Flash Card Implementation for Multiplication Skill Development in Fourth Grade: An Action Research Investigation
John Alexis O. De Vera, Ranao Elementary School, Department of Education, Bani District, Division of Pangasinan I, Philippines
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15779673 | Page 01 to 14
Abstract
This action research examined the association between flash card interventions and improvements in mathematical performance among Grade 4 learners, specifically targeting multiplication skills development. Employing a quasi-experimental one-group pretest-posttest design, the study involved thirty-six Grade 4 learners enrolled at Ranao Elementary School during the 2022-2023 academic year. Data were collected through validated twenty-five-item pretest and posttest assessments focusing on two-digit multiplication problems. Statistical analysis using mean scores, mean percentage scores, and paired samples t-test revealed significant improvements in mathematical performance following the eight-week flash card intervention. Pretest results showed a mean score of 10.47 (41.9%) which increased to 12.92 (51.7%) in the posttest, representing a statistically significant difference [t(35) = -8.82, p < 0.001]. Effect size analysis revealed a large practical significance (Cohen’s d = 0.98). The findings suggest that systematic flash card implementation is associated with enhanced multiplication computational fluency and accuracy among Grade 4 learners. This research contributes to evidence-based pedagogical practices in elementary mathematics education, particularly in addressing multiplication learning difficulties in the Filipino context. The study provides practical implications for teachers seeking effective, low-cost instructional strategies to improve basic mathematical skills.
Keywords: Flash cards; multiplication skills; elementary mathematics; action research; mathematical performance; Grade 4 learners
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LANGUAGE ATTITUDES OF NGUYEN TAT THANH UNIVERSITY STUDENTS TOWARD LEARNING JAPANESE IN RECENT YEARS AND PROPOSED ACTIVE LEARNING METHODS
Nguyen Thi Hong Hanh (M.A), Faculty of Foreign Languages, Nguyen Tat Thanh University.
Tran Tuan Kiet (M.A), Faculty of Foreign Languages, Nguyen Tat Thanh University.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15779754 | Page 01 to 51
Abstract
In recent years, the language attitudes of students of Nguyen Tat Thanh University (NTTU) and some other training institutions towards learning Japanese have undergone notable changes, reflecting the development of foreign language learning trends in Vietnam. Many young people are eager to study abroad or experience Japanese culture. The popularity of anime, manga, and Japanese cultural trends serves as a major motivation for learning Japanese.
Japanese is increasingly becoming a popular foreign language due to recruitment demand from Japanese enterprises. Students recognize career opportunities when proficient in Japanese, especially in fields like technology, tourism, business, and engineering. Some students are highly motivated and pursue JLPT certificates (from N5 to N1) to improve employment prospects. However, others learn Japanese only to meet graduation requirements without serious investment. The complexity of Japanese grammar, the writing system (Kanji, Hiragana, Katakana), and pronunciation often makes it more difficult compared to English or Korean.
This paper adopts a sociolinguistic approach, using both quantitative and qualitative methods to analyze and evaluate language attitudes among students, with the goal of enhancing motivation and finding effective learning strategies for NTTU students and other institutions offering Japanese language education. The findings indicate students are increasingly positive toward learning Japanese but still face significant challenges. Effective learning methods can accelerate language acquisition and improve career prospects.
Keywords: Language attitude; Japanese; active foreign language learning methods
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Toward a Competency-Based Electoral System in India: A Proposal for Formal Education and Examination of Political Candidates
Tayabur Rahman Laskar, Subject Teacher of Computer Science, Markaz Academy English Higher Secondary School, Hojai, Assam, India.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15795567 | Page 01 to 09
Abstract
India’s electoral system presently imposes minimal candidacy requirements (citizenship and age). This article examines the risks of unqualified leadership under the status quo – using analogies (e.g. an untrained pilot) – and critiques systemic limitations, including criminalization and the absence of formal skill benchmarks. We propose the Indian Competency-based Electoral System (ICES): a structured framework of educational and examination pathways for prospective political leaders. Key components include new degree programs (B.A./M.A./Ph.D. in Governance or Public Policy), competitive “Indian Politician Service (IPoS)” exams at national and state levels, post-selection apprenticeships under senior legislators, role-specific eligibility criteria tied to specialized education, and integration schemes for highly qualified but unelected candidates. These measures are designed to be legally viable under the Indian Constitution (Article 84/173(c) allows “qualifications as may be prescribed” by law) and draw on comparisons (e.g. Pakistan’s post graduate requirement for parliament, India’s state-local educational rules). Through robust academic and policy analysis, we argue that ICES could elevate the quality and effectiveness of India’s legislature, yielding leaders better prepared to advance national development.
