GPH-International Journal of Educational Research

THE USE OF ARTIFICIAL INTELLIGENCE IN LEARNING AMONG HIGH SCHOOL STUDENTS: A SURVEY AT TRANG DINH HIGH SCHOOL, LANG SON PROVINCE

Pham Van Quang — Thu, 17 Sep 2026 08:36:34 +0000

Generative artificial intelligence is increasingly used by secondary students for a range of learning tasks, yet empirical evidence from mountainous provinces in northern Vietnam remains limited. This study describes the use of artificial intelligence in learning among 161 students at Trang Dinh High School, Lang Son province, Vietnam. Data were collected through an online questionnaire of 15 items organised into three groups, namely frequency of use, perceived impact and perceived difficulties, each measured on a four-point Likert scale. Cronbach’s alpha values for the three groups were 0.823, 0.814 and 0.882 respectively. Frequency of use reached a mean of 3.21 (SD = 0.48) and was concentrated on information searching and content explanation; perceived impact reached 2.98 (SD = 0.56); perceived difficulties reached 2.47 (SD = 0.73), with verifying information provided by artificial intelligence rated highest within that group. Differences by grade level and by gender were not statistically significant at the .05 level. Frequency of use correlated positively with perceived impact (r = .548, p < .001). The findings provide reference data for designing school-based guidance on the use of artificial intelligence in learning.

The Social Dynamics of Data Literacy and Evidence-Based Decision-Making in Nigerian Universities

Ifeyinwa J. Udumukwu, PhD., Dr. Ngozi Ezema Kalu, PhD. — Fri, 18 Sep 2026 11:12:52 +0000

Data literacy-defined as the ability to locate, interpret, critically evaluate, and engage with data- is one of the overarching institutional competencies of the 21st century. However, the diffusion of data literacy into academic and administrative institutional cultures at the Nigerian university is superficial, inequitable and stubbornly under-theorised from an educational foundations perspective. This paper explores the socio-institutional dynamics through which data literacy is cultivated, negotiated, and utilized in Nigerian university environments from the perspective of the sociology of education, philosophy of education and educational psychology; it offers theoretical and empirical reasons why evidence-based decision (EBD) flourishes or languishes in certain organizational contexts. Drawing upon a convergent parallel mixed-methods approach, which involves survey responses from 420 university academic staff and administrators in 12 Nigerian universities coupled with thematic analysis of institutional policy documents (n = 38); the study identified five structural barriers to EBD in Nigerian universities, including poor digital infrastructure (72%), institutional lack of institutional data literacy capacity building(68%), strong anti-data culture(61%), fragile governance structures for data(57%) and staff Low Digital Self-Efficacy(53%). Significant geopolitical inequity is established (practicing EBD rates ranging from 11 percent in the Northeast to nine percent in the Northwest; contrasted with a 34 percent rate in the Southwest) due to compounded sociogeographical disadvantage. This paper provides the Nigerian University Data Literacy Integration Model (NUDLIM), a five-level framework built on educational foundation theories, and it provides policy recommendations on multiple levels and in particular relevance for Departments of Educational Foundations for the transformation of culture in favor of evidence

EFFECT OF BLENDED LEARNING STRATEGY ON RETENTION AND ACADEMIC PERFORMANCE: EVIDENCE FROM KATSINA STATE EARLY CHILDHOOD BASIC EDUCATION SCHOOLS

GIDADO, Bello Kumo, MANSUR Shehu — Tue, 22 Sep 2026 10:36:44 +0000

This study examined the impact of blended learning on retention and academic performance among Early Childhood Education (ECE) pupils in Katsina State, Nigeria. six objectives, research questions and six hypotheses were formulated. A quasi-experimental design was employed with 188 pupils divided into experimental and control groups. The experimental group received instruction through blended learning, while the control group was taught using conventional methods. Data were collected using the Early Grade Mathematics Assessment (EGMA) and Early Grade Reading Assessment (EGRA), and analyzed with ANCOVA and t-tests. Results showed that blended learning significantly improved retention, motivation and academic performance compared to traditional instruction. No significant gender differences were observed in either outcome, indicating that blended learning benefits pupils equitably. These findings are explained by the Technology Acceptance Model (TAM), which posits that perceived usefulness and ease of use of digital tools are not gender dependent. The study concludes that blended learning is a robust and inclusive pedagogical approach that enhances retention and foundational learning outcomes. The study recommended that (i) Classroom practice should adopt a blend learning strategy, so as to encouraging self-paced learning to strengthen retention and deepen understanding. (ii) There should be a collaboration among policymakers, educators, NGOs, and researchers to institutionalize blended learning, and (iii) longitudinal studies should be conducted to examine its sustained impact on motivation, retention and academic performance.

L’attention exécutive: une notion aux définitions multiples. Essai de clarification conceptuelle à partir du modèle du système attentionnel superviseur

Nisrine CHANANE — Tue, 22 Sep 2026 11:01:40 +0000

L’attention n’est pas une fonction unique. Elle se décompose en plusieurs sous-systèmes, parmi lesquels l’attention exécutive joue un rôle central en faisant le lien entre le contrôle volontaire et la gestion des conflits. Il n’existe toutefois pas de consensus sur sa définition. Quatre approches théoriques distinctes abordent ce concept. La première l’assimile directement à la capacité de la mémoire de travail (Engle, 2002; Engle & Kane, 2004). La deuxième l’associe à un système tempéramental de contrôle effortful, présent dès la petite enfance (Rueda et al., 2005). À l’inverse, Diamond (2013) restreint le concept à l’inhibition attentionnelle stricte, mesurée par des tâches comme le flanker task. Une dernière approche, plus globale, le définit comme la composante contrôlée et volontaire de l’attention gérée par « le système attentionnel superviseur » proposé par Norman et Shallice (1986), une perspective soutenue par Lachaux (2011) ainsi que par Mazeau et Pouhet (2014). Cet article présente ces quatre approches, détaille le modèle de Norman et Shallice qui sous-tend la quatrième, et examine les critères qui permettent de choisir entre elles en fonction de l’orientation spécifique et des outils d’un projet de recherche donné. Il offre ainsi un cadre de référence à tout chercheur confronté au choix d’une définition opérationnelle de l’attention exécutive.