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&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="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 HOUSE en-US GPH-International Journal of Educational Research <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> STRATEGIC THINKING AND EFFECTIVE DECISION MAKING OF THE TELECOMMUNICATION INDUSTRY IN RIVERS STATE, NIGERIA https://gphjournal.org/index.php/er/article/view/1584 <p>This study examined the correlation between strategic thinking and efficient decision-making in the telecommunications sector in Rivers State, Nigeria. The capacity of managers in the Telecommunication industry to foresee dangers, recognize opportunities, consider alternative options and make effective decisions that will optimize immediate benefits and provide long-term competitive advantage is believed to have hampered their services, and this has resulted to delving into this research in order to provide possible solutions. As a consequence, two research hypotheses were formulated in their null forms. A comprehensive census survey approach was used, including 150 participants and using primary source, and a quasi- experimental research approach was adopted. The data were gathered using structured copies of the questionnaire and analysed using Spearman's Rank Order Correlation Coefficients (rho) in SPSS Version 21. The results demonstrated a statistically significant, albeit minor, positive correlation between strategic thinking and successful decision-making. More precisely, there is a positive relationship between cognitive thinking and successful decision-making, with a correlation value of 0.190. Similarly, creative thinking also has a positive association with effective decision-making, with a correlation coefficient of 0.452. The research highlighted the significance of incorporating strategic thinking into leadership development programmes in order to improve the quality of decision-making and satisfaction of stakeholders. The recommendation is for telecoms companies to include strategic thinking modules in their training programmes and cultivate an atmosphere that promotes new ideas.</p> Dr. Macaulay Enyindah Wegwu ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-04 2024-10-04 7 09 01 15 10.5281/zenodo.13889122 Physics Instructors' Dispositions Toward Digital Technologies in Instructional Delivery: A Survey-Based Study https://gphjournal.org/index.php/er/article/view/1590 <p>This study explored the dispositions of physics instructors toward the utilization of digital technologies in instructional delivery. Adopting a descriptive survey research design, data were collected from physics instructors at a college of education in North-Central Nigeria using a validated 20-item questionnaire. A pilot test conducted yielded reliability coefficients of 0.97 for self-efficacy and 0.87 for attitude, indicating high internal consistency. Findings reveal that while instructors recognized the potential benefits of digital technologies for improving student engagement and instructional efficiency, they also expressed concerns about infrastructure, training, and support. Descriptive statistics, including mean and standard deviation, were employed to analyze the data, while the t-test was utilized to test hypotheses at a 0.05 level of significance. Overall, physics instructors possessed positive attitudes toward the use of digital technologies, with a grand mean score of 3.79, and exhibited a high level of self-efficacy, with a grand mean score of 3.99. Based on these results, it is recommended that institutions enhance their ICT infrastructure and provide ongoing training to support the integration of digital technologies in teaching.</p> Oluwole Caleb Falode Timothy Opeyemi Sunday ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-14 2024-10-14 7 09 16 22 10.5281/zenodo.13928778 ATTITUDES OF TEACHERS TO ICT USAGE IN SECONDARY SCHOOL MANAGEMENT IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE https://gphjournal.org/index.php/er/article/view/1599 <p>The study examined attitudes of teachers to ICT usage in secondary school management in Awka South LGA of Anambra State. Two research questions guided the study. Descriptive survey research design was adopted for this study. The population of the study comprised 604 teachers (60 males and 544 females) from the 19 public secondary schools in Awka South LGA of Anambra State. All the 604 teachers were used for the study due to relatively manageable size of the population. A researcher-developed instrument titled “Attitudes of Teachers to Information and Communication Technology Usage in School Management Questionnaire (ATICTUSMQ)” was used for data collection. The instrument was subjected to face validation by three experts from Department of Educational Foundations, Faculty of Education, Chukwuemeka Odumegwu Ojukwu University, Igbariam Campus. The internal consistency of the instruments was determined using Cronbach Alpha which yielded reliability value of 0.79. The instruments were administered by the researcher with the help of three research assistants who are secondary school teachers in Anambra State. A total of 604 copies of the questionnaires were distributed and 593 were properly filled and successfully retrieved indicating 98% return rate. Mean and standard deviation were used to answer the research questions. The findings of the study revealed that teachers have high self-efficacy and willingness to ICT usage in secondary school management in Awka South LGA of Anambra State. Based on the findings, it was recommended among others that Ministry of Education should develop policy that is geared towards improving self-efficacy of teachers to ICT usage in school management.