Keywords: Electoral reform, candidate eligibility, education, competency-based selection, political examination, India, governance qualifications.
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Academic Research Writing through Preservice Teachers’ Eyes: Navigating Challenges and Benefits
Cyrus Pontawe Casingal, Curriculum and Implementation Division, Department of Education, Makati City, Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15834076 | Page 01 to 17
Abstract
This study investigates the perceptions, challenges, and benefits of academic research writing among preservice teachers in the Bachelor of Elementary Education program. Using a qualitative phenomenographic approach, data were collected through semi-structured interviews with nine female third-year student leaders. The results indicate two perspectives from the participants: a curricular requirement and means of knowledge construction. Time constraints, resource limitations, and professional development are some of the challenges that preservice teachers encountered. On the other hand, their perceived benefits include enhanced information literacy, self-confidence, improved academic writing, and professional development. These findings suggest that teacher education programs should strategically reframe research writing as both academic and professional development opportunity, implement holistic support systems addressing technical and collaborative skills, and emphasize the broader personal and professional benefits of extending preparation for evidence-informed classroom practice.
Keywords: Academic Research Writing, Preservice Teachers, Teacher Education, Writing Challenges
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Transforming English Language Education: The Role of Filipino Assistant Language Teachers in Japan's Internationalization Efforts
Cyrus Pontawe Casingal, Curriculum and Implementation Division, Department of Education, Makati City, Philippines.
Lovejoy Rivero Caerlang, Yamaguchi, Japan.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15834236 | Page 01 to 35
Abstract
This study examines the experiences, challenges, and contributions of Filipino Assistant Language Teachers (ALTs) in Japan’s educational system. Employing a mixed-methods approach, data were collected from seven Filipino ALTs across different Japanese prefectures through structured questionnaires examining demographic characteristics and professional experiences, complemented by in-depth narrative accounts of their cultural adaptation processes. Findings reveal that Filipino ALTs navigate complex cultural territories in their professional practice. In doing so, they develop hybridized professional identities that bridge Filipino and Japanese educational paradigms. These educators integrate distinctive pedagogical approaches from Philippine educational practices, including interactive learning strategies and culturally responsive teaching methods. Language barriers emerged as the most significant challenge. However, participants demonstrated remarkable resilience in developing adaptation strategies to overcome these obstacles.The unique cultural positioning of Filipino ALTs as Asian English language educators challenges traditional assumptions about native speaker models. Their experiences offer innovative approaches to cross-cultural education that draw from both Eastern pedagogical traditions. This research contributes to understanding how teachers from diverse cultural backgrounds navigate international educational contexts. It demonstrates how these educators develop professional identities that bridge multiple cultural traditions while maintaining their distinctive pedagogical contributions.
Keywords: Filipino Assistant Language Teachers (ALTs), Cultural hybridization, English language education, Cross-cultural adaptation, Team-teaching dynamics
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BRIDGING THE FIVE-YEAR GAP: SYSTEMATIC MOCK TESTING AND INTENSIVE FAMILIARIZATION EFFECTS ON ALTERNATIVE LEARNIGN SYSTEM (ALS) LEARNERS' ACCREDITATION AND EQUIVALENCY (A&E) EXAMINATION SUCCESS RATES
Cyrus Pontawe Casingal, Curriculum and Implementation Division, Department of Education, Makati City, Philippines.
Romulous P. Guiono, Curriculum and Implementation Division, Department of Education, Makati City, Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15834391 | Page 01 to 24
Abstract
The Alternative Learning System (ALS) Accreditation and Equivalency (A&E) examination resumed in January 2025 after a five-year hiatus, presenting unprecedented preparation challenges for Schools Division Office (SDO) Makati City. This action research investigated how intensive familiarization and mock testing could improve ALS learners’ performance in the A&E examination within a constrained 45-day preparation period. The study employed a mixed-methods action research design involving 398 ALS learners across 30 learning centers and 45 teachers. The intervention utilized the “ALS 45 Days Challenge” framework, implemented through five phases: initial planning and diagnostic assessment, curriculum development, structured review classes, intensive familiarization with mock testing, and final examination administration. Data collection included baseline diagnostic assessments, weekly mock examinations, teacher reflection logs, and performance tracking across six learning strands. Quantitative analysis employed descriptive statistics, paired t-tests, and ANOVA, while qualitative data underwent thematic analysis. Results showed a combined success rate of 62.68%, with 40.61% regular passers and 22.07% conditional passers among 426 test-takers (89.68% participation rate). Junior high school learners achieved higher success rates (66.57%) compared to elementary learners (48.94%). Center performance varied significantly from 14.29% to 100.00%, indicating the importance of implementation fidelity. The findings demonstrate that systematic, intensive preparation strategies can produce substantial results despite severe time constraints, providing a replicable framework for rapid educational intervention in similar contexts.
