Multinational Research Society Publisher

MRS Journal of Multidisciplinary Research and Studies

Issue-5(May), Volume-3 2026

1. Cleaning the System: A Systematic Approach to Combat Corruption and Re...
10

Dr. John Motsamai Modise*
Tshwane University of Technology
1-14
https://doi.org/10.5281/zenodo.20032953

Corruption within policing institutions undermines public trust, weakens the rule of law, and compromises effective service delivery. This study explores a systematic, multi-dimensional approach to combating corruption and restoring legitimacy in policing, with particular reference to the South African context. Drawing on institutional theory, procedural justice, and governance frameworks, the paper analyses the structural and behavioural drivers of corruption within police organisations. A mixed-methods approach is adopted, combining qualitative insights from policy analysis and case studies with quantitative data from public perception surveys. The findings suggest that sustainable reform requires integrated interventions, including ethical leadership, strengthened accountability mechanisms, community participation, and the strategic use of technology. The study concludes that restoring legitimacy is not solely dependent on reducing corruption but on rebuilding trust through transparency, fairness, and consistent professional conduct. Purpose of the Study The purpose of this study is to examine the effectiveness of a systematic approach in combating corruption within policing institutions and to evaluate how such an approach contributes to restoring public legitimacy and trust in law enforcement agencies. Problem Statement Police corruption remains a persistent and systemic challenge, particularly in developing contexts such as South Africa. Despite numerous reforms, allegations of bribery, abuse of power, evidence tampering, and collusion with criminal networks continue to erode public confidence in the police. This lack of trust negatively affects community cooperation, crime reporting, and overall policing effectiveness. Existing anti-corruption measures are often fragmented, reactive, and poorly coordinated, resulting in limited long-term impact. Therefore, there is a need for a coherent, systematic framework that addresses both institutional weaknesses and behavioural factors contributing to corruption while simultaneously restoring police legitimacy. Methodology (Systematic Approach) The study adopts a mixed-methods research design structured around a systematic reform framework. Qualitative Component Policy and legislative analysis (e.g., anti-corruption frameworks, policing policies). Case studies of corruption incidents and reform initiatives. Semi-structured interviews with police officials, oversight bodies, and community stakeholders. Quantitative Component. Analysis of public perception surveys on trust and legitimacy. Review of corruption statistics and disciplinary records within policing institutions. Systematic Approach Framework. The study applies a multi-level intervention model focusing on Institutional Reform (policy, oversight, internal controls). Accountability and Transparency Mechanisms. Community Engagement and Co-production of Safety. Technology and Data-Driven Policing (e.g., digital forensics, monitoring systems). Corruption in policing is both structural and cultural, requiring more than punitive measures. Weak accountability systems and poor leadership significantly contribute to unethical practices. Public trust is strongly linked to procedural justice, fairness, and respectful treatment by police officers. Community participation enhances oversight and reduces opportunities for corruption. The use of technology (e.g., body cameras, digital evidence systems) improves transparency but must be supported by strong governance. Fragmented anti-corruption strategies are less effective compared to integrated, systemwide approaches. Combating corruption in policing requires a holistic and systematic approach that addresses institutional deficiencies, promotes ethical leadership, and strengthens accountability mechanisms. Restoring legitimacy goes beyond enforcement it demands a transformation in organisational culture, consistent adherence to procedural justice, and active community involvement. Sustainable reform can only be achieved when anti-corruption strategies are integrated, well-coordinated, and supported by political will and public participation. The study recommends the institutionalisation of continuous monitoring, capacity building, and collaborative governance as key pillars for long-term success.

2. LEARNERS’ PROFICIENCY AND CHALLENGES IN TECHNOLOGY AND LIVELIHOOD EDUC...
5

Charissa M. Novero*
University of Saint Anthony City of Iriga
15-33
https://doi.org/10.5281/zenodo.20438060

