cover
Contact Name
Froilan D. Mobo
Contact Email
fd.mobo@pmma.edu.ph
Phone
+6281331990313
Journal Mail Official
editor@babmrjournal.org
Editorial Address
Griya Shanta Eksekutif P470 Lowokwaru, Malang, Indonesia 65141
Location
Kab. malang,
Jawa timur
INDONESIA
International Journal of Multidisciplinary: Applied Business and Education Research
Published by Future Science
ISSN : -     EISSN : 27745368     DOI : 10.11594/ijmaber
International Journal of Multidisciplinary: Applied Business and Education Research is a peer-reviewed in a monthly basis that publishes full-length papers. it is to enhance the dissemination of knowledge across the multidisciplinary community. We are particularly interested in papers relevant to all disciplines. The editorial board is keep to receive articles that address all areas. The editorial board is keep to receive articles that address, inter alia, the following business scientific fields: General management International business trategic management Marketing Supply chain management Operations management Knowledge management Management of education Organization studies Entrepreneurship Small and medium enterprise Innovation Human resource management Information technology E-business Financial management and time series analysis. Education Social Sciences Science, Technology, Engineering and Mathematics (STEM) Economic Development Tourism Development Arts and Language Sports Theory Others The above areas are just indicative and the editors, in principle, welcome rigorous articles that encompass any scientific business and management field.
Articles 8 Documents
Search results for , issue "Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear" : 8 Documents clear
A Comparative Analysis of Mean Percentage Scores (MPS) of Senior High School Classes Ariel A. Raganit
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.06

Abstract

This comparative analysis on the Mean Percentage Scores (MPS) results of senior high school classes for Quarters I, II, and III was a good practice that can be emulated by educators in order to give meaning to the data. MPS is not for compilation only. It must be used for decision making in lesson delivery enhancements, learning resources utilization and school improvement plan and adjustment. The design used was descriptive research. This is a comparative analysis of the results of Quarterly Assessments of senior high school classes in a public school in Leyte with the sample of five sections determined by stratified sampling technique. Data were analyzed using Mean, standard deviation, dependent sample t-test, independent sample t-test, two-way Analysis of Variance (ANOVA) and thematic analysis of interviews of subject teachers. Descriptive study is scientific research that methodically deals with a certain region or population and characterizes an occurrence, phenomenon, or fact (Modato, 2017). Based from interviews and document analysis, extracurricular activities, socio-cultural involvements, the difficulty of learning competences, and examination schedules and the school calendar in general all had an influence on students' performance. In addition, test structures, test layout, and clear directions and instructions have an impact on test results.
A Critical Review of the Impacts of Digital Citizenship on Teachers and Students’ Educational Development Mohammad Naim Rahim
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.03

Abstract

The teachers and students' engagement on Facebook, Instagram, WhatsApp, Telegram, and other online and offline platforms for the purpose of teaching and learning are considered as digital citizenship in education. These social media have also exposed the users to admit several rights and mutual values. However, the enhancement of technology has motivated these citizens not only to communicate across the world but also to build platforms to practice and learn new knowledge and skills. This article is proposed to review the impacts of digital citizenship on teachers and students' educational development. Therefore, a critical review of the literature is conducted. The data is collected using Google Scholar with the scope of the topic and the criteria mainly between 2011 to 2021. The data analysis procedure and identifying codes, patterns, and similar themes have motivated the authors to present and discuss the results and findings thematically. The results show that the fundamental elements of digital citizenship are the internet, technological tools, social media, and responsible behaviors of the users on the platforms. The findings also indicate that the development of information communication technology and virtual practices are serving digital citizens to be involved in many related and unrelated activities which need to be controlled by an authentic policy. Since the growing technology of the world is transforming the paradigms including the students' needs, the layout of the classrooms, and the stakeholders' requirement for employability. Investigating these continuing needs contributes to the efforts to lead the information communication technology integration into educational circumstances and address the local and national policies, facilitating the infrastructure, enhancing the educational settings, cybersecurity issues, and privacy accountability among educators and the learners.
Approaching Mrs. Slipslop, Uncle Toby and Mr. Bounderby from a Modern Individual Psychology Perspective Yasir Mutlib
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.07

Abstract

The paper examines the psychological superiority/inferiority complexes coined by Alfred Adler (1870-1937) in three selected characters from different novels: Mrs. Slipslop from Fielding’s Joseph Andrews (1742), Uncle Toby from Laurence Sterne’s Tristram Shandy (1759) and Mr. Bounderby from Dickens’s Hard Times (1854). These complexes are traced in the characters and associated with how they are induced by the characters’ physical and social deformities. The paper attempts to demonstrate that such psychological complexes in the character make it difficult for him/her to communicate as well as interact with others around them. Such deformities become whimsical obsessions that alienate them from their society and disorder their lives particularly at communication and result in impossibility of mutual understanding. The paper also highlights such complexes on the linguistic level.
Mathematics Teachers’ Technological Pedagogical and Content Knowledge and their Capacity for Differentiated Instruction Joey S. Patalinghug; Alvic A. Arnado
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.05

