GPH-International Journal of Educational Research

Evaluating the Effectiveness of Export Financing Programmes in Nigeria: Challenges, Opportunities and Impact on Non-Oil Exports

Omali, Joshua Ugbede — 2026-01-11

The study examined the effectiveness of Nigeria’s export financing programmes in promoting non-oil exports. The study’s objectives were to assess the effectiveness of these programmes, identify the challenges limiting their success, and highlight opportunities for improvement. The study was anchored on the Export-led Growth (ELG) Hypothesis. A quantitative time-series research design was used in the study, analyzing annual data from 1990 to 2024 sourced from the Central Bank of Nigeria and the National Bureau of Statistics. The Augmented Dickey-Fuller (ADF) test for stationarity, the Johansen cointegration framework, Vector Autoregressive (VAR), Granger Causality, Ljung–Box Q-statistics, Impulse Response Function (IRF), and the Forecast Error Variance Decomposition (FEVD) were the econometric tools used for the analysis, accomplished using E-views. The findings indicated that public and commercial bank credit has a statistically significant positive effect on non-oil export performance in the short run. However, this effect is not permanent and decays over time. Challenges such as poor access to credit, high rejection rates of financing applications, high interest rates, and policy inconsistencies limit these programmes’ effectiveness. It was concluded that while export financing programmes provide a measurable short-term boost to non-oil exports, their long-term impact is constrained by significant operational and macroeconomic challenges. The study recommended leveraging opportunities such as promoting value addition in agricultural and solid mineral resources to improve the effectiveness of these programmes.

Attitudinal Factor Influencing Food waste Among Isabel Central School Students

Rosalyn Estaca Lequin — 2026-01-11

Food waste in schools is a pressing global issue with economic, environmental, and social implications, yet little research has explored the attitudinal factors influencing this behavior among elementary students in the Philippines. This study examined the attitudes and behaviors of Grade 4 to Grade 6 students at Isabel Central School to identify determinants of food waste and propose actionable strategies to reduce it. Employing a quantitative descriptive-correlational design, data were collected via a validated Likert-scale questionnaire measuring students’ taste preferences, food appearance, peer influence, food awareness, and meal satisfaction, alongside self-reported food waste behavior. Descriptive statistics summarized respondents’ demographic characteristics and attitudinal tendencies, while Pearson’s correlation coefficient was used to assess relationships between attitudes and food waste behavior. Results indicated that students generally exhibited neutral attitudes toward most food-related factors, with food appearance scoring highest in positive perception. Food waste behavior was significantly influenced by taste preference, meal satisfaction, and food presentation, whereas peer influence had a moderate effect, and food awareness showed a negligible association. These findings underscore the critical role of sensory and experiential factors over purely cognitive awareness in shaping students’ food consumption decisions. The study highlights the need for student-centered, behaviorally informed interventions, such as improving meal palatability, incorporating appealing food presentation, and fostering positive peer modeling, to effectively reduce food waste in school feeding programs.

Du physicalisme radical au physicalisme culturel, une alternative pour l’Afrique

Badang Ayangma Martin Luther King — 2026-01-17

To speak of Nature is to adopt the language of science, which claims to describe with precision what it is while detaching itself from everything deemed contrary to it. But is this truly science, or merely dogmatism under the guise of a single Principle? For Feyerabend, such an approach no longer belongs to science but to theoretical indoctrination. He thus calls for a shift from a closed and reductionist method (scientism) to one that is open and plural (culture). In this work, this transition is expressed as a move from a radical physicalism, bearing the stamp of a universal and exclusive logos, to a cultural physicalism that opens a space for an African alternative. Carnap’s radical physicalism, emblematic of positivism, maintains that there can be no knowledge without a perfect correspondence between theory and observation. In this view, knowledge is reduced to the symbolic transcription of fact alone: science exists only within observable reality. It is precisely this dogmatic conservatism that Feyerabend challenges. The theory–fact correspondence is closed and reductionist; science offers but an image of Nature, incapable of fully encompassing reality. Even if history has effaced it, science retains a metaphysical substratum, traceable back to Aristotle’s theory of locomotion, where the notion of correspondence first emerged. Science, myth, and religion are all narratives, each interpreting reality through its own representations. If science appears more “rational,” it is not because it is inherently more rational, but because it succeeded in imposing itself. There is no independent subject, nor can there be neutral science: our relation to reality is always a matter of interpretation rather than principle. It is therefore vital to move beyond a scientistic and reductionist approach toward one that is cultural and plural. Only through such an alternative can Africa liberate itself from the modern theoretical frameworks imposed upon it through ideological apparatuses.

Teacher Well-being: A Crucial Issue for Education

Dr. Ojong Angela Ojong — 2026-01-14

The book "Teacher Well-being: A Crucial Issue for Education" explores the importance of teacher well-being in the education system. The author emphasizes that teacher well-being is often overlooked, despite its significant impact on the quality of teaching and student learning. The book examines the factors that influence teacher well-being, such as workload, stress, institutional support, and relationships with colleagues and students. The author proposes strategies to improve teacher well-being, including the implementation of support programs, promoting a culture of kindness and respect in schools, and recognizing the value of teachers' work. The book concludes that teacher well-being is essential for creating a positive and effective learning environment, and that policymakers and school administrators must take steps to support teachers' mental and physical health. In summary, this book highlights the importance of teacher well-being and offers solutions to improve their professional quality of life.