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. Public Health Crisis and Mobility Restrictions: What Impact Did the Eb...
4

Fabrice Mulindaamani Bahati*,...
Lecturer and Researcher in the Department of Business and Administrative Management at the Institut Supérieur Pédagogique/ Idjwi, DRC. Researcher at the Laboratory of Applied Economics for Development (LEAD) at the Catholic University of Bukavu
1-12
https://doi.org/10.5281/zenodo.22325810

This study examines the effects of restrictive measures implemented during the Ebola outbreak on the activities of women engaged in informal cross-border trade between the Democratic Republic of the Congo (DRC) and Rwanda within the African Great Lakes region. A survey was conducted among 338 women cross-border traders in Goma and Bukavu. The findings reveal that 59.8% of the respondents managed to continue their business activities under difficult conditions, while 66% experienced a significant decline in their monthly profits, as confirmed by a Chi-square test (p < 0.001). Border closures also disrupted supply chains, increased purchase prices, and raised transaction costs. To sustain their businesses, 66.3% of the women adopted a collective procurement (group purchasing) system, thereby confirming the hypothesis that collective action constitutes an effective resilience strategy. Despite this adaptive response, the traders faced delivery delays, reduced control over their goods, and limited institutional support. The study concludes that regional mechanisms capable of balancing public health protection with the continuity of cross-border trade are essential to strengthening the economic resilience of women traders in the African Great Lakes region.
2. Parents Contribution and Academic Performance in Bushenyi District in...
1

Byabashaija Deusdedit* & Tuhai...
Valley University of Science and Technology1, P.O.Box 44, Bushenyi, Uganda
6-9
https://doi.org/10.5281/zenodo.22293994

The systematic study valued the relationship between Parents Contribution and academic performance Performance in Bushenyi District in western Uganda. The research project used a cross-sectional and descriptive research design with quantitative paradigm. The academics employed simple random sampling and stratified random sampling techniques to select the respondents for the research project. A sample of 72 participants was selected from 157 target population using a table developed by Morgan & Krejcie (1970). Information was garnered while utilizing the questionnaires and analyzed by employing Descriptive statistics such as Bar graphs and inferential statistics such as Pearson linear correlation coefficient (PLCC) for quantitative data scrutiny. The study findings discovered that there was a significant correlation between Parents Contribution and academic Performance in Bushenyi District in Western Uganda . The study concluded that Parents have a strong influence on their children. They have a direct influence that is stronger than that of teachers, friends, and media. For this reason, a parent’s positive attitude and support towards their children’s education is key to the success of their children in secondary schools. From the study findings, the investigators recommended that the school administration should enhance communication with the parents by sending to the parents regular newsletters, scheduling regular parents-teachers meetings to discuss the children’s academic progress. This can go a long way in improving the standards of education in secondary schools.
3. A Longitudinal Study of Reflective Teaching Development in English Lan...
0

S. Sasi Bhushan*
Lecturer in English, Government Degree College for Men, Srikakulam
1-5
https://doi.org/10.5281/zenodo.22292870

This is a longitudinal study that examines the systematic development of reflective teaching (RT) practices of the English Language Teaching (ELT) professionals of North Coastal districts of Andhra Pradesh namely Visakhapatnam, Vizianagaram and Srikakulam. The research tries to quantify reflectivity as it exists without any interventions, and evaluate what changes, if any, the year-long action research intervention produces. Based on the theories of John Dewey (1933) and Donald Schön (1983), the research examined how much baseline reflectivity exists and how much change the year-long action research intervention brings about. The study adopted the mixed method of quantitative and qualitative, and quantitative methods were used were the English Language Teaching Reflection Inventory (ELTRI), and qualitative method were teaching journals, video-recorded self-analysis and peerobservation reports. In total, 67 ELT practitioners from technical institutions and secondary schools were involved in the study. Quantitative results showed that the teaching experience was negatively correlated with reflectivity, with a clear “mid-career dip” for teachers with between 11 and 15 years of experience, and then a positive correlation for teachers with 16 or more years of experience. The qualitative longitudinal intervention, which employed the Reflective Teaching Model (RTM) and "Loop Input" enabled a gradual transition from the "technical rationality" towards "critical reflection" by making it possible for teachers to base their pedagogical actions on applied linguistics theory, instead of "common-sense" beliefs. Most barriers identified to sustained practice were systemic (82% time constraints, 65% lack of formal training). The study concludes that reflective practice and support by institutionalizing multilingual UDL (Universal Design for Learning) is necessary to improve the self-efficacy of teachers and learning outcomes of students in the region.
4. From Monolingual Ideologies to Multilingual Realities: Implications fo...
0

Dr. P. Sitharthan* & Dr. M. Na...
Associate Professor, PG & Research Department of English, Presidency College, Chennai
23-25
https://doi.org/10.5281/zenodo.22209181

This article examines the growing significance of multilingualism in contemporary English Language Teaching (ELT) and the pedagogical shifts it has prompted. Traditionally, ELT was shaped by monolingual ideologies that treated learners' first languages as obstacles to acquiring English and encouraged the exclusive use of the target language in classrooms. Drawing on recent scholarship in applied linguistics and sociolinguistics, this article argues that these assumptions have been substantially revised: multilingual learners' existing linguistic resources are now understood as assets rather than as interference. The discussion traces the conceptual shift from monolingual to multilingual perspectives, with particular attention to translanguaging as an emerging pedagogical paradigm that treats language use as an integrated, flexible repertoire rather than as separate systems. It further considers the cognitive benefits associated with multilingualism, including metalinguistic awareness, cognitive flexibility, and intercultural competence, before situating these debates within the linguistically diverse context of Indian classrooms. The article concludes by outlining implications for curriculum design, classroom pedagogy, assessment, and teacher education, arguing that ELT must move beyond monolingual norms to reflect the multilingual realities of twenty-first-century learners.
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