</p> Dr. Helen Chibuogwu Enwezor Nwajioha Chijioke Godfrey ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-14 2024-10-14 7 09 23 32 10.5281/zenodo.13928943 READING HABITS AS A PREDICTOR OF PUPILS’ TEST ANXIETY IN PRIMARY SCHOOLS IN ANAMBRA STATE https://gphjournal.org/index.php/er/article/view/1598 <p>The study investigated reading habits as a predictor of pupils’ test anxiety in primary schools in Anambra State. Three research questions guided the study and three null hypotheses were tested at 0.05 alpha level. Correlational research design was adopted for this study. The population of the study comprised 37,190 basic five pupils in Anambra State. A sample size of 817 pupils was draw for the study using multistage sampling procedure. Three sets of instruments: ‘‘Reading Habit Scale (RHS)” and “Test Anxiety Scale (TAS)” were used for data collection.The instruments were face validation by three experts, two from the Department of Early Childhood and Primary Education and one in Measurement and Evaluation from the Department of Educational Foundations, all in the Faculty of Education, Nnamdi Azikiwe University. Cronbach alpha method was used for a test of internal consistencies of the instruments which yielded overall coefficient value of 0.78 for RHS and 0.80 TAS.Simple regression was used to answer the research questions and test the hypotheses. The findings of the study revealed among others that reading habits is a strong predictor of pupils’ test anxiety in primary schools in Anambra State. It was also found thatreading habits is a significant predictor of pupils’ test anxiety in primary schools in Anambra State. Based on the findings, it was recommended among others that parents should set aside time at home for their children to read and prepare well for examination to reduce test anxiety.</p> Nweke, MaryAnn Chimezie Mbachi Roseline Anurika Okonkwo, Ogechukwu Jane ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-14 2024-10-14 7 09 33 41 10.5281/zenodo.13929073 De la nécessité de la philosophie pour enfant à l’école primaire Camerounaise : une analyse critique sur les conditions de faisabilité et son impact sur le développement de l’esprit critique et de l’autonomie de penser des apprenants https://gphjournal.org/index.php/er/article/view/1595 <p>L’accès à l’apprentissage de la philosophie au Cameroun a été codifié par l’idée selon laquelle, cette disciplineexigede l’élève d’avoir une certaine maturité psycho-cognitive, ce qui a justifié son accès exclusif au second cycle de l’enseignement secondaire Camerounais.De plus, selon les partisans de cette thèse, l’enseignement de la philosophie arracherait les enfants à leur ignorance bienveillante, les corrompraient avec pour finalité de former des êtres rebelles et hostiles à toute autorité de l’adulte. Contre cette idéologie archaïque, les didacticiens de la philosophie à l’instar de Lipman (1988), Sharp (1992), Tozzi (1994)… auront le courage d’initier les enfants à l’activité de la philosophie et de démontrer les bienfaits de cette activité dans la construction de la personne sociale de l’enfant, et de son autonomie de pensée. Pour ces didacticiens, il existe une filiation naturelleentre l’enfance et la philosophie au regard de sa faculté d’étonnement et de questionnement sur les problématiques existentielles qui taraudent sa vie. Cet article se permet donc d’évaluerles conditions de possibilité d’une activité philosophique à l’école primaire au Cameroun, et de ce fait, pose le problème de l’éligibilité des enfants à l’activité philosophie. Grâce à une analyse méthodico-critique, nous avons démontré que les enfants avaient desprédispositions naturelles à philosopher et de ce fait sont éligibles à son enseignement. Pour que cette activité soit effective, nous avons présenté trois dispositifs pédagogico-didactiques qui siéent non seulement à la pratique dialogico-philosophique qui caractérise cette activité avec les enfants, mais aussi qui sont propices au développement des compétences et des performances de ceux-ci. Parmi les compétences à développer en contexte camerounais, l’accent doit particulièrement être mis, sur le développement des habiletés rhétophilosophiques des enfants, au détriment de celles relatives à la rhétosophistique.</p> Roger Cyrille Embolo Edzoto ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-16 2024-10-16 7 09 42 54 10.5281/zenodo.13940175 BUSINESS EDUCATION ACADEMIC STAFF PROFICIENCY IN UTILIZING ARTIFICIAL INTELLIGENCE FOR RESEARCH DEVELOPMENT IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE https://gphjournal.org/index.php/er/article/view/1604 <p>This study examined the proficiency of Business Education academic staff in utilizing artificial intelligence (AI) for research development at the Federal College of Education (Technical), Umunze, Anambra State. Three research questions guided the study, which employed a descriptive survey research design. The population consisted of 65 Business Education lecturers at the Federal College of Education (Technical), Umunze, Anambra State. All 65 lecturers were selected as the sample using purposive sampling. A 27-item