Keywords: Alternative Learning System, examination preparation, intensive intervention, mock testing, performance improvement
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Interrogating the Relevance of Extra-Mundane Communication in 21st Century Africa
Chike Walter Duru, Ph. D, Associate Professor Department of Mass Communication Faculty of Social and Management Sciences Prime University, Abuja, Nigeria.
Ibituru Iwowari Pepple, Ph.D, Department of Journalism and Media Studies, Federal University, Otuoke, Bayelsa State, Nigeria.
Abubakar Abba Tahir, Ph. D, Registrar, Prime University, Abuja.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15868828 | Page 01 to 14
Abstract
Extramundane communication occurs between the living and the dead. It involves the exchange of information between the living, supernatural beings, or the Supreme Being. It takes the form of prayers, incantations, libation, invocation, among others. There have been arguments in favour and against the relevance of extra mundane communication in the 21st century communication practice in Africa. While some opine that extra mundane communication is not relevant in the 21st century communication practice, arguing that the world was driven by scientific knowledge, others believe that it is part of a people’s way of life and therefore cannot go extinct. In a discourse analysis, the paper interrogates the relevance of extra mundane communication in 21st century Africa. Anchored on the Cultural Identity Theory of Mass Communication, the paper contends that extra-mundane communication is part of the culture of the Africans and remains relevant in the 21st century and beyond. The paper stressed the need for deliberate steps to be taken towards ensuring the preservation of the culture and tradition of the people. It also recommends the inclusion of extra-mundane communication in the curriculum of Mass Communication across the African continent.
Keywords: Extra-Mundane, Communication, Africa, 21st Century, Incantations
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A Republic in Doctrine: Reviewing the Evolution of U.S. Grand Strategy
Mahdi Niafar, Bachelors of Finance, Department of Money and Banking, Poznan University of Economics and Business.
Helia Jalalirad, English Language Editor and free Researcher of English Literature.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/15870461 | Page 01 to 11
Abstract
From Containment to Americanism is an ambitious monograph that traces the evolution of U.S. national security strategy from the Truman administration through the Trump era. The authors analyze each president’s doctrine in turn, arguing that U.S. strategy has generally exhibited continuity (each new doctrine builds on its predecessors) until a sharp break under President Trump. Drawing on library research and expert interviews, Aghili Dehnavi and Jamal explore both the power-political and ideological dimensions of American strategy. A recent review highlights their methodology: “analytic descriptive studies, interviews with experts, and extensive library research” to probe how U.S. policies “have evolved over decades, shaped by both internal ideologies and external pressures”. In particular, the authors introduce the notion of “Americanism” as an ideological framework – one rooted in founding documents like the Declaration of Independence and Constitution – that has underpinned U.S. expansion abroad. They argue that Americanism justifies promoting democracy and freedom
globally, even while neglecting domestic challenges. By contrast, earlier chapters show how Cold War doctrines were framed in terms of ideology (“imperialism” vs. “communism”) as well as power politics. Overall, the book offers a comprehensive narrative of U.S. security policies, framed through the lens of grand strategy, blending historical description with theoretical reflection.
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Learning Progression Patterns in Integrated MAPEH Education: A Comprehensive Four-Quarter Developmental Analysis of Performance Trajectories Across the K-12 Continuum
Shiella Rabino Fallarcuna, Curriculum and Implementation Division, Department of Education, Makati City Philippines.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/16073518 | Page 01 to 19
Abstract
This comprehensive study examined learning progression patterns in integrated Music, Arts, Physical Education, and Health (MAPEH) education across the K-12 continuum in the Division of City Schools of Makati. Using quantitative secondary data analysis, the research analyzed performance trajectories of 24,428 students across 11 grade levels (Grades 2-12) during the complete 2024-2025 school year, examining all four quarters of Performance-Based Assessment data. Results revealed three distinct developmental phases: Elementary Foundation Phase (Grades 2-6), Secondary Transition Phase (Grades 7-10), and Senior Integration Phase (Grades 11-12). System-wide exemplary performance progressed from 26.4% (Q1) to 34.7% (Q4), representing an 8.3 percentage point annual gain. The analysis identified seasonal learning patterns including first-half acceleration, mid-year consolidation, and year-end acceleration phases. The Grade 6 to Grade 7 transition showed consistent severe performance declines across all quarters (averaging -22.1 percentage points), confirming this as the most critical intervention point. Grade 9 demonstrated exceptional annual improvement (+17.7 percentage points), while Grade 10 showed complex recovery patterns. Senior high school students achieved the highest performance levels, with Grade 12 reaching 58.9% exemplary performance by year-end. Findings indicate that MAPEH education requires seasonally-responsive curriculum sequencing, sustained transition support, and year-long differentiated instructional approaches to optimize learning progression across the complete academic calendar.
