GPH-International Journal of Educational Research

ACTION RESEARCH SKILLS AS PREDICTORS OF RESEARCH PRODUCTIVITY AMONG SECONDARY SCHOOL HEADS: FOCUSED DATA INFORMED LEADERSHIP

ROMELITA C. TUMANENG — 2026-03-31

Action Research plays a vital role in addressing pressing issues within schools and serves as an essential tool for solving school problems. It is also a key skill that school heads must possess to foster continuous improvement. This study aimed to comprehensively investigate the research skills of secondary school heads and examine how these skills influenced their research productivity. Using a descriptive- correlational research design, data were collected through a validated self-made survey questionnaire distributed via Google Drive and Messenger, involving all 68 secondary school heads within the study's scope. The instrument’s validity was affirmed by experts, ensuring the reliability of the data. Results showed that most respondents were aged 48–56, predominantly female, and held doctoral degrees. Despite their qualifications and experience, they rated their research skills as "Moderately Skilled," with notable gaps in constructing theoretical frameworks and performing statistical analyses. Their research productivity was also moderate, with strengths primarily in classroom research but limited engagement in dissemination activities and disaster- related research. The findings revealed a positive correlation between higher education levels, additional training, and both research skills and outputs. These insights emphasized the need for targeted professional development programs aimed at enhancing specific research competencies among school heads. Implementing capacity-building initiatives focusing on problem identification, research design, data analysis, and dissemination would enable school heads to increase their research productivity and contribute more effectively to educational development. Additionally, fostering a school culture that prioritizes data-informed decision-making and research utilization was identified as crucial for sustaining growth. While most school heads were qualified and experienced, strategic interventions were necessary to bridge existing skill gaps and promote research-active leadership. Future research should replicate this study across diverse settings to validate findings and further explore the factors influencing research productivity among educational leaders.

Smartphone Features and Students’ Engagement in Academic Activities

Mondragon, Gerald Jay J. — 2026-04-21

This study examined the relationship between smartphone features and students’ engagement in academic activities among college students at Palompon Institute of Technology, Palompon, Leyte, Philippines. Specifically, it assessed students’ usage of smartphone features in terms of capturing/recording, searching, editing, downloading/uploading, and presenting; determined the level of students’ engagement; and tested the significant relationship between smartphone feature usage and engagement. Anchored on the Technology Acceptance Model and Student Involvement Theory, the study employed a descriptive-correlational design with 65 respondents selected through universal sampling. Data were gathered using a structured questionnaire and analyzed using mean, standard deviation, and Pearson’s r correlation. Findings revealed a high level of students’ engagement and high levels of smartphone usage across all features. Results further showed significant positive relationships between students’ engagement and all smartphone features, with searching and capturing/recording demonstrating the strongest associations. The findings indicate that smartphone features serve as valuable academic tools that support student engagement in technology-enhanced learning environments. The study concludes that increased utilization of smartphone features is associated with higher academic engagement and recommends integrating smartphone-supported learning strategies in higher education.

FAMILY RESILIENCE AND ITS INFLUENCE ON CHILDREN SOCIAL SKILLS ACQUISITION IN FAKO DIVISION SOUTH WEST REGION OF CAMEROON

Tengu Christabel Mepha — 2026-04-24

Family resilience plays a critical role in shaping children’s social development by fostering nurturing and stable environments in which children feel secure, valued, and understood. Such environments are essential for the development of emotional competence and social skills. This study examined the influence of family resilience on social skills acquisition among children aged 9–12 years in selected primary schools in Fako Division, South West Region of Cameroon. A sequential exploratory mixed-methods design was adopted, integrating qualitative and quantitative approaches. Data were collected from a sample of 409 respondents, comprising parents, teachers, and pupils, selected through stratified random sampling, simple random sampling, and purposive sampling techniques. Qualitative data were analysed using thematic analysis, while quantitative data were analysed using both descriptive and inferential statistical methods. The Spearman’s rho correlation test was employed to test the study hypotheses. The findings revealed a strong and statistically significant positive relationship between family resilience and children’s social skills acquisition (r = 0.712, p < 0.05). This suggests that as families demonstrate greater adaptive capacity, effective communication, and improved stress management, children exhibit higher levels of social competence, including emotional regulation, interpersonal communication, and conflict resolution skills. The study concludes that strengthening family resilience is fundamental to enhancing children’s social development. It therefore recommends that families, educators, and stakeholders involved in child development initiatives intentionally create supportive environments that encourage open emotional expression, positive relationships, and adaptive coping strategies.

