The International Journal of Research on Multidisciplinary Studies (IJROMS) proudly announces that Volume 1, Issue 1 (February 2026) is now officially published and available in our online archive.

This inaugural issue marks a significant milestone in our commitment to academic excellence, interdisciplinary collaboration, and global knowledge dissemination. The published articles reflect rigorous peer-review standards, scholarly integrity, and meaningful contributions across multidisciplinary research.

We invite researchers, educators, professionals, and students to explore the articles featured in this issue and engage with the latest research advancements.

🔗 Access the issue here: https://drive.google.com/drive/folders/1LhjCw5sW9aSS6OASnn9vrpOi9QW79j78?usp=sharing
Volume 1, Issue 1 (February 2026)

Abstract. This study investigated the impact of students’ technological skills on their academic performance to establish foundations for pedagogical innovation in technology-enhanced learning. It specifically assessed students’ proficiency in video editing, creating presentations, word processing, and internet navigation; identified challenges encountered in using these technologies; and examined differences in proficiency based on sex, age, and socioeconomic status. Utilizing a descriptive-quantitative research design, data were gathered from 113 junior high school students of Buenavista Integrated School, Zamboanga City Division through a researcher-made questionnaire. Results revealed that students were moderately proficient in most technological areas, with the highest proficiency observed in creating presentations and the lowest in word processing. Among the variables, age showed a significant influence on technological proficiency, whereas sex and socioeconomic status had no significant differences. Correlational analysis indicated a positive and significant relationship between technological skills and academic performance, underscoring that higher digital competence contributes to better learning outcomes. The study highlights the need for structured digital literacy programs and targeted interventions that enhance technological proficiency and promote equitable access to digital tools. It recommends the integration of continuous training for both teachers and students to bridge digital gaps and strengthen technology-based learning strategies. Future studies should explore longitudinal impacts of technological skills on academic performance across varied educational levels.

Keywords: Academic Performance, Creating Presentation, Internet Navigation, Technological Skills, Video Editing, Word Processing

Abstract. This study investigated the relationship between reading comprehension and academic performance among General Academic Strand students at Buenavista Integrated School during the School Year 2024-2025. However, limited research has examined its direct impact within this specific academic setting. A descriptive-correlational research design was employed to assess the association between students' reading comprehension levels and their academic performance. Descriptive statistics were utilized to evaluate comprehension proficiency and general academic achievement, while purposive sampling was used to select participants. The findings revealed no significant relationship between reading comprehension and academic performance, despite a strong negative correlation (R = -0.82) and a high P-value (0.521). This suggests that the observed correlation may be due to chance, indicating that reading comprehension alone may not be a primary determinant of academic success. Notably, students demonstrated a very satisfactory level of academic performance, with a general weighted average of 89.05 in the third quarter. These results suggest that other factors, such as study habits, motivation, teacher effectiveness, and learning environments, may exert a more significant influence on students' academic outcomes. Further research is recommended to identify key determinants of academic achievement, which could inform the development of more effective teaching strategies and educational interventions to enhance student learning and success.

Keywords: Academic performance, Reading Comprehension General Academic Strand, Reading

Abstract. This study investigates how social media networking influences the academic performance of Senior High School students in the General Academic Strand at Buenavista Integrated School, Zamboanga City, during the 2024–2025 school year. Social media has become a central part of students’ daily lives, often serving as a tool for research, collaboration, and academic engagement. Using a descriptive survey design, data were collected through structured questionnaires administered to a sample of students. Findings reveal that platforms such as Facebook, Twitter, and Instagram are widely used for academic support, particularly in research activities. Students’ academic performance in the 3rd quarter was rated “Very Satisfactory,” with a mean score of 89.38. No significant differences were observed across demographic groups, suggesting that social media’s academic impact is consistent among students. The study concludes that when effectively integrated into the academic environment, social media networking can enhance learning outcomes, especially in research and collaborative tasks. However, it also emphasizes the need for guidelines and training to maximize benefits while minimizing distractions. By addressing the limited research on social media use in Senior High School education, this study provides insights for educators and policymakers on how to harness social media as a constructive academic tool.

Keywords: Academic Performance, Social Media, Networking, Senior High School

Abstract. This study aimed to determine the impact of mobile legend and academic performance among senior high school students School Year 2024-2025. The study employed a descriptive-correlational research design and a survey questionnaire to gather data from respondents. The findings showed that mobile legends addiction is not significantly influence the student’s academic performance. The respondents agreed that they sometimes play ML during class hours (mean of 2.76) and that excessive gaming makes them inactive during class discussions (mean of 2.81). Furthermore, many choose to play the game rather than complete schoolwork, with a mean score of 2.67. These behaviors indicate that gaming has become a distraction, affecting their academic focus and participation. Interestingly, despite the negative effects, students also perceived some benefits from playing Mobile Legends. The data show that respondents agreed that playing the game helps them relieve stress (mean of 2.93), improves their vocabulary (2.64), and enhances critical thinking skills (2.71). This suggests that while the game may have adverse effects on academic priorities, students also find it mentally stimulating and socially engaging. The academic performance of students in the third quarter of the School Year 2024-2025. It shows that the students got a mean of 86.52 with its verbal description of “Very-Satisfactory.” It means that students performed very-satisfactory.  Based on the data, the students obtained a General Weighted Average Grade (GWAG) of 86.52. According to the given scale, this falls under the "Very Satisfactory" category.  Based on the Findings revealed that there is no significant difference in the mean scores between mobile legend addiction. Based on the statistical analysis presented, the computed R-value was -0.183, indicating a weak negative correlational between the two variables. This suggests that as students spend more time playing mobile legends, their academic performance may slightly decrease. However, this relationship is not strong enough to draw a definite conclusion. It is recommended that the School’s Division provide additional training to teachers on how the students impact of mobile legends and academic performance among senior high school students effect the data implies that both the students and teachers are working collaboratively to maintain a positive learning environment that supports academic excellence. The consistent efforts of the students, along with effective teaching strategies and supportive school policies, have contributed to this level of achievement. 

Keywords: Addiction, Academic Performance, Influence, Mobile legends, Senior High School 

Abstract. This study examined the socioeconomic status and aspirations of fisherfolk families in Barangay Buenavista, Zamboanga City, during fiscal year 2024–2025. It focused on how financial challenges such as low and seasonal income, limited access to credit, and high fishing costs affect their living conditions and future goals, especially for their children’s education. Using a descriptive-correlational research design, the study analyzed the relationship between parents’ aspirations and their socioeconomic status. Results showed that economic stability was the top priority of fisherfolk parents, with a high mean score of 3.42. Many families struggle with unstable income and expensive fishing operations, which greatly influence their ability to support their children’s schooling and future ambitions. Cultural and geographic factors were less influential, with mean scores of 2.07 and 2.32. Government policies and community support received moderate ratings (mean of 2.66), suggesting that while these forms of support are appreciated, they are not enough to solve the families’ financial difficulties. The parents’ low-income status had a mean score of 3.00, confirming that financial hardship remains a major concern. Statistical analysis showed a strong and significant relationship between financial stability and parents’ educational aspirations for their children (R-value = .000, P-value = .00). This means that better financial conditions increase the likelihood of pursuing higher education. Overall, the study highlights the urgent need for economic assistance and stronger support programs to help fisherfolk families improve their livelihood and achieve their aspirations.

Keywords: Fisherfolk Parents’, Economic Factors, Geographic Factors, Cultural Factors, Government Policies