Keywords: MAPEH education, learning progression, K-12 curriculum, performance trajectories, integrated curriculum, developmental patterns, arts education, physical education
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Solutions to Enhance the Effectiveness of Legal Support for Small and Medium-Sized Enterprises in Dong Nai Province
Ha Tran Thi Thu, Ph. D, Industrial University of Ho Chi Minh City, Ho Chi Minh City, Vietnam.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/17142364 | Page 01 to 11
Abstract
Legal support for small and medium-sized enterprises (SMEs) encompasses all activities carried out by agencies or organizations authorized to take the lead in providing assistance. These activities are implemented in diverse forms and contents, within a specified timeframe as regulated by the Government, with the aim of supplying legal information, training, and consultation for SMEs. The coordinated implementation of legal support activities has brought about fundamental shifts in legal awareness, fostering a habit of law compliance among enterprises. Such efforts include establishing the necessary conditions for law enforcement, thereby helping businesses operate more effectively, preventing legal risks, increasing competitiveness, and improving state management of enterprises through the rule of law. In this article, the authors analyze perspectives on SME development and, on that basis, propose solutions to enhance the effectiveness of legal support work for SMEs in Dong Nai Province.
Keywords: Small and medium-sized enterprises (SMEs), legal support.
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THE EFFECT OF CLASS SIZE ON THE TEACHING AND LEARNING OF MATHEMATICS IN GHANAIAN SCHOOLS
Susuoroka Gabina (Ph. D), University of Business and Integrated Development Studies, Department of Business Education, Wa, Ghana.
Amidu Bashiru, Atebubu College of Education, Department of Mathematics and ICT, Atebubu, Ghana.
Amadu Braimah, Tumu College of Education, Department of mathematics and ICT, Tumu, Ghana.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/16420339 | Page 01 to 19
Abstract
The size of a classroom significantly influences the teaching and learning process, particularly in subjects like mathematics in Ghanaian schools, where individual attention and active engagement are critical for understanding complex concepts. This study explores the impact of class size on the teaching and learning of mathematics by addressing three key research questions: (1) How does class size affect student achievement in mathematics? (2) What is the relationship between class size and teacher effectiveness in delivering mathematics instruction? (3) How do students perceive the impact of class size on their learning experiences in mathematics? Through quantitative analysis of student performance data, the study aims to provide a comprehensive understanding of how class size influences learning outcomes. Preliminary findings suggest that smaller class sizes are associated with higher student achievement due to increased opportunities for individualized instruction and greater teacher-student interaction. Additionally, teacher effectiveness is often enhanced in smaller classes, as instructors can tailor their teaching strategies to meet the diverse needs of students. Student perceptions indicate that larger classes hinder their ability to actively participate and receive timely support from teachers. The results underscore the importance of optimizing class size to improve the quality of mathematics education. Policymakers and educational institutions should consider class size as a critical factor when designing interventions to enhance teaching practices and student learning experiences. This research contributes to the broader discourse on educational quality by providing actionable insights into how class size affects mathematics instruction and outcomes.
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Sanctions, Strikes, and Strategic Narratives: A Critical Review of U.S. Policy toward Iran (1979-2025)
Artyom Papyan, 3rd Year BA International Relations, Faculty of Political Science and Journalism AMU Poznan, Poland.
MSI Journal of Arts, Law and Justice (MSIJALJ) | DOI https://zenodo.org/records/16420706 | Page 01 to 15
Abstract
Since the 1979 Islamic Revolution, U.S.–Iran relations have evolved into a complex and enduring rivalry shaped by five interlocking forces: proxy competition, economic pressure, Gulf energy politics, American exceptionalism, and the influence of U.S. think tanks. This review draws on interdisciplinary scholarship to argue that Washington’s continued use of deterrence, sanctions, and isolation reflects not just strategic concerns but also domestic politics, institutional inertia, and moral narratives that frame Iran as a permanent adversary. Energy policy, once focused on oil flows and chokepoints, now intersects with climate diplomacy and market transitions, complicating traditional containment strategies. At the same time, think tanks help convert ideological beliefs into policy orthodoxy, narrowing the space for diplomatic alternatives. By examining these material and symbolic dynamics, this review calls for more adaptive policymaking, one that reevaluates entrenched assumptions, measures coercive tools by real-world outcomes, and aligns energy strategy with an evolving geopolitical and environmental context.
Keywords: U.S. Foreign Policy, Iran–U.S. Relations, Economic Sanctions, Proxy Warfare, Strategic Narratives
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