SUPPLY CHAIN VULNERABILITY AND OIL PRODUCTION STABILITY OF UPSTREAM PETROLEUM FIRMS IN RIVERS STATE

Bazia, John N. S. — 2026-05-01

This study investigated the relationship between supply chain vulnerability and oil production stability of upstream petroleum firms in Rivers State, Nigeria. Supply chain vulnerability was operationalized through two dimensions: logistical vulnerability and operational vulnerability. Oil production stability was assessed through output consistency, regulatory compliance, and operational continuity. The study was anchored on Transaction Cost Theory and Dynamic Capabilities Theory. A correlational research design was adopted. The population comprised twenty (20) upstream petroleum firms in Rivers State. A census of 120 respondents was drawn, comprising operations managers, logistics managers, supply chain officers, and senior technical staff. Valid responses totalled 110, representing a response rate of 91.7%. Data were collected using structured questionnaires on a five-point Likert scale. Organizational resilience served as a contextual moderating variable. Analysis was conducted using Pearson Product Moment Correlation (PPMC) at a 0.05 level of significance. The findings revealed that logistical vulnerability has a strong negative and statistically significant relationship with oil production stability (r = -0.731, p < 0.05). Similarly, operational vulnerability demonstrated a significant negative relationship with oil production stability (r = -0.684, p < 0.05). The study concludes that supply chain vulnerabilities, particularly logistical and operational in nature, significantly impair oil production stability. It recommends investment in digital supply chain monitoring systems, diversified logistics networks, and adaptive maintenance protocols underpinned by organizational resilience mechanisms.

EVALUATING THE EFFECTIVENESS OF SELF-REGULATED LEARNING ON STUDENTS’ ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN MEEZAM

Lum Bobga Jacqueline Achiri — 2026-05-04

The study was set out to evaluate the effectiveness of self-regulated learning on students’ academic achievement in selected secondary schools in Mezam Division. Two specific research questions were formulated to investigate how goal setting and study habits influence students’ academic achievement. Literature was reviewed from conceptual, theoretical, and empirical perspectives. The study adopted a descriptive survey research design and randomly sampled 120 students from two selected secondary schools; GBHS Bayelle and CKHS Nkwen. A structured questionnaire with a reliability coefficient of 0.811 was used to collect quantitative data. Data were coded, cleaned, and analysed using SPSS Version 27 and Microsoft Excel 2021. Descriptive statistics; frequency table, percentages, means, and standard deviations were used to describe students’ responses and answer the research questions, while hypotheses were tested using simple linear regression at the 0.05 level of significance. Findings revealed that goal setting has a statistically significant (p = 0.001) positive effect on students’ academic achievement and accounted for 23.7% of the variation (R² = 0.237). Similarly, study habits showed a statistically significant (p = 0.001) positive effect on academic achievement and explained 28.8% of the variance (R² = 0.288). The results indicated that students who set clear academic goals and practice effective study habits tend to perform better academically. Relying on these findings, the study concluded that self-regulated learning, particularly goal setting and effective study habits, play important role in improving students’ academic achievement. The study recommended that teachers and parent should guide students in setting clear academic goals and developing good study habits. Additionally, School administrators should intensify compulsory self-regulated learning practices among students by proving libraries and quiet study spaces in schools and setting aside specific time for students to study while in school.