Abstract

The primary goal of this study was to determine the trainings in the teachers’ learning and development for differentiated instruction to enhance the instructional strategies of the elementary school teachers in North Butuan District of the Division of Butuan City, Agusan del Norte. The participating teachers completed the TPACK survey which consisted of the demographic profile of teachers and the TPACK components namely: Technology Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technology Pedagogy and Content Knowledge (TPACK) and Differentiated Instruction survey instrument about mathematics. In addition, both surveys were analyzed based on how the teachers performed in TPACK and differentiated instruction and percentage of the capacity of teachers based on the two different methods of teaching. Among the four components of TPACK, the technological knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge, pedagogical knowledge had the highest mean. The level of differentiated instruction of the participants in terms of lesson design and implementation revealed that learning activities are varied got the highest mean. In addition, the differentiated instruction in terms of lesson design and implementation, content, procedures, communication and learning were found to have the highest mean. Teachers teaching elementary mathematics may be requested to attend webinars on TPACK or related seminars/webinars to enhance their knowledge in dealing with the content in mathematics specifically word problems and their concerns on differentiated instruction.
Preferred Learning Styles of Accounting Major Students Arnold Salcedo
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.02

Abstract

The general objective of this research is to determine the learning style of accounting major students of a university in Central Luzon, Philippines, and the corresponding teaching strategy for the identified learning style. By conducting a cross-sectional descriptive research design on learning styles among three hundred fifty-three (353) accounting major students, the combination of learning styles that best describe the accounting major students using Kolb Learning Style Inventory Model is said to be ‘reflector’ style using the diverging strategies which are watching and feeling, following a combination of concrete experiences and reflective observation. The proposed teaching strategies will aid teachers in adjusting their teaching methods that suited for the learning style of accounting major students versus the current teaching methods being received by accounting students today.
Factors Affecting the Takers of the Qualifying Examinations as Part of the Accountancy Program Retention Policy: The Case of a University in Central Luzon Philippines Arnold Salcedo; Jon Bryan B. Pamintuan; Ronaldo P. Malit; Amelito C. Dela Cruz; Edgardo P. Balingit
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.04

Abstract

This research was carried out to assess the qualifying examinations being administered by a school’s department for a of university in Central Luzon, Philippines for the Incoming Second Year, Third Year and Fifth Year BS Accountancy Students. Using the physical and administrative factors are from Aiken et al. (2008), and the Psychological Testing and Assessment, and University of Waterloo’s Center for Excellence (2016), when Preparing Tests and Exams are the guidelines for qualitative factors of exams revealed that the quality of exams had the lowest mean rating compared to physical environment and administrative responsibilities as the factors when assessing the qualifying examinations. The participants were two hundred ninety four (294) students who took the qualifying examinations. The analysis of variance findings confirmed that there is a significant difference on the assessment of the qualifying exams if grouped according to incoming year level and status. The return of the two strike policy to replace the one strike policy, is the most preferred recommendation by the examinees followed by the special remediation program for deserving ‘late bloomer’ students and the special review classes in preparation of the examination.
Cumulative Grade Point Average and Comprehensive Examination Results as Predictors of Certified Public Accountant Board Examinees’ Performance Arnold Salcedo; Shane S. Salcedo; Renz P. Marasigan; Rolly M. Guevarra; Ednel T. Datu; Rachelle B. Aquino
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.01

Abstract

The Certified Public Accountant Licensure Examinations among BS Accountancy graduates can be considered as the culminating direct measure on how an accountancy retention policy program in a school prepares students to becoming CPAs. This study is aimed to gauge how cumulative qualifying grade point average of a student from first year to fifth year college and the fifth year comprehensive exams serve as predictors for the CPA Board Exams for a university in Central Luzon, Philippines. To measure the quality of the predictors, October examinees from the graduating batch were the focus of the study. With five hundred fifty three (553) BS Accountancy coming from five alumni batches, three hundred fifty eight (358) passed, fifty five (55) are conditioned and one hundred twenty (120) have failed during the first take of comprehensive exams. Auditing theory, business law and taxation are the most difficult subjects with less than two thirds (< 2/3) of the first takers as passing the said subjects. Those with a CGPA of 1.554 or higher in the undergrad, finishing with latin honors have the highest probability of passing the board. A range of four percent (either -4% to +4%) serves as the average variance between fifth year comprehensive exams and board examination performance for all first takers. Both the CGPA (r=0.632) and comprehensive examinations (r=0.745) are moderate predictors of the board examinations which imply that the accountancy program for the university can still be improved to further prepare the students to become CPAs.
Code Switching In Instruction: Pre-Service Teachers’ Lived Experiences Iulus Rodolfo P. Flores; Myra Christine S. Balmeo
International Journal of Multidisciplinary: Applied Business and Education Research Vol 2 No 7 (2021): International Journal of Multidisciplinary: Applied Business and Education Resear
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.02.07.08

Abstract

Code switching is really needed in instruction and should be implemented to ensure students’ understanding towards various things (e.g. translating of difficult vocabulary, lessons to be acquired and even in giving instructions), especially for teaching students in lower levels. It can also help in teaching students with multiple intelligences, and in general, makes the pre-service teachers’ life easy inside the room in terms of clarifying things due to any confusion that may arise in the duration of the discussion. This survey interview research explored the Pre-Service Teachers of Ramon Magsaysay Technological University lived experiences in using code switching in instruction. The study found out that the Pre-Service teachers prefer to use code switching in instruction. The Pre-Service teachers believe that using code-switching in class can help them gain students’ interest, manage the class, and make their students understand a particular lesson. Aside from Mattson and Burenholt’s three functions of code-switching, pre-service teachers use code-switching in class so that they can express themselves more during class discussions. The Pre-Service Teachers believe that although code-switching might be useful in class, too much use of it can lead to students being used in speaking their native tongue, thus, weakening the chances to improve their skills in using the English language. The Pre-Service Teachers agreed that there is a higher success in students’ academic achievement when code switching is being applied in instruction. The study recommends that the Department of Education must set clear guidelines regarding the use of code-switching inside an English class. Schools, in all levels, must strengthen their curriculum so that students’ communicative competence will further be developed.

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