist, Behaviorist, and Cognitive Load theories, the research explores how CAI may enhance active learning, reduce cognitive overload, and increase engagement.
Participants were split into two groups: one received CAI-based instruction, while the other followed traditional methods. Pretest results showed both groups performed at a “weak” level with nearly identical scores (CAI: 14.34%, traditional: 14.29%), indicating similar academic baselines. After the intervention, both improved to a “developing” level (CAI: 20.06%, traditional: 20.86%). However, statistical analysis found no significant difference in posttest scores or mean gain scores (CAI: 5.71%, traditional: 6.57%, p > 0.05). While both approaches were equally effective in enhancing performance, the short duration of the study (eight weeks) may have limited CAI’s impact. The findings suggest CAI should be seen as a complementary tool rather than a replacement for traditional instruction.
The study recommends longer-term implementation, development of localized CAI materials, and teacher training to maximize benefits. It contributes to the broader discourse on educational technology by affirming the comparable effectiveness of CAI and traditional methods, while emphasizing the need for strategic planning, contextual adaptation, and institutional support to optimize technology integration in education
Integration of the PERMA Model in Physical Education Instruction to Support the Comprehensive Growth of Senior High School Students
No full textPhysical education (PE) plays a vital role in school life as it promotes the overall development of students by addressing their emotional, social, and psychological needs along with students’ physical fitness. It is critical for Senior High School students in managing social pressures, academic expectations, and the transition to adulthood. This applies that the PERMA model, which emphasizes positive emotions, engagement, relationships, meaning, and accomplishment, explore the use in teaching Physical Education (PE) towards the holistic development such as social, emotional, physical, cognitive, and lifelong values of St. Joseph Academy of Sariaya, Quezon Grade 11 Senior High School students. A quantitative correlational research design was used to explore the relationship of PERMA in PE and the students’ holistic development. It was found that students are generally viewing themselves as functioning at a “normal” level across all PERMA components of well-being. All the five components of PERMA were identified as significant correlates of all five domains of students\u27 holistic development, and so as the Meaning and Accomplishment component, shown as the strongest correlation among the components of PERMA model. Therefore, the researchers recommend that the Senior High School Physical Education curriculum may incorporate the PERMA model and may be more focused on integrating Meaning and Accomplishment as aspects of holistic development
Mathematics Teachers’ Perceptions and Practices in the Implementation of Problem-Based Learning for Developing Math Literacy: A Case Study
No full textThis study aimed to understand educators’ perceptions of Problem-Based Learning (PBL) and its application in instructional settings to enhance mathematical literacy at Maximo L. Gatlabayan Memorial National High School during the school year 2023-2024. The research focused on the following objectives: to explore mathematics teachers’ perceptions of PBL for enhancing math literacy, to assess how teachers evaluate the outcomes of PBL initiatives in relation to math literacy development, to identify challenges encountered during PBL implementation, to examine the strategies employed by teachers in implementing PBL, and to propose a model to support PBL implementation. Utilizing a qualitative research design, the study involved semi-structured interviews with twelve purposively selected mathematics teachers from junior and senior high school levels. Data were analyzed through reflexive thematic analysis, following Braun and Clarke’s six-phase framework. Trustworthiness was ensured through credibility, transferability, dependability, confirmability, and reflexivity. Key findings include: (1) teachers view PBL as a tool that significantly improves learners\u27 mathematical literacy by engaging them in real-world problem scenarios; (2) structured assessments, such as rubrics, were utilized to evaluate student learning, demonstrating strong links between PBL and mastery of mathematical concepts; (3) barriers to successful PBL implementation included time constraints and varying student preparedness; (4) varied strategies, including Think-Pair-Share and Real-life Math Modeling, were employed to enhance student participation and critical thinking; and (5) a proposed model for PBL emphasizes collaborative experiential learning,