IRMR - The International Review of Multidisciplinary Research

The Editorial Team of IRMR congratulates Mr. Obel and Ms. Ching on their publication!

Their innovative study, Language Enhancement through Active Developmental Sessions (LEADS): A Teaching Strategy to Improve Mastery Level in Subject–Verb Agreement Rules of Grade 10 Learners at General Luna National High School, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 450–460), presents and evaluates a structured, interactive strategy designed to strengthen students’ grammatical competence in English. Co‑authored by Froilan A. Obel from the Department of Education and Gloria L. Ching from Eastern Quezon College, Inc., this work exemplifies cutting‑edge multidisciplinary research with practical applications for grammar‑focused instruction, lesson‑plan development, and classroom‑based language‑intervention frameworks.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19789342.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Mr. Temonio and Mr. Aclao on their publication!

Their methodologically rich study, Description of Student Supports and Environment: A Mixed Methods Study, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 439–449), systematically characterizes the academic, socio‑emotional, and environmental supports available to students and analyzes how these factors interact to shape learning experiences and outcomes. Co‑authored by George B. Temonio from Teofila C. Quibranza National High School and Joel T. Aclao from Northwestern Mindanao State College of Science and Technology, this work exemplifies cutting‑edge multidisciplinary research with practical implications for school‑based support‑system design, policy formulation, and student‑success initiatives.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19787016.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Fideli and Mr. Jalos on their publication!

Their policy‑relevant study, Internal Efficiency Performance of Public Secondary Schools in the Division of Quezon: Basis for Intervention Program, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 430–438), analyzes key internal‑efficiency indicators—such as promotion, retention, dropout, and completion rates—to assess how effectively public secondary schools in the division convert enrollment into learning outcomes. Co‑authored by Maribel S. Fideli from the Department of Education and Leodegario M. Jalos Jr. from Marinduque State University, this work exemplifies cutting‑edge multidisciplinary research that directly supports the design of targeted, evidence‑based intervention programs to strengthen school performance and systemic efficiency.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19785894.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Agot on her publication!

Her incisive study, Investigating the Role of Secondary Language Teachers in Promoting Autonomy in the English Language Classroom, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 422–429), examines how Filipino secondary‑level English teachers foster learner autonomy through pedagogical strategies, classroom practices, and support systems that encourage self‑directed language learning. Authored by Marien Coline J. Agot from the Department of Education, this work exemplifies cutting‑edge multidisciplinary research with practical implications for teacher education, curriculum design, and learner‑centered approaches in English as a second language settings.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19785568.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Mr. Atienza and Mr. Jalos on their publication!

Their comprehensive study, The Nexus Between Teacher’s Workload Allocation and Students’ Learning Outcomes in the Implementation of DepEd Order No. 5, s. 2024 in Public Secondary Schools of Alabat Island, Division of Quezon, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 461–499), analyzes how the reallocation and rationalization of teachers’ tasks under DepEd Order No. 5, s. 2024 affect classroom instruction and, ultimately, learners’ academic performance in a geographically isolated public‑secondary setting. Co‑authored by Christian H. Atienza from the Department of Education, Region IV‑A CALABARZON (Division of Quezon Province), and Leodegario M. Jalos Jr. from Marinduque State University, this work exemplifies cutting‑edge multidisciplinary research with direct relevance to workload‑policy evaluation, teacher‑support mechanisms, and the improvement of learning‑outcome indicators in Philippine public education.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19789719.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Avila and Mr. Jalos on their publication!

Their rigorous study, Exploring Teacher Factors Influencing Academic Performance of Junior High School Learners in Third Congressional District of Quezon, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 380–391), investigates how teaching competence, instructional strategies, classroom‑management practices, and professional dispositions collectively shape the academic outcomes of junior‑high students. Co‑authored by Nanette E. Avila from the Department of Education and Leodegario M. Jalos Jr. from Marinduque State University, this work exemplifies cutting‑edge multidisciplinary research with practical implications for teacher‑development programs, supervision, and district‑level education policy.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19782416.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Atregenio and Ms. Lacaba on their publication!