questionnaire, developed by the researcher and structured on a 4-point scale, titled 'Business Education Academic Staff Proficiency in Utilizing Artificial Intelligence (AI) for Research Development Questionnaire' (BEASPUAIRDQ), was used for data collection. The face validity of the research instrument was confirmed by two experts from the Department of Computer Science and one expert in Measurement and Evaluation from Nnamdi Azikiwe University, Awka. The reliability of the questionnaire was established through a pilot test conducted on a sample of 15 lecturers from the Nsugbe State Colleges of Education, who were not part of the main study. Scores obtained from the pilot test were analyzed using the Cronbach Alpha method, resulting in internal consistency coefficients of 0.79, 0.73, and 0.81 for the three clusters, with an overall coefficient of 0.78, indicating that the questionnaire was reliable. Data were analyzed using mean statistics, with a cut-off point of 2.50, and standard deviation statistics. The findings revealed that the Business Education lecturers were not proficient in utilizing AI for research development at the Federal College of Education (Technical), Umunze. Based on these findings, the study recommended that the leadership and management of the Federal College of Education (Technical), Umunze, should organize regular professional development workshops and other capacity-building training programs focused on enhancing the proficiency of Business Education academic staff in utilizing AI tools. These programs should also cover essential AI-driven platforms for literature sourcing (such as Google Scholar, Semantic Scholar, and others) to improve research efficiency and the quality of academic output.</p> EZUDIKE CHIOMA PEACE ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-18 2024-10-18 7 09 55 69 10.5281/zenodo.13950407 Mentoring and Supervision Challenges in B.Ed Internships: A Stakeholder Analysis in Patna, Bihar, India https://gphjournal.org/index.php/er/article/view/1600 <p><em>This study explores the challenges of mentoring and supervision in Bachelor of Education (B.Ed) internship programs in Patna, Bihar, India, using Vygotsky’s concept of scaffolding as a guiding theoretical framework. The research investigates the perspectives of key stakeholders, including interns, their supervisors, Teacher Education Institution (TEI) principals, host school principals, and host school teachers. Employing a qualitative methodology, data were gathered through semi-structured interviews with participants selected via multi-stage sampling. Thematic analysis of the data reveals that interns frequently lack sufficient mentoring and supervisory support, primarily due to the heavy workload faced by both supervisors and mentors. Additionally, the study finds a prevalent culture of mutual blame among stakeholders, with each group attributing shortcomings in the mentoring process to others. These findings highlight the need for a more integrated and cooperative approach to supervision in teacher training programs, addressing the specific contextual challenges to enhance the quality of support for pre-service teachers. The study suggests that policy changes and structural adjustments are essential to foster more effective mentorship and scaffolded learning experiences within B.Ed programs.</em></p> . Rashmi Raj Aditya ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-19 2024-10-19 7 09 70 80 DIGITAL PARENTING AND STUDENTS' ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN NIGERIA https://gphjournal.org/index.php/er/article/view/1608 <p>This paper explores Digital Parenting and Students' Academic Performance in secondary schools in Nigeria highlighting both the potential benefits and the challenges involved. As technology becomes integral to education, parents are increasingly responsible for guiding their children's digital interactions to ensure they contribute positively to academic outcomes. Effective digital parenting can enhance learning by regulating screen time, providing access to educational resources, fostering digital literacy, and maintaining a balanced approach to technology use. However, challenges such as technological literacy gaps among parents, inconsistent access to digital resources, managing distractions, student resistance, and concerns about online safety present significant barriers. This paper discusses these challenges and proposes strategies to address them, including parental training programs, improving access to technology, and collaborative approaches to digital management. The paper concludes that parents can play a crucial role in supporting their children's academic success in a digitally-driven educational activities.