GPH-International Journal of Educational Research

Technology Acceptance Factors in Shaping Students’ Behavioral Intention to Use an AI-Powered English Practice System

Hai Anh Dam Dinh — 2026-05-07

This study employs the Technology Acceptance Model (TAM) to investigate students’ acceptance of an AI-powered English practice system developed through a “vibe coding” (natural language-based) approach. The research examines the influence of technology acceptance factors, specifically Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) on students’ Behavioral Intention (BI) to adopt the system in a formal educational context. Adopting a quantitative, survey-based design, the study involved 77 Grade 9 students from two lower secondary schools in Vietnam who used the system over a 10-week period. Data were collected through a 30-item questionnaire and analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The findings indicate that students held generally positive perceptions across all constructs, with mean scores in the “Agree” range (PEOU = 3.67; PU = 3.65; BI = 3.78). Correlation analysis revealed strong and statistically significant positive relationships among PEOU, PU, and BI (p < .001), particularly between PEOU and PU (r = 0.783). Regression results further show that PEOU and PU jointly explain 54.5% of the variance in BI, with PU (β = 0.407) exerting a stronger influence than PEOU (β = 0.374). These findings suggest that while ease of use facilitates engagement, perceived learning value plays a more decisive role in shaping students’ intention to use the system. Overall, the study provides empirical evidence supporting the effectiveness and acceptability of accessible AI-powered learning systems in lower secondary English education, particularly those developed through low-barrier approaches such as vibe coding.

PLATFORMS USED IN ONLINE EDUCATION AND THE ENHANCEMENT OF STUDENTS’ LEARNING IN THE UNIVERSITY OF BUEA, CAMEROON

Forteck Aloysius Betangah — 2026-05-16

This study investigated the influence of online education platforms on the enhancement of students’ learning at the University of Buea. Specifically, the study examined the influence of Coursera and Moodle on students’ learning outcomes. Two research objectives were formulated to guide the study, and these were subsequently transformed into research questions and hypotheses. The study adopted a descriptive survey research design. A four-point Likert-scale questionnaire was used as the main instrument for data collection. Through simple random sampling, four establishments of the University of Buea were selected for the study, while accidental sampling technique was employed in administering the questionnaire to a sample of 357 students. Data collected were analysed using both descriptive and inferential statistics. Descriptive statistics involved frequencies and percentages, whereas inferential statistics were analysed using the Pearson Product-Moment Correlation Coefficient. Findings revealed that both Coursera and Moodle significantly influence the enhancement of students’ learning at the University of Buea. The study concluded that the effective use of online learning platforms positively contributes to students’ academic engagement and learning outcomes. Based on these findings, the study recommended that students and instructors should increasingly integrate and maximise the use of Coursera and Moodle in the teaching-learning process in order to improve academic performance and promote effective online education practices within the university.

