GPH-International Journal of Educational Research

PROSPECTS OF INTELLIGENCE-BASED INITIATIVES FOR ATTAINING SAFE SCHOOL INITIATIVES IN IKWERRE LOCAL GOVERNMENT AREA, RIVERS STATE

Onumbu, Clement Maduyenwo — 2025-12-07

The study examined the prospects of intelligence-based initiatives for attaining safe school initiatives in Ikwerre Local Government Area, Rivers State. To achieve this, four (4) objectives that transformed to 4 research questions and their corresponding four hypotheses were formulated to guide the study. The study adopted the descriptive survey design. The population of this study comprised the principals, teachers, students, community leaders, and security officers in Ikwerre Local Government Area. A sample of 200 respondents (comprising 10 principals, 50 teachers, 100 students, 30 community leaders, and 10 local security officers) participated using a six-phased sampling procedure. A 30-item self-structured instrument titled “Intelligence-Based Safety Prospects for Attaining School Safety Questionnaire (IBSPASSQ) with a reliability coefficient of 0.875 necessitated its use to collect data, analyzed using mean and standard deviation (with a criterion mean cut off of 2.5) to answer the research questions, while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 level of significance. The study revealed grand mean scores ranging from 3.72, and 3.73, indicating that the perceived effectiveness and feasibility of integrating intelligence-based initiatives into the existing school safety infrastructure in Ikwerre Local Government Area. The study also revealed p-values of 0.004, and 0.003, indicating that actionable strategies or policies for integrating intelligence-based technologies significantly enhanced school safety in Ikwerre Local Government Area. The study recommended, among others, that government and corporate organizations should partner to reform policies that support increased investment in infrastructure, stable power, training, and digital literacy that will ease the adoption of intelligence-based safety technologies in schools.

THE IMPACT OF PARLIAMENTARY OVERSIGHT MECHANISMS ON FOREIGN POLICY: A LEGAL AND DEMOCRATIC FRAMEWORK

Dr. Siddik ARSLAN — 2025-12-08

The impact of parliamentary oversight mechanisms on foreign policy decision-making processes is of critical importance for democratic governance and the rule of law. This research examines how parliamentary oversight tools shape the transparency, accountability, and democratic legitimacy of foreign policy within a multidimensional framework. The fundamental research question investigates the ways and extent to which parliamentary oversight mechanisms affect the content, direction, and democratic legitimacy of foreign policy. The research hypothesis posits that countries with strong parliamentary oversight mechanisms produce foreign policy decisions that are more transparent, more accountable, and more reflective of societal interests. The study employs a mixed-methods approach, incorporating panel data analysis covering twenty-eight countries, three in-depth case studies, and qualitative content analysis of parliamentary records. The theoretical framework is grounded in principal-agent theory, veto players theory, democratic peace theory, and liberal institutionalism. Findings demonstrate a strong positive relationship between parliamentary oversight capacity and foreign policy transparency. As the specialization level of foreign relations committees increases, the arbitrary action space of the executive narrows; as budget oversight intensifies, foreign policy-related costs decrease; and as parliamentary questions and investigations proliferate, executive discourse becomes more cautious and aligned with international law. Research results reveal that parliamentary oversight constitutes not merely a domestic political requirement but also a strategic advantage in terms of international credibility and cooperation. The study proposes recommendations for strengthening the institutional capacities of parliaments, developing expert support systems, and effectively utilizing digital technologies in oversight processes. The future of democratic governance depends on activating parliamentary oversight in all decision-making processes, including the foreign policy domain.

Relational vs. Cultural Leadership

Quincy Kameda — 2025-12-27

This ethnographic study investigates the leadership dynamics involved in implementing the International Baccalaureate Middle Years Programme (MYP) in a Japanese Article 1 school. Drawing on structured field interactions with members of the leadership team, the research explores how relational and cultural leadership capacities intersect to influence school reform. Findings reveal that relational leadership is essential for cultivating trust and voluntary engagement, while cultural leadership is necessary for aligning global pedagogical frameworks with local traditions. The study contributes to a growing body of literature that positions leadership as a culturally contingent and relationally embedded practice in international schooling contexts.

THE IMPACT OF A STEAM-BASED INTERVENTION ON MATHEMATICS ACHIEVEMENT AND GENDER DIFFERENCES AMONG ARTS-ORIENTED SECONDARY SCHOOL STUDENTS IN TUBAH, MEZAM DIVISION, NORTHWEST REGION, CAMEROON

NFOR JULIUS CHENY — 2025-12-31

The paper examined the effect of a STEAM-based mathematics teaching intervention on students’ numerical fluency and gender differences in secondary schools within Tubah Sub-Division, Mezam Division, North West Region of Cameroon. The study employed a quasi-experimental design, involving 43 students from CCAST Bambili as the experimental group and 34 students from Technical High School Ntigi as the control group. Both groups were pre-tested on a common Form Three mathematics topic in statistics, before the experimental group was exposed to a three-week STEM-oriented instructional treatment. Post-test scores were then collected from both groups. Data were analyzed using descriptive and inferential statistics, including mean comparisons, t-tests, and graphical representations. Findings revealed that the experimental group significantly outperformed the control group in the post-test means score with an independent sample t-test showing t(75) = 6.42, p<0.001, demonstrating that STEAM-integrated instruction improved students’ engagement with mathematical tasks. Additionally, gender-based analysis revealed that female students in the experimental group achieved higher mean scores than their male peers, with a significant difference observed (t(41) =2.11, p<0.05). Suggesting that inclusive and context-sensitive STEAM pedagogies foster female learners’ achievement in mathematics, thereby challenging traditional gender performance gaps.

Relying on these findings, the study concluded that STEAM-based teaching interventions are effective in fostering numerical proficiency among arts-oriented students while also reducing gender disparities in mathematics achievement. It recommended that mathematics teachers should adopt STEAM-oriented approaches to enhance critical thinking and problem-solving, and that educational policymakers should integrate gender-responsive STEAM practices into the curriculum to promote equity and inclusiveness in secondary school mathematics education.