</p> Ngozi Ezema-Kalu ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-24 2024-10-24 7 09 81 88 10.5281/zenodo.13985644 EFFECT OF TEAM TEACHING STRATEGY, ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT AND INTEREST IN LINEAR EQUATION https://gphjournal.org/index.php/er/article/view/1612 <p>The study examined the effect of Team- Teaching Strategy (TTS) on secondary school students’ Achievement and Interest in Linear Equation. It adopted a quasi- experimental, non- randomized control group design. The study was guided by six research questions and six null hypotheses. The population of the study consisted of 4670 mathematics students in Onitsha Education Zone of Anambra State of Nigeria. A sample of 230(68males and 72 females)senior secondary school students was drawn from six co-educational schools drawn from a population of 14 co-educational secondary schools within the specified area. A flip of coin was used to assign three of the schools to experimental group and the other three to control group. Linear Equation Achievement Test (LEAT) of 50 multiple choice items structured by the researcher and Linear Equation Interest Scale (LEIS) of 20 items formed the instrument for data collection. The instruments were duly validated by experts and reliability index of 0.89 was obtained for LEAT using KR-20 while 0.87 was obtained for LEIS using Cronbach alpha reliability. Mean and Standard Deviation were used to answer the research questions while ANCOVA was used to test the null hypothesis at 0.05level of significance. The findings of the study showed a significant difference between students taught using TTS and those taught using Single Teacher Teaching Strategy (SSTT) in favor of TTS. Also there was a significant difference in students’ interest in linear equation when taught with the two methods infavor of TTS, among other findings. The study concluded that TTS is a better strategy for improved students’ achievement than STTS. It was recommended among others that TTS should be adopted for effective teaching of mathematics in secondary schools. Mathematics teacher- trainees should be trained on the use of TTS and serving teachers should be encouraged to use it in teaching.</p> Dr. Chinyere Francisca Okafor ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-30 2024-10-30 7 09 89 106 10.5281/zenodo.14011600 Jeu et développement du jugement moral : du jeu symbolique à la construction des comportements prosociaux asymétriques chez l’enfant camerounais en âge préscolaire https://gphjournal.org/index.php/er/article/view/1610 <p><strong>Résumé:</strong></p> <p>Dans son développement global et harmonieux, le jeu symbolique chez l’enfant occupe une place de choix. De la maturation progressive neurobiologique et motrice du jeune enfant, à la découverte de son corps et du monde extérieur, il décline son originalité dans le caractère d’apprentissage moteur et d’exploration environnementale. Les facteurs caractériels et sociaux y sont latents. À travers les situations de jeu symbolique l’enfant acquiertles comportements prosociaux qui contribue àsa socialisation. C’est dans cette perspective que le présent article s’est intéressé aujeu symbolique et la construction des comportements prosociauxasymétriques chez l’enfant camerounais d’âge préscolaire. Partant d’un devis mixte, l’étude a été effectuée dans quatre écoles maternelles de l’arrondissement de Garoua 1<sup>er</sup> au moyen d’une enquête auprès de 200 enfants/parents. Les données ont été recueillies à l’aide des observations structurées, et de l’échelle d’évaluation du comportement prosocial pour les enfants etd’un questionnaire pour les parents. Les résultats montrent que le jeu symbolique contribue à la construction des comportements prosociaux asymétriques chez l’enfant camerounais d’âge préscolaire à travers l’entraide, le réconfort, les encouragements, l’offre et la protection.</p> MAKOUEGHA FOTSING Louvrance Michèle DAIBE Jermias ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-10-30 2024-10-30 7 09 107 119 10.5281/zenodo.14012264 ACADEMIC RESULTS ATTRIBUTION OF SECONDARY SCHOOL STUDENTS ON TEACHERS’ MOTIVATION IN THE BUEA MUNICIPALITY, SOUTH WEST REGION OF CAMEROON https://gphjournal.org/index.php/er/article/view/1619 <p><em>The purpose of this study was to determine the effect of attribution on the academic results of lower sixth students and its influence on teacher's motivation in secondary schools in the Buea Municipality, South West Region of Cameroon. Specifically, the study sought out to examine the effect of acknowledgement of the academic results of lower sixth students on teacher's motivation in secondary schools in the Buea Municipality and to determine the effects of negative feedback from the academic results of lower sixth students on teacher's motivation in secondary schools in the Buea Municipality</em><em>. </em><em>The study employed the </em><em>descriptive survey research design where 60 teachers were selected through simple random sampling from 3 schools in Buea Municipality. Based on data gathered it was discovered that, acknowledgement from students on their academic results ha</em><em>s</em><em> a significant influence on teachers’ motivation; also, negative feedback has a detrimental effect on teachers’ motivation and lastly, positive feedback from students on their academic results had positive influence on teachers’ motivation in secondary schools in the Buea Municipality. It was therefore concluded that, students’ attributions of their academic results have a significant influence on teacher's motivation in secondary schools in Buea Municipality. Based on the findings, it was recommended that, school institutions should establish a feedback loop where teachers receive constructive feedback from students about their teaching methods and practices. This can help teachers understand how their efforts are perceived by students and motivate them to adapt their teaching strategies accordingly.</em></p> Njimeleki Anthony Molesy ##submission.copyrightStatement## http://creativecommons.org/licenses/by-nc-nd/4.0/ 2024-11-05 2024-11-05 7 09 120 133 10.5281/zenodo.14039450