GPH-International Journal of Educational Research
https://gphjournal.org/index.php/er
<p><strong><span style="color: #222222;"><span style="font-family: 'Aptos', serif;"><span style="aptos: Arial, serif;"><span style="font-size: medium; font-family: 'Aptos', serif;"><span style="color: #000000;">GPH-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH (E-ISSN 2795-3272 P-ISSN 2795-3264) publishes a wide range of high-quality research articles in the field (but not limited to) given below: <br>Academic Advising and Counselling, Adult Education, Art Education, Business Education, Counsellor Education, Cross-disciplinary Areas of Education, Curriculum, Research and Development, Distance Education, Early Childhood Education, etc</span></span></span></span></span>. <span style="font-size: medium;"><a title="Journal Impact Factor" href="http://www.gphjournal.org/index.php/index/jif"><span style="color: #222222;"><span style="font-family: 'Book Antiqua', serif;"><span style="helvetica: Arial, serif;"><span style="color: #000000;"><span style="font-size: 1.5em;"><span style="text-shadow: #FF0000 0px 0px 2px;">Impact Factor: 1.124</span></span></span></span></span></span></a></span></strong></p>GLOBAL PUBLICATION HOUSEen-USGPH-International Journal of Educational Research<p>Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties, and that the Article has not been published elsewhere. Author(s) agree to the terms that the <strong>GPH Journal</strong> will have the full right to remove the published article on any misconduct found in the published article.</p>Impact Of Maternal Deprivation on Adolescents’ Psychosocial Development in the Buea Municipality, South West Region Of Cameroon
https://gphjournal.org/index.php/er/article/view/1210
<p><strong>The impact of maternal deprivation on adolescents’ psychosocial development in the Buea municipality, South West region. The objectives of this study were: to find out how maternal divorce influences on the psychosocial development of adolescents, to investigate how maternal death influenced the psychosocial development of adolescents and to identify the influence of maternal illness on the psychosocial development of adolescents. This study made use of the survey research design and the simple random sampling technique was used to select a sample of 50 students for the study. The questionnaire was used for data collection. Data was analyzed using the percentage and thematically. The findings revealed that 72% of the respondents supported the fact that when the mother is divorced it brings about indiscipline, truancy, promiscuity and aggressiveness, 62% of the respondents supported that maternal death brought about promiscuity, truancy and waywardness in adolescents and 62% of the respondents supported that maternal illness brought about negative impacts on the psychosocial development of adolescents. The study recommended that childcare activists and practitioners work towards creating a society where adolescents are very involved and not just mere victims of circumstances beyond their control and to find good therapeutic interventions to assist adolescents who are have been deprived from maternal care.</strong></p>Bongwong BrunoNyambia Adrien
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2024-02-192024-02-19702011110.5281/zenodo.10678191Core self-evaluation and loneliness as predictors of internet addictions among undergraduate students
https://gphjournal.org/index.php/er/article/view/1227
<p><strong>The study investigated core self-evaluation and loneliness as predictors of internet addiction among undergraduate students, two hundred and forty-seven (247) undergraduate students which comprised 139 females and 108 males with a mean age of 21.76 and SD of 5.07 were selected using multi-stage (cluster, simple random: by balloting and purposive) sampling techniques as participants from Enugu State University of Science and Technology, Enugu. Young (1998a) internet addiction test (IAT), Judge et al., (2003) Core Self Evaluation Scale (CSES) and Russell, Peplau, and Ferguson, (1978) UCLA Loneliness Scale were used for the gathering of data, correlational design was adopted, while hierarchical multiple regression using Statistical Package for Social Sciences (SPSS) Version 25 was used for data analysis. Finding revealed that core self-evaluation did not predict internet addict at sig.= .836 which is higher than the threshold of at p< .05, loneliness also failed to predict internet addiction at sig. 556 which is higher than the value of at p< .05. The two independent variable shows no relationship with the dependent variable at r= .1(r= .079), both core self-evaluation and loneliness contributed 0% to the variation of internet addiction at r2= .006, both independent did not jointly predict internet addiction at sig. .752, which is higher than the threshold of at p< .05. Therefore, it is important to encourage students to develop a strong sense of core self-evaluation, as it can help them regulate their internet use and prevent addiction.</strong></p>Chinawa, Francis ChukwuemekaAnike, Raphael UgwuEkwo Jude ChukwudiOmeje, ObiageliDouglas, John UfuomaAmadi, Martins IkechukwuUgwu, Chika GloriaMadike, Eunice Nwabugo
