GPH-International Journal of Educational Research <p><span style="color: #222222;"><span style="font-family: 'Book Antiqua', serif;"><span style="helvetica: Arial, serif;"><span style="font-size: medium; font-family: 'Book Antiqua', serif;"><span style="color: #000000;">GPH-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH <strong>(E-ISSN 2795-3272 P-ISSN 2795-3264)</strong> publishes a wide range of high-quality research&nbsp; 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=""><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;"><strong><span style="text-shadow: #FF0000 0px 0px 2px;">Impact Factor: 1.124</span></strong></span></span></span></span></span></a></span></p> en-US <p>Author(s) and co-author(s)&nbsp;jointly&nbsp;and severally represent and warrant that the Article is original with the author(s) and does not infringe any&nbsp;copyright or violate any other right of any third parties, and that the Article has not been published&nbsp;elsewhere.&nbsp;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> (Dr. EKEKE, JOHN NDUBUEZE) (Dr. FALODE, OLUWOLE CALEB Lecturer) Tue, 11 Oct 2022 08:51:29 +0000 OJS 60 Digital-Concrete Materials: Revisiting Fröbel in Sketchpad Tasks <p>The present paper sets out to revisit Fröbel’s play theory, through the open-ended instructional materials, designed for pupils’ learning which he bequeathed to us. Many researchers have highlighted the advantages of digital or computer concrete materials including DGS manipulatives for teaching and learning. In terms of the present study, it is interesting to mention the introduction of Fröbel’s first Gift that I adapted in the DGS environment, designed to provide a play-based way of presenting/inquiring about geometric objects. The proposed DGS materials can be displayed, inquired about, and managed through properly set-up tasks, using linking visual active representations. The dynamic notions (e.g., dynamic point, segment, instrumental decoding, hybrid-dynamic objects, etc.), are taken as given and form the specific theoretical basis for the required processes. Dynamic interdependencies of tools in various sequential steps will be considered for the idea of building DGS Gifts, linked to the pupils’ level of conceptualization.</p> Stavroula Patsiomitou ##submission.copyrightStatement## Tue, 11 Oct 2022 08:52:16 +0000 Challenges faced by lecturers in handling large classes <p><em>This case study employed qualitative methods to collect data using open- ended questionnaires on a census sample of 38 junior lecturers and face-to-face interviews on seven purposively selected senior lecturers in the School ofSchool of Entrepreneurship and Business Sciences at Chinhoyi University of Technology in Zimbabwe.Data were tabulated, analysed presented narratively using emerging themes permeating the study.</em><em>The study found that class size does matter as it affects the performance and quality of student learning. Hence, large classes correlate with low student performance. The study recommends that if institutions of higher learning continue recruiting mass students then they should likewise recruit enough academic staff to deal with the large number of students. The conducive learning environments so created would in turn positively affect the academic performance of the students through active involvement of the learners with their content thereby higher order cognitive abilities of problem solving and critical thinking so characteristic of deep learning.</em></p> Neater Chifamba, Constantino Pedzisai ##submission.copyrightStatement## Tue, 18 Oct 2022 00:00:00 +0000 INFLUENCE OF FACEBOOK ADDICTION ON AGGRESSION AMONG ADOLESCENT STUDENTS IN NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE <p><em>This study investigated the influence of Facebook addiction on aggression among adolescent students in NwaforOrizu College of Education, Nsugbe (NOCEN). The study employed ex-post facto and correlation research design. The population of the study was 18,600 students. A total of 200 degree students from the 100 levels were randomly selected from the five departments in NOCEN that constituted the study. Three research questions and one hypothesis guided the study. Two research instruments titled Bergen Facebook Addiction Scale (BFAS) and Buss – Perry Aggression Questionnaire (BPAQ) were used for data collection. Experts in the field of Educational Psychology and Measurement and Evaluation validated the instrument. Cronbach Alpha method was used in estimating the internal consistency of these instruments. Range of scores was used in answering research questions one and two while Pearson Product Moment Correlation, simply referred to as Pearson r was used to answer research question three. The hypothesis was tested at a .05 significance level. The result showed that most adolescent students are addicted to Facebook. It also revealed that most NOCEN students have severe aggression as a result of their addiction to Facebook. The findings also depicted that there is a positive and significant relationship between Facebook addiction and aggression among adolescent students in NOCEN. It was recommended among others that adolescent students should be educated about social media and the ways to use it, as well as the common risks involved there to help them understand and navigate technologies.&nbsp; </em></p> Okonkwo, Ukamaka Martha, Oparaugo, Ursula Ifeoma, Uzokife, Georgina Chinelo, Ufearo, Florence Ngozi ##submission.copyrightStatement## Sat, 19 Nov 2022 06:50:02 +0000