ASSESSING THE SATISFACTION OF STUDENTS STUDYING AT ADAMAWA STATE POLYTECHNIC, YOLA

Bulama H. James — 2026-05-20

The customer satisfaction has been interpreted by several scholars in the past. We do not criticize or apprise anyone. However, there is one common motivating factor in understanding customer satisfaction of any group or organization; that it can help in bringing up the performance. We strongly favor that there do exist a trade-off between customer satisfaction and productivity. For the students of Adamawa State Polytechnic, Yola, the expectations are huge and a number of them are even beyond the reach of the management to fulfill. Therefore, it is imperative to understand their expectations first and then perceptions. Therefore, we have used one of the most renowned techniques; SERVQUAL, to understand the gaps between expectations and perceptions. Also, it helped us distinguish tangible and intangible needs of the students. During the interviews, we clearly realized that a majority of them are comparing the polytechnic with institutions that are outside the country and are independent for over 100 years and are part of countries which are fully developed. Therefore, it is meaningless to compare with these institutions at this stage at least in terms of infrastructure and other tangible developments. However, there were a number of issues which the researchers clearly understand as the issues of management and can be handled and controlled with proper governance. Some of the issues, such as "escalation free fee structure", "conducting exams on time", "and providing necessary help on time" are basic issues which students have highlighted under reliability. Therefore, it will be very nice to see if a large sample has a similar opinion and then Polytechnic management has to make significant changes even if requires some investment. Also, the responses highlighted in the quantitative analysis brought some very trivial issues, such as drug addiction, thefts, late admissions and admissions of non-qualified students, inexperienced lecturers, etc. These issues are very much in control of the management to handle. However, some new policies, decisions have to be taken by the management to rectify these issues. Overall, as a researcher on the study, we would strongly recommend that small positive steps if taken on continuous basis will lead to monumental changes for the polytechnic. It is understandable that the Polytechnic faces a tough financial situation. The only task for the management is to validate that the things highlighted by a group of few students is actually at large throughout the institute. Adamawa State Polytechnic has to come up with a plan to handle the issues raised in this study. Based on the seriousness of the issues and available funds, the issues have to be prioritized.

SCHOOL FACILITIES MANAGEMENT AND STUDENTS’ LEARNING EFFECTIVENESS IN SECONDARY SCHOOLS IN DELTA STATE

Morrison Umor Iwele — 2026-05-22

The study assessed school facilities management and students’ learning effectiveness in secondary schools in Delta State. This was necessitated by the continuous decline in secondary school students’ academic performance and the rate of moral decadence among secondary school students. The study adopted the descriptive survey design and was guided by four research questions and two research hypotheses. The population of the study comprised the 479 principals, 14,269 teachers, and 225,991 students in the 479 public secondary schools in Delta State. The sample for the study comprised 612 respondents made up of 24 principals (12 principals and 24 vice principals), 180 teachers, and 408 students, selected from 12 schools from the three Senatorial Districts in the State. Four schools were selected from each Senatorial District. The multistage sampling technique of purposive, stratified, and simple random sampling techniques was used for the selection of the sample size. The instrument for data collection was a structured questionnaire designed by the researchers titled; School Facilities Management and Secondary School Students Learning Effectiveness Questionnaire (SFMSSSLEQ). The instrument was a 34-item questionnaire validated by three experts and trial tested to establish the reliability with an internal consistency of 0.83 at o.05 alpha level of significance. 612 copies of the instrument were administered to the selected respondents while 584 (24=100%; for principals, 169=94%; teachers & 373=91%) were retrieved. Descriptive statistics of frequency, mean scores and standard deviation were used for the data analysis while t-test statistical analysis was used for the test of hypothesis at 0.05 level of significance. Findings from the study revealed among others that principals, teachers, and students showed a common view with grand mean scores of 2.20, 2.26, and 2.24 respectively that school facilities in secondary schools in Delta State are largely inadequate and poorly maintained and that only limited strategies are adopted in the management of school facilities in secondary schools. The study recommended among other points that the Delta State government and relevant educational agencies should provide adequate and functional school facilities and allocate sufficient funds specifically for the management and maintenance of school facilities and ensure sustainability of available resources in secondary schools.

FAMILY SOCIO-ECONOMIC STATUS AS A PREDICTOR ON THE ACADEMIC PERFORMANCE OF PUPILS WITH LEARNING DISABILITIES IN THE BUEA MUNICIPALITY, SOUTH WEST REGION OF CAMEROON

