GPH-International Journal of Educational Research

EFFECT OF AI-DRIVEN ADAPTIVE LEARNING PLATFORM ON SECONDARY SCHOOL STUDENTS’ RETENTION IN CHEMISTRY IN ANAMBRA STATE

Okoli, Leonard Maduabuchi, Obiageli Ifeoma Ikwuka, Prof. — Wed, 30 Sep 2026 00:00:00 +0000

This study investigated the effect of an Artificial Intelligence-Driven Adaptive Learning Platform (AI-DALP) on secondary school students’ retention in Chemistry within the Onitsha Education Zone of Anambra State, Nigeria. The study specifically assessed the difference in delayed retention between students taught using AI-DALP and those taught using the Conventional Teaching Method (CTM) after controlling for immediate posttest performance, as well as whether retention differed by gender within the adaptive learning environment. Guided by two research questions and two null hypotheses tested at the 0.05 level of significance, the study adopted a quasi-experimental non-randomised pretest–posttest control-group design. The population comprised 548 Senior Secondary School II (SS2) Chemistry students across 22 public co-educational schools. Through purposive sampling based on ICT infrastructure availability, a sample of 59 students (30 in the AI-DALP group and 29 in the CTM group) was selected. The intervention lasted six weeks, covering Oxygen, Hydrogen, and Halogens, followed by a delayed retention test administered two weeks after the posttest. Data were collected using a 50-item Chemistry Achievement Test (CAT), validated by three experts, with an internal consistency reliability coefficient of 0.82 established using the Kuder–Richardson 20 (KR-20) formula. Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) with posttest scores as the covariate. The results indicated that students exposed to AI-DALP achieved significantly higher adjusted retention mean scores than those taught via CTM after controlling for posttest performance. Additionally, no statistically significant difference was observed in retention scores between male and female students taught using AI-DALP after accounting for posttest performance. The study concluded that AI-DALP effectively enhances durable Chemistry learning among secondary school students regardless of gender.

ACCEPTABILITY OF BREAD USING DIFFERENT WHEAT/SOYBEAN FLOUR RATIOS IN TERTIARY INSTITUTIONS OF DUTSINMA, KATSINA STATE, NIGERIA

Shuaibu Chiroma Hassan, Nura A. Aliyu, Dr — Mon, 12 Oct 2026 11:31:19 +0000

Nigeria is facing food insecurity and various types of malnutrition due to ignorance, destitution and the limited food choices in the country. Soya bean is one of the promising food that holds a prospect in tackling the challenge. Therefore, incorporating soya into the diet, mixing with other food stuffs, of Nigerians is one strategy to implement new foods to enhance the nutrition standards of the citizens. It is at this backdrop that this research is undertaken to identify the viability of the soya, and acceptability of the soya-based product (soya bread) for marketing and consumption. The tests were conducted in two forms at different soya ratios. All with good acceptability and viability. The purpose of the research is to identify the extent to which soya bread could be accepted as substitute for conventional breads in the market; and to illustrate whether soya could be used in bread as composite flour. All the results show positive at varying degrees with respects to taste, colour, texture, and aroma.

ARTIFICIAL INTELLIGENCE (AI) AND CHANGE MANAGEMENT IMPLEMENTATION IN THE NIGERIAN OIL AND GAS BUSINESS ENVIRONMENT

Laguo Livingstone Gilbert, Christian Clifford Edum — Mon, 19 Oct 2026 00:00:00 +0000

This study examines the relationship between artificial intelligence (AI) and change management implementation in the Nigerian oil and gas business environment. Focusing on three dimensions of AI (predictive analytics, robotic process automation, and AI-enhanced decision support systems), the study investigates how these technologies influence the effectiveness of change management initiatives within the Nigerian upstrea petroleum sector. Anchored in the Technology Acceptance Model (Davis, 1989) and the Dynamic Capabilities Theory (Teece et al., 1997), the research adopts a cross-sectional survey design, drawing data from 98 valid respondents comprising managerial and technical employees across 15 oil and gas firms in Rivers State, Nigeria. Using Pearson Product-Moment Correlation Coefficient (PPMC) and Multiple Regression Analysis, findings reveal strong, positive, and statistically significant relationships between all three AI dimensions and change management implementation. AI-enhanced decision support systems and predictive analytics emerged as the strongest predictors of change management outcomes. The regression model accounts for 64.3% of the variance in change management implementation, underscoring the substantial explanatory power of AI technologies in organizational transformation. The study recommends that Nigerian oil and gas firms strategically invest in AI infrastructure, build AI-competent workforces, and align AI deployment with their change management frameworks to enhance transition effectiveness and sustain competitive advantage in a rapidly evolving industry.