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2024-02-192024-02-19702122310.5281/zenodo.10679381Psychological Well-being at Work and Professional Motivation of High School Teachers in Douala
https://gphjournal.org/index.php/er/article/view/1239
<p><strong>This study begins with the observation that primary and secondary school teachers have expressed discontent due to delayed payment of bonuses, lack of financial support even after several years of work, non-recognition of their seniority, and failure to implement promised career advancements. They have reached agreements with their administration to resolve this professional crisis, and some resolutions have begun to be implemented. This should ideally lead to a change in their attitudes in the classroom. However, it is noted that some of them continue to arrive late, fail to grade assignments, and are generally lax in the classroom. This raises the question: what are the reasons for this professional demotivation? The objective of this study is to verify if there is a link between psychological well-being at work and professional motivation of teachers. Dagenais-Desmarais's (2010) theory of psychological well-being at work enabled the operationalization of the general hypothesis into five alternative hypotheses. A quantitative design was employed, and data was collected through a questionnaire administered to 150 secondary school teachers in Douala. Data analysis was conducted using Spearman correlation, yielding the following results: for HR1: Rho=-0.308; HR2: Rho=-0.351; HR3: Rho=-0.134; HR4: Rho=-0.230; HR5: Rho=-0.324. The results confirm all our research hypotheses. Therefore, we can conclude that there is a significant link between psychological well-being at work and professional motivation of teachers.</strong></p>Douanla Djiala Adeline Merlyne
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2024-03-032024-03-03702243610.5281/zenodo.10785132Dimensions of Practical Intelligence Amongst the Bafut People, North West Region of Cameroon
https://gphjournal.org/index.php/er/article/view/1244
<p><strong>Most teachers concentrate only on test as a tool for assessing intelligence. This dimension is perceived as rather not holistic; thus exerting a dysfunctional consequence on the learner’s real-life output. It seems these teachers do not have an awareness of the importance of practical intelligence. Their conceptualization of childhood makes matters even worst. A more engraved problem is that they are not even aware that practical intelligence varies from one culture to another and thus this makes it difficult for teachers to implement appropriate teaching and assessment tools that enhance practical intelligence abilities in schools. Realizing this, the government designed a new curriculum for nursery and primary schools in Cameroon which took effect from September 3<sup>rd</sup> 2018. With this, there is the need for teachers to develop ways of boosting children’s abilities for survival in all environments. If things are not handled well, what is the way forward if children’s potentials or practical intelligence abilities are not exploited? So it is my concern that such important tools should not be neglected. The takeoff point is for teachers to have knowledge on how different culturessee, engage and give meaning to the concept of practical intelligence. In such a way, a well-structured schema would obtain that gives a leeway for an evaluation and grading system for learners who otherwise display strong competencies in acquisition of knowledge for survival in life.It is against this backdrop that the author carried out a study on Bafut people’s conceptualization of practical intelligence. This research raises key questions which when put in the right perspective, will surely carve a niche for the teaching and assessment of practical intelligence abilities in the conventional education system.</strong></p>Mary Lum Che Feh
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2024-03-032024-03-03702374810.5281/zenodo.10775348The moderating role of resilience in the relationship between marital stress and depression
https://gphjournal.org/index.php/er/article/view/1247