This study examined the level of proficiency of Grade 7 learners in agricultural practices and entrepreneurial knowledge under the Revised K to 12 Curriculum and developed a contextualized lesson exemplar to enhance instruction. Using a descriptive research design, data were gathered and analyzed through average weighted mean (AWM) to determine learners’ competencies across key domains. Findings revealed an uneven level of proficiency among learners, ranging from proficient to not proficient. Learners demonstrated proficiency in foundational agricultural knowledge (AWM = 2.64) and safety procedures in farm operations (AWM = 3.12). However, they were less proficient in the use of agricultural tools, implements, and equipment (AWM = 1.85) and crop production practices (AWM = 1.93), and not proficient in harvesting and post-harvesting practices (AWM = 1.60). Overall, agricultural and entrepreneurial competencies were rated not proficient (AWM = 2.23). The results further indicated that learners face significant challenges in applying agri-entrepreneurship concepts due to limited hands-on experiences and insufficient exposure to real-life agricultural activities. Despite these gaps, the study identified strong opportunities for contextualized and experiential learning through the use of local resources and community practices. Learners’ existing strengths in agricultural awareness and safety provide a foundation for community-based engagement. In response, a contextualized lesson exemplar was developed to improve instructional effectiveness by integrating practical, localized, and experience-based activities. The study concludes that enhancing experiential learning and strengthening school-community partnerships are essential to improving learners’ agricultural competencies and entrepreneurial readiness. It recommends the adoption and continuous refinement of contextualized instructional materials to support meaningful and sustainable learning outcomes.

3. CONTENT AND PEDAGOGICAL COMPETENCY OF GRADE 7 AND 8 TEACHERS IN THE LE...
3

Annamae B. Penetrante*, Ma. Er...
University of Saint Anthony City of Iriga
34-52
https://doi.org/10.5281/zenodo.20149975

This study examined the pedagogical content competency of Technology and Livelihood Education (TLE) teachers in Bula District, Division of Camarines Sur, and determined its relationship with selected demographic variables. Using a descriptivecorrelational research design, data were collected from 45 TLE teachers and analyzed through weighted mean and Pearson’s correlation. Findings revealed that most respondents are mid-career teachers with 7–10 years of experience, predominantly holding bachelor’s degrees and representing diverse TLE specializations. Although the majority have attended relevant training, advanced academic qualifications remain limited. Overall, teachers demonstrated a moderate level of content and pedagogical competency. Strengths were noted in teaching delivery, classroom management, and integration of work values, while weaknesses were evident in contextualization, integration of technology, and reflective practice. The study further identified several challenges affecting competency, including limited exposure to updated industry practices, insufficient instructional resources, difficulty in applying learner-centered strategies, and weak institutional support. Correlational analysis showed that educational attainment and relevant training significantly influence teachers’ competencies, while specialization has no significant effect. Teaching experience showed limited influence on selected competency areas. The null hypothesis was therefore rejected. Based on these findings, a strategic intervention program was developed to address identified gaps. The program emphasizes industry alignment, technology integration, improved instructional planning, and learner-centered teaching approaches. It also highlights the importance of continuous professional development. In conclusion, strengthening teacher competency requires sustained training, advanced education, and institutional support to ensure effective, relevant, and skills-based TLE instruction.

4. DEVELOPMENT OF MOBILE LEARNING APPLICATION AND ITS EFFECTIVENESS IN EN...
2

Lara Carullo Pantaleon*
University of Saint Anthony City of Iriga
53-78
https://doi.org/10.5281/zenodo.20150411

This study assessed the competency level of TVL–CSS Senior High School students at Concepcion F. Llorin National High School, Sagurong, Pili, Camarines Sur, and developed a supplementary mobile learning application to address identified learning gaps. Specifically, it evaluated students’ competencies in installing and configuring computer systems, setting up computer networks and servers, and maintaining and repairing computer systems and networks. Using a descriptive research design, the study involved forty (40) students and ten (10) expert validators, including education supervisors, master teachers, ICT teachers, and IT experts. Data were analyzed using weighted mean. The findings revealed that students demonstrated low competency across all areas, with an overall pre-test mastery level of 23.28% (Unmastered), indicating insufficient foundational knowledge and technical skills. In response, an offline mobile learning application, L.A.R.A (Learning Assistance and Reinforcement App), was developed to provide interactive, self-paced, and curriculum-aligned learning materials. The application was validated as highly acceptable, obtaining ratings of very satisfactory in content (3.99) and Excellent in technical functionality (4.33), and very satisfactory in instructional quality (3.70), usability and engagement (4.18), and overall acceptability (4.10), although improvements in motivation and critical thinking components were recommended. Post-test results showed an increase in mastery to 37.55% (Slightly Mastered), indicating measurable improvement in all competencies. The study concludes that the mobile learning application is an effective supplementary tool that enhances students’ competencies, though sustained use and instructional reinforcement are necessary to achieve full mastery. It is recommended that schools strengthen competency-based instruction, increase hands-on activities, and continuously refine mobile learning resources.

