Multinational Research Society Publisher

Mission and Vision
Our Mission
At MRS Publisher, our mission is to advance the dissemination of high-quality, peer-reviewed research to a global audience, enabling unrestricted access to scholarly content. We strive to facilitate the free exchange of knowledge and foster academic collaboration, empowering researchers, educators, and practitioners across disciplines to contribute to the advancement of science and society. By providing open access to research outputs, we aim to enhance the visibility, impact, and accessibility of scholarly work while supporting a sustainable and equitable knowledge-sharing ecosystem.
Our Vision
Our vision is to become a leading force in the global open-access publishing landscape, promoting transparency, inclusivity, and collaboration within the scientific community. We envision a future where all academic research is freely accessible, enabling innovation, accelerating discovery, and supporting evidence-based decision-making in policy, education, and practice. Through our commitment to open access, MRS Publisher seeks to break down barriers to knowledge and empower a diverse range of voices and perspectives in the pursuit of knowledge and societal progress.
Open Access Policy
MRS Publisher is committed to promoting open access to all scholarly works published under our name. We firmly believe that providing open access to research articles, journals, and other scholarly materials increases the visibility and accessibility of research, maximizes the impact of scientific inquiry, and accelerates the exchange of knowledge across borders and disciplines.
Indexing
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Latest Article
1. Social, Economic, and Environmental Synergy: The Impact of Business Et...
0

Ekiru Francis Anno*
Unicaf University (UUM), School of Doctoral Studies, Lilongwe, Malawi
14-20
https://doi.org/10.5281/zenodo.20160072

This study sought to evaluate the interactions among social, economic, and environmental factors that influence the implementation of business ethics and corporate social responsibility (CSR) frameworks in livestock-based enterprises. The study was conducted in Turkana in Kenya, Karamoja in Uganda, and Kapoeta in South Sudan. 9 primary, secondary, and cross-border livestock marketplaces were designated as case study locations, involving 171 statistically selected study participants. The study objectives were to (i) delineate business ethics and the application of corporate social responsibility within the livestock sector, (ii) evaluate the economic, legal, ethical, and altruistic components of CSR as implemented in livestock markets, and (iii) propose strategies for integrating business ethics and CSR into livestock business operations in dryland production and marketing environments. The study highlights that while livestock markets aim for profitability and adhere to legal and ethical standards, they fall short due to limited training, exposure, and resources. It emphasizes the importance of altruism alongside profitability, advocating for a collaborative business model that addresses competitive culture and socio-economic benefits. Ethical practices enhance market integrity and information flow, while legal compliance promotes oversight. To improve operational efficiency in livestock-based enterprises, securing resources and mentorship is crucial. Innovation and societal partnerships are essential for addressing disparities and enhancing corporate social responsibility, with an emphasis on government enforcement of these principles to improve corporatesociety relations and overall livestock sector performance.
2. DEVELOPMENT AND VALIDATION OF LEARNING MATERIALS FOR BEAUTY AND NAIL C...
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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.
3. DEVELOPMENT OF MOBILE LEARNING APPLICATION AND ITS EFFECTIVENESS IN EN...
1

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.
4. CONTENT AND PEDAGOGICAL COMPETENCY OF GRADE 7 AND 8 TEACHERS IN THE LE...
2

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.
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