<p><strong>The study investigated the moderating role of resilience in the relationship between marital stress and depression among married teachers, with one hundred thirty-five (135) married teachers that comprises of 102 females and 33 males with an age mean of 32.20 and S.D 3.81 selected as participants using multi-stage (cluster, simple: balloting, and purposive) sampling techniques. Zung (1965) Self-rating Depression Scale (SDS), Omoluabi (1994) marital stress Inventory (MSI) and Connor and Davidson (2003). Connor-Davidson Resilience Scale (CD-RISC) were used for data collection, a cross-sectional survey design was adopted, while a moderated hierarchical multiple regression was used for data analysis. The finding shows that marital stress St= .551*** and t= 7.608*** at p< .001 positively predicted depression, Resilience St= -.517*** and t= -6.962*** at p< .001 negatively predicted depression among school teachers and Resilience St= -.748***and t= -7.178*** at p< .001 negatively moderated the relationship between marital stress and depression. Hence, school management can consider hiring psychologists to work with teachers to improve their resilience or educate them on the importance of resilience in managing depression.</strong></p>Chinawa, Francis ChukwuemekaAnike, Raphael UgwuEkwo Jude ChukwudiOmeje, ObiageliDouglas, John UfuomaUgwu, Chika GloriaNwatu, A. C.Madike, Eunice NwabugoNzekweIfeoma MaryroseEze, Boris Ejike
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2024-03-072024-03-07702496010.5281/zenodo.10792633ENHANCING SCIENCE EDUCATION IN REMOTE REGIONS: THE IMPACT OF PHET SIMULATIONS ON TEACHING ELECTRICITY IN NORTHERN VIETNAM
https://gphjournal.org/index.php/er/article/view/1250
<p><strong>This study explores the efficacy of PhET simulations in enhancing science education in remote regions of northern Vietnam, addressing the educational disparities exacerbated by geographical isolation. Employing a mixed-methods research design, the study surveyed and interviewed science teachers across several remote schools to evaluate their experiences with PhET simulations in teaching. The subjects included both experienced and novice teachers, who provided insights into the integration of simulations into their teaching practices. Findings indicate a significant improvement in student engagement and comprehension of complex scientific concepts, with teachers reporting enhanced instructional quality and student interest. The study underscores the potential of digital tools in democratizing education, suggesting that PhET simulations represent a valuable resource for overcoming the challenges of delivering quality science education in resource-constrained settings. This research contributes to the broader discourse on educational equity, highlighting the role of technology in bridging the gap between urban and rural education systems.</strong></p>Linh Quang NguyenQuynh Huong TrinhPhuong Thi Nguyen
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2024-03-112024-03-11702616810.5281/zenodo.10815027TEACHERS’ QUALITY AND SCHOOL EFFECTIVENESS AS DETERMINANTS OF SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE IN OGIDI EDUCATION ZONE OF ANAMBRA STATE
https://gphjournal.org/index.php/er/article/view/1255
<p><strong>The study examined teachers’ quality and school effectiveness as determinants of secondary school students’ academic performance in Ogidi education zone of Anambra state. Two research questions and two null hypotheses guided. The correlational survey research design was adopted. The population of the study comprised of 3,722 SS3 students of the education zone. A total of 372 respondents were randomly selected from the population of the study, given a 10% of the entire population. A structured questionnaire titled Teachers’ Quality and School Effectiveness as Determinants of Secondary School Students’ Academic Performance (TQSEDSSSAPQ) was used in collection of data. Pearson Product Moment Correlation Co-Efficient Analysis method was used in determining the reliability coefficients of the instrument which gave a coefficient of 0.77 which was considered high enough and reliable for the instrument. Pearson Product Moment Correlation Coefficient (r) was used to answer the research questions while the hypotheses were tested at 0.05 level of significance with simple linear regression. The result of the study showed among others that there is positive relationship between teachers’ knowledgeability and students' academic performance in public secondary schools in Ogidi Education Zone of Anambra State. Based on the findings, the study recommended among others; government should invest in the training and development of teachers to improve the quality of teaching in secondary schools. This can be achieved by providing opportunities for teachers to attend professional development programs, workshops, and conferences.</strong></p>DR. OKAFOR PATRICK CHINENYEDR. ENEMUO CHINWE JULIANA
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2024-03-152024-03-15702697710.5281/zenodo.10822731