Their insightful study, The Relationship Between Financial Investment Orientation and Post‑Work Life Security, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 369–379), examines how individuals’ attitudes and behaviors toward financial investing shape their perceived and actual security in retirement and post‑employment life stages. Co‑authored by Chiara C. Atregenio and Teresita Villa G. Lacaba from Eastern Samar State University – Guiuan, this work exemplifies cutting‑edge multidisciplinary research with direct implications for financial literacy programs, retirement planning, and policy‑level discussions on economic well‑being.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19781807.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Pitchuela on her publication!

Her sophisticated study, Fictive Narrativism and Multiperspectival Voice in Virginia Woolf’s A Haunted House: A Narratological Mapping of Speaker Ambiguity and Ghostly Focalization, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 414–421), offers a detailed narratological reading of Woolf’s modernist ghost story, tracing how shifting narrative voices and spectral focalization produce uncertainty and layered meaning. Authored by Noeme Garces‑Pitchuela from Saint Joseph College, this work exemplifies cutting‑edge multidisciplinary research at the intersection of literary theory, narratology, and modernist studies.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19785028.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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ADVISORY

All submissions received on or before 12:00 noon of April 26 will be considered for inclusion in the April issue, provided that all editorial and publication requirements are satisfactorily met. Submissions received from 12:01 PM onward on April 26 shall be scheduled for inclusion in the May issue.

Editorial Team

The Editorial Team of IRMR congratulates Mr. Parilla and Ms. Viterbo on their publication!

Their timely study, Parental Involvement and Peer Support as Predictors of Prosocial Behavior Among Public Junior High School Students, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 357–368), explores how family engagement and peer‑relationship quality forecast prosocial attitudes and behaviors in adolescent learners. Co‑authored by Jespir C. Parilla from Bangcud National High School and Luningning D. Viterbo from the University of the Immaculate Conception, this work exemplifies cutting‑edge multidisciplinary research with practical implications for school‑based guidance programs, positive‑behavior initiatives, and family‑school partnership strategies.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19762304.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Paraiso, Mr. Paraiso, Ms. Nemil, and Ms. Miranda on their publication!

Their focused study, Competency‑Based Instruction Tutelage Activities Towards the Academic Achievement of Mathematics 4, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 351–356), investigates how competency‑based tutelage strategies influence the mathematics performance of Grade 4 learners through targeted, skill‑oriented instruction. Co‑authored by Claire C. Paraiso, Rey Antonio C. Paraiso, Rowela A. Nemil, and Marilyn M. Miranda from Cebu Technological University and the Department of Education, this work exemplifies cutting‑edge multidisciplinary research with practical implications for competency‑based teaching, remedial mathematics programming, and elementary‑level curriculum implementation.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19749702.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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The Editorial Team of IRMR congratulates Ms. Fernandez, Ms. Penaso, Mr. Nuezca, and Mr. Yecyec on their publication!

Their nuanced study, Perceived Academic Stress and Mental Well‑Being of Non‑STEM Students Enrolled in STEM‑Related Courses, published in The International Review of Multidisciplinary Research (2026, Vol. 1, No. 4, pp. 335–341), explores how learners from non‑STEM backgrounds experience academic pressure and how this stress relates to their mental‑health indicators when taking Science, Technology, Engineering, and Mathematics‑aligned subjects. Co‑authored by Lilian Rose A. Fernandez, Aljin B. Penaso, Arman P. Nuezca, and D. J. S. Yecyec from Central Mindanao University, this work exemplifies cutting‑edge multidisciplinary research that supports more responsive academic advising, mental‑health support systems, and curriculum planning.

Access the full open‑access study here: https://doi.org/10.5281/zenodo.19697017.

IRMR is now open for April publications—submit today and secure swift publication for your quality research! Hurry, opportunities are filling fast.

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