Keningry Bernadette — 2026-05-24

The study investigated “Family socio-economic status as a predictor on the academic performance of pupils with learning disabilities in the Buea Municipality, South West Region of Cameroon.”. Twenty (50) pupils were sampled across schools in the municipality and 12 teachers were interviewed to get their opinion on the study under investigation. A survey research design was used and the sample of the study emerged through a purposive and convenient sampling techniques. A questionnaire was administered on pupils and an interview guide on their teachers for data collection. The questionnaires were analyzed based on research hypotheses. From the findings, it is obvious that that home socio-economic status acts as a predictor for academic performance for children with learning disabilities. The implication of this is that though parents, teachers and state are aware about the importance of home environment as far as the education of children with learning disabilities is concerned some home factors like the socio-economic factors, parental involvement, parents level of education and home location of the pupils are factors to be looked in to when considering the academic performance of children with learning disabilities. It was recommended that, parents and all the significant others at home should make home environment to be learning stimulatory and study friendly for pupils. Further similar study may be replicated at any other level of Cameroon’s educational system in any part of the country. It is also recommended that schools administrations should involve parents during teacher’s seminars so that they will know how to better help their children at home.

AVAILABILITY AND UTILISATION OF TEACHING RESOURCES AND IMPACT ON EARLY CHILDHOOD EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT EDUCATION AUTHORITY

Mbachi Roseline Anurika — 2026-05-24

The study examined availability and utilization of teaching resources and impact on Early Childhood Education in Awka South Local Government Education authority of Anambra state. Four research design guided the study. Descriptive survey research design was adopted to carry out the research. The population of the study constituted 50 teachers and 50 pupils purposively selected schools in Nnamdi Azikiwe Nursery school in Awka South Local Government Area of Anambra state. The instrument for data collection was a 34-item structured questionnaire titled “questionnaire on the Availability and Utilization of teaching Resources in Early Childhood Education (QAUTYECE) develop by the researcher. The instrument was validated by three experts, two from the Department from Early Childhood and Primary Education, one from Measurement and Evaluation Unit in the Department of Educational Foundations, all from the Faculty of Education, Nnamdi Azikwe University, Awka. The reliability established using Cronbach alpha method and the best yielded an overall Reliability co-efficient of 0.79 and these were adjudged adequate, and the instrument reliable. Mean was used to analyze the data. The result of the findings revealed that the used of availability and utilization of teaching resources improves learning out comes of the pupils, to stay more engaged and understand e curriculum Better among others. Further, more the finding of the study revealed that providing instructional resources, regular training for teaching, ensuring adequate funding improving school facilities, among other are the solutions to the challenges. based on the findings it was recommended among other that teaching should be encouraged and supported to adopt creativity in teaching resources regular to their classroom.

Arts and Craft Activities as Correlate to Vocational Skills Development of Primary School Pupils in the English-Speaking Regions of Cameroon

Fon Linda Lysi — 2026-05-25

This study examined whether arts and craft activities correlate with the vocational skills development of primary school pupils in the English-speaking regions of Cameroon. Using a quantitative correlational survey design with additional observational and teacher-interview inputs, data were collected from 600 pupils and 60 pupils were observed during arts and craft sessions. Overall, pupils reported a strong perceived contribution of arts and crafts to vocational skill development: 92.6% (n=3333 responses; 1811 SA and 1522 A) agreed that arts and crafts contribute to their vocational skill development. High levels of agreement were recorded across key vocational-relevant domains, including creativity (98.5%), fine motor skills such as writing/drawing (98.0%), teamwork (91.5%), problem-solving (92.2%), and future vocational interest/decision-making (91.7%). In the verification of the research hypothesis, Spearman’s rho indicated a significant, positive relationship between arts and crafts activities and vocational skills development: R = 0.156 with p < 0.001 (two-tailed), leading to rejection of the null hypothesis. Complementing these results, classroom observation showed that most pupils demonstrated satisfactory levels of vocationally relevant competencies during arts and craft activities (64.7% satisfactory, 32.3% excellent, 3.0% need improvement), particularly in areas such as creativity, planning, collaboration, and completion. Teacher interviews further supported the quantitative findings, emphasizing that frequent and varied arts and craft experiences strengthen critical thinking, problem-solving, and collaboration—skills transferable to future vocational pathways. The study concludes that integrating structured arts and craft activities into primary schooling can positively support pupils’ early vocational competence and identity formation.