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

2026-09-17T08:36:34+00:00

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

2026-09-18T11:12:52+00:00

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

2026-09-22T10:36:44+00:00

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

2026-09-22T11:01:40+00:00

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.

THE ROLE OF THE AFRICAN EXPORT-IMPORT BANK (AFREXIMBANK) IN PROMOTING INTERNATIONAL TRADE FINANCING UNDER THE AFRICAN CONTINENTAL FREE TRADE AREA (AfCFTA)

2026-09-23T11:16:09+00:00

This study deliberated the contribution of the African Export-Import Bank (Afreximbank) to international trade financing under the African Continental Free Trade Area (AfCFTA) agreement. The paper's impetus was that of assessing the role of trade-finance institutions in the successful implementation of the AfCFTA, especially the financing needs that remain a constraint to intra-African trade. The qualitative study design used was a documentary one with secondary data sourced from books and selected and peer-reviewed journal articles and publications of reputable institutions such as Afreximbank, the African Union, African Development Bank, World Bank and the World Trade Organization. Thematic content analysis was used to analyze the data. The study revealed that poor access to trade finance, financial exclusion, foreign exchange pressures, and the integration of cross-border payment systems and the lack of infrastructure are significant trade implementation challenges that AfCFTA needs to overcome. It also highlighted Afreximbank's contribution to solving these issues, including through providing trade-finance facilities, the Pan-African Payment and Settlement System (PAPSS), and support to regional value chains, and also the AfCFTA Adjustment Fund. Such interventions have contributed to better access to finance, more efficient payment procedures and to Africa’s trade-finance architecture. The study has revealed that Afreximbank has played a notable role in furthering the implementation of the AfCFTA, but complementary efforts by African governments, such as enhancing infrastructure, regulatory harmonisation, strengthening financial systems, and providing more support for micro, small and medium-sized enterprises (MSMEs), are needed to fully realize the AfCFTA's objectives. The study calls for increased access to trade finance, faster rollout of PAPSS, better coordination of policies regionally, and more investment in trade supporting infrastructure to make sustainable trade and economic integration among African countries a reality.

Enhancing Enrolment and Retention in an Era of Dwelling Insecurity Challenges at the Junior Secondary Education level in Kebbi State

2026-10-01T08:55:19+00:00

The study is aimed at enhancing access to quality basic education in kebbi state. Universal Basic Education (UBE) policy in Nigeria aims to provide free and compulsory education to all children aged 5-16. Despite these efforts, approximately 20 million children were out of school in Nigeria in 2022 alone. Recent statistics indicated that Kebbi is among the states with the highest rates, having about 60% of its young population out of school. Kebbi state located in north-western Nigeria has been plaque by emerging security challenges including banditry, insurgency, kidnapping, climate related disaster (flooding) and communal clashes contributing to the high index of the poor thus, having a devastating effect on the educational sector particularly at the basic level. Six research questions and six objectives were formulated to guide the study. One of the objectives of the study was to determine the emerging security threats affecting access to quality basic education in Kebbi State. The target population of the study consist of principals, teachers, students, Parents, out of school children and staff of the zonal Education offices from ten (10) local government areas of Kebbi State. The main instruments for data collection were a questionnaire titled “Enhancing Access to Quality Basic Education Questionnaire”, Face to Face Interview and focus group discussions. The reliability of the instrument was realized using test-retest method. Quantitative data collected was analyzed using descriptive statistics of Mean and standard deviation with the help of SSPS 20.0 version, while the qualitative data was analyzed and presented using thematic areas. One of the findings of the study indicated that the emerging security threats experienced at the basic education level are kidnappings for ransom, Lack of adequate security personnel, natural disasters such as flooding experience during raining season, armed Robbery and banditry in or near the school compounds, poverty, bullying and sexually assault by Kidnappers.