QUALITY OF WORK-LIFE AS A PREDICTOR OF LECTURERS’ JOB ENGAGEMENT IN COLLEGES OF EDUCATION IN SOUTH EAST, NIGERIA

Martha Chioma Ibezim, Dr., Sunday Aligwe Nwanga, Dr. — Mon, 19 Oct 2026 15:55:16 +0000

The study examined quality of work-life as a predictor of lecturers’ job engagement in Colleges of Education in South East, Nigeria. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. A correlational research design was adopted for the study. The population of the study comprised all lecturers from College of Education in South East, Nigeria. The study sample consisted of 426 lecturers drawn using a multistage sampling procedure. Two sets of instruments, titled "Quality of Work-Life Questionnaire (QWLQ)” and “Lecturers’ Job Engagement Questionnaire (LJEQ)" were used for data collection. Three experts face-validated the instruments: two from the Department of Educational Management and Policy and one from the Measurement and Evaluation Unit in the Department of Educational Foundations, all from the Faculty of Education at Nnamdi Azikiwe University, Awka. Cronbach's alpha method was used to assess the instruments’ internal consistency, yielding reliability coefficients of 0.78 and 0.80 for Clusters A and B of QWLQ, respectively, with an overall coefficient of 0.79, whereas 0.81 was obtained for LJEQ. The researchers, along with three research assistants, collected data using a direct approach, achieving a 96% return rate. Simple regression was used to answer the research questions and test hypotheses. The study's findings revealed, among others, that incentive and safety practices strongly and significantly predict lecturers’ job engagement in Colleges of Education in South East Nigeria. Based on the findings, it was recommended, among others, that the Management of Colleges of Education should prioritize incentive practices through annual ceremonies to recognize the efforts of outstanding lecturers and improve their job engagement.

TEACHERS’ RESEARCH COMPETENCIES AS CORRELATES OF RESEARCH PRODUCTIVITY AND UTILIZATION: BASES FOR VIRTUAL CAPACITY BUILDING PROGRAM

MANUNTAG, IMELDA CONCEPCION, B. — Wed, 21 Oct 2026 11:51:36 +0000

This study examined teachers’ research competencies in doing action research, specifically their knowledge, skills, and attitudes among teachers who are doing action research or have completed action research in the Division of Quezon City during the school year 2024–2025, as correlates of their research productivity and utilization, serving as the foundational bases for a proposed virtual capacity-building program.

Specifically, it sought answers to the following questions:

What is the level of teachers’ competencies in doing research as perceived by the teachers themselves, school research committee members, and school head respondents in terms of the following variables?

Knowledge
b. Skills
c. Attitude

Are there significant differences in the perceptions of the three groups of respondents on the level of teachers’ competencies in doing action research on the aforementioned aspects?
What is the status of the research productivity of the teachers in terms of the following aspects?

Number of action research/es conducted
b. Number of action research/es implemented
c. Time frame in doing action research/es
d. Accuracy of report submitted
e. Relevance to the research agenda

What is the extent of utilization of the developed action researches as perceived by the teachers, school research committee members, and school head respondents in terms of the following aspects?

Professional development
b. Delivery of instruction
c. Learning outcomes
d. Citations

Are there significant differences in the perceptions of the three groups of respondents on the extent of utilization of researchers’ developed action research/es on the aforesaid aspects?
Is there a significant relationship between the teacher respondents’ level of competencies in doing action research and the following variables?

Status of action research productivity
b. Extent of action research utilization

Based on the results of the study, what virtual capacity-building program may be proposed?

This study employed a descriptive-correlational research method. The data-gathering instrument was the survey questionnaire administered via Google Drive, and the link was sent through Messenger. It involved a total of 130 respondents, composed of 50 elementary and secondary teachers, 68 school research committee members, and 12 school heads. The survey tool was validated by eight experts, and the responses provided insights into participants’ knowledge, skills, and attitudes in relation to research productivity and utilization, as well as the challenges they encountered.

The study generated the following findings:

The level of teachers’ competencies in doing action research was high in terms of knowledge and skills; however, it was moderate in terms of attitude as perceived by the teachers and school research committee members. On the other hand, the school heads perceived it as high.
There was a significant difference in the perceptions of the three groups of respondents on the level of teachers’ competencies in doing action research in terms of knowledge, skills, and attitude.
With regard to teacher respondents’ research productivity, the largest number of respondents had initiated and implemented action research, took one year to conduct action research, had submitted action research reports, and had conducted relevant research.
The developed action research/es of some of the teacher respondents were utilized to a high degree in the areas of professional practice, delivery of instruction, learning outcomes, and citations.
There was no significant difference among the perceptions of the three groups of respondents on the extent of utilization of teacher respondents’ developed action research.
There was a significant relationship between the teacher respondents’ level of competencies in doing action research in terms of knowledge, skills, attitude, and the status of action research productivity. On the other hand, there was no significant relationship between the teacher respondents’ level of competencies in doing action research in terms of knowledge, skills, and attitude and the extent of action research utilization.
Based on the results of the study, a virtual capacity-building program was deemed necessary; hence, it was proposed in this study.