5. DEVELOPMENT AND VALIDATION OF LEARNING MATERIALS FOR BEAUTY AND NAIL C...
2

Lani C. Sapinoso*
University of Saint Anthony City of Iriga
79-100
https://doi.org/10.5281/zenodo.20151091

This study aimed to design and develop digital learning materials for Beauty and Nail Care Services among TechnicalVocational-Livelihood (TVL) students at Rodriguez National High School. Specifically, it identified the most challenging learning competencies, determined the most helpful design features, and developed a digitized instructional application to enhance competency mastery. A developmental research design was employed, involving twenty-five (25) TVL students who participated through interviews and competency assessments. Data gathered were analyzed, reorganized, and utilized as the basis for developing a Beauty and Nail Care mobile application. The results revealed that students achieved an overall mastery level of 85.80% (Mastered). While most competencies were mastered, selected areas such as nail structure, basic nail design application, and certain manicure and pedicure procedures showed ―Nearly Mastered‖ results, indicating the need for reinforcement. In terms of design features, visual aids, multimedia interactivity, and selfpaced learning were rated Highly Helpful, with step-by-step visual guides, diagrams, and video demonstrations emerging as the most effective tools for improving comprehension and engagement. Based on these findings, a Beauty and Nail Care App was developed, integrating lessons, procedures, and visual resources aligned with curriculum competencies. The application supports accessible, engaging, and self-paced learning, enabling repeated lesson review and improved skill acquisition. The study concludes that the app is an effective instructional tool that enhances learner engagement, promotes independent learning, and bridges the gap between theory and practice. It is recommended that the application be integrated into classroom instruction and supported with continuous teacher training and remedial learning strategies.

6. Diasporic Identity and Nostalgia in the Works of Jhumpa Lahiri
1

Dr. Bisheshwar Ray*
Ph. D in English (JPU, Chapra) Managing Director, Rebel: A School of Personality Development, Chapra
101-105
https://doi.org/10.5281/zenodo.20382377

This paper examines the intertwined dynamics of diasporic identity and nostalgia in the literary works of Jhumpa Lahiri, the Pulitzer Prize-winning author of Bengali-Indian descent whose fiction has become central to the canon of South Asian diasporic writing in English. Drawing on diaspora theory, postcolonial criticism, and cultural memory studies, this paper analyses Lahiri's major works — Interpreter of Maladies (1999), The Namesake (2003), Unaccustomed Earth (2008), and The Lowland (2013) — to trace the recurring thematic and formal preoccupations with belonging, cultural displacement, intergenerational conflict, and the longing for an originary home that defines the diasporic imagination. The paper argues that Lahiri's treatment of nostalgia is neither simple sentimentality nor straightforward critique; rather, she employs nostalgia as a complex affective structure through which her characters negotiate the irresolvable tensions of living between two cultures, two nations, and two selves. Her fiction illuminates the ways in which diaspora produces not a stable hyphenated identity but a condition of perpetual negotiation, grief, and reinvention.

7. Private Financing and Resource Utilization in Vocational Institutions...
4

Tumuhairwe Godwin & Byabashaij...
Valley University of Science and Technology, P.O. Box 44, Bushenyi, Uganda
106-109
https://doi.org/10.5281/zenodo.20392664

The coherent study assessed the connection between Private Financing and Resource Utilization in Vocational Institutions Training in Bushenyi District in Western Uganda. The survey study adopted a cross sectional and descriptive research design with qualitative approach. A sample of 20 documents was selected from 200 documents using the rule of the Thumb at 10% for the research study. Data was gathered using Documentary reviews and analyzed using Content Analysis systematically for qualitative data. The study findings established a significant association between Private Financing and Resource Utilization in Vocational Institutions Training in Bushenyi District in Western Uganda. The study concluded that Private financing is essential for upgrading the quality and relevance of Technical and Vocational Education Training (TVET), but it requires strong institutional frameworks, robust management of financial resources and a focus on equity. From the study findings, the researchers recommended that there is need to invest in continuous staff development to enhance trainer competence, resource utilization in Vocational Institutions Training and integrate modern, affordable technology into the Competence Based Curriculum. This may go a long way in helping the society to blossom.





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