GPH-International Journal of Educational Research

SYSTEMATIC DEVELOPMENTAL FEATURES IN THE ACQUISITION OF THE ENGLISH ARTICLE SYSTEM BY LUHYA L1 LEARNERS

Mary Khejeri — 2025-09-07

This paper is set out to examine the systematic developmental features in the acquisition of the English article system by Luhya L1 learners in secondary schools, conducted in Vihiga County, Kenya. Even though English plays a central role in Kenya’s education system, there is still a dearth of research on how Luhya speaking learners really learn how to use the English system in secondary schools in Vihiga County, Kenya. There isn’t a clear picture on the stages these learners go through or the various errors that stick around for a long time. This kind of insight will enable teachers and curriculum developers to provide interventions which meet the needs of these learners. The objective of the study was to examine the systematic developmental features in the acquisition of the English article system by Luhya L1 Learners. The study was guided by Fluctuation Hypothesis which was used to predict and explain the systematic errors of L2 learners and Full transfer /Full access hypothesis according to which in the learning process the L2 learner transfers the entire L1 grammar on to L2. The study adopted a pragmatic paradigm and a case study design to explain how learners construct their knowledge of L2 English article system in the context of L1 Luhya that is linguistically different from English. A mixed method approach was employed to allow for the use of both quantitative and qualitative methodologies leading to a better understanding of the article use phenomenon. The study sample included 6 schools purposively selected from three sub-counties and 24 students of English from these schools. The data collection instrument was a multiple-choice task. The data was analysed using descriptive statistics and content and thematic analysis procedures. The study revealed various developmental features which included: overuse, fluctuation, and omission errors. In the light of the study findings, it was concluded that the pedagogy utilized in the instruction of the English article is flawed, there is minimum content coverage for the English article and that both learners’ L1 and L2 negatively influence the acquisition and learning of English article. Thus, it is recommended that teachers adopt an eclectic approach in teaching the English article system and that the curriculum developers review the English language syllabus with regard to the article system and accord it the prominence it deserves. Theoretically, the study contributes to the advancement of knowledge about the teaching of the English article system. Practically, curriculum developers should find the study useful and reconsider revising the English language curriculum reconsidering content overage at the various levels of learning, factoring in elements that would facilitate SLA and SL learning.

The Impact of Using Phyphox Software in Physics Teaching on the Development of Students' Leadership Competency

Cao, Tien Khoa — 2025-09-08

In the context of Vietnam's 2018 General Education Program, which emphasizes the comprehensive development of competencies and qualities for students, this study addresses the challenges of traditional Physics teaching methods that are heavy on theory and provide few opportunities for soft skills development. The objective of this paper is to evaluate the effectiveness of integrating the Phyphox software into the teaching of the “Uniformly Accelerated Motion” section of 10th-grade Physics to develop students' leadership competency. The research was conducted using a pedagogical experiment method with a mixed qualitative and quantitative approach. A lesson plan for a practical experiment to measure free-fall acceleration was designed and implemented in class 10A13 at Dong Hy High School, Thai Nguyen. The leadership competency of a core group of 4 students was analyzed in-depth through observation, interviews, and evaluation forms based on a 7-component competency framework. The qualitative results showed a vibrant classroom atmosphere, with students actively and enthusiastically participating in the experiments. Quantitatively, the results indicated significant development in components of leadership competency such as strategic thinking, problem-solving, and ethical responsibility. The leadership competency scores of the core students were high and showed a positive correlation with their academic performance in Physics. The study affirms that using Phyphox is a feasible and effective solution, not only helping students approach Physics knowledge visually but also creating a collaborative learning environment, thereby fostering and developing leadership competency, meeting the goals of modern education.

From Theory to Practice: Insights from a Brazilian Real Estate Development Project Negotiation

Guilherme Coltro De Araujo — 2025-09-13

This article examines a complex negotiation for a challenging real estate development project in Campinas, Brazil. This research elucidates the problems and possibilities that emerge throughout the negotiating process when several parties with conflicting interests intersect. This research takes a closer look at the intricate negotiation process in the realm of real estate development. The content analysis evidences the importance of value creation before value distribution and building strong relationships when navigating these complex discussions. Ultimately, these interpersonal aspects can really shape the success of the outcomes in real estate projects. As the parties worked through the complex web of interests and limitations, unexpected solutions emerged, driving in unexpected directions.

DEVELOPING ENVIRONMENTAL SCIENCE COMPETENCY FOR STUDENTS THROUGH A LOCALLY CONTEXTUALIZED STEM PROJECT

Tran Thi Thu Hue — 2025-09-19

This paper proposes a teaching process based on the socially-contextualized STEM (STEMS) model to develop students' environmental science competency, aligned with the PISA 2025 Science Framework. Based on an analysis of the components of environmental science competency in PISA 2025 and the STEMS teaching process, the study develops a 6-step teaching process that explicitly links learning activities to the formation of specific competencies. This process is illustrated through the design of the "Simple Incense Drying Device" project a theme that addresses a practical problem in a traditional craft village, helping local people stabilize production and increase their income. The research results show that the proposed model not only helps students apply interdisciplinary knowledge to create useful technological solutions but also fosters empathy, a sense of social responsibility, and the capacity to act for the sustainable development of the community. This actualizes the goal set by PISA 2025 of forming "Agency in the Anthropocene."

Effect of Socio-Economic Status Environment at Home on Academic Performance in Public Secondary Day Schools in Moiben Sub County

Gillian Jepchirchir — 2025-09-27

A student's academic performance is affected by many factors that range from socio-economic, educational, and individual dimensions. The factors mostly tend to be individual rather than home-based factors. Learners in secondary schools share similar school environments, their home environments differ which might have an effect of their academic performance. This study investigated the effect of socio-economic status on students' academic performance in public day secondary schools in Moiben Sub County, Uasin Gishu County, Kenya. Despite various educational reforms, academic performance in this region's public day secondary schools has remained relatively low, prompting concerns about the contributing factors. The main goal of this research project was to identify how the socio-economic status affects students' academic performance. A descriptive survey research design was adopted targeted a sample of students, teachers, and parents from selected public secondary day schools in Moiben Sub County. The study utilized a sampling method that combines stratified and purposive sampling techniques to select a representative from the target population. By sampling 10% of the PTA members, teachers, and students, the study aimed to achieve a total sample size of 234 respondents. Data was collected through questionnaires and interviews, with subsequent analysis employing descriptive and inferential statistics and content analysis were adopted for qualitative data. The study was able to underscore the value of parental involvement in education which led to initiatives that educate parents on how to support their children’s academic efforts. The study results were as follows; parents socio-economic status, has a positive and significant influence on students’ academic performance of β= 0.131, p < 0.05. The study concluded that parents’ socio-economic status has a positive and significant influence on students’ academic performance in public day secondary schools. The study recommended that the management of public schools should encourage parents to be involved in their children's education irrespective of their socio-economic status.

Building a Competency Assessment Framework for Grade 10 Physics: An Urgent Need from Teaching Practice

Cao, Tien Khoa — 2025-09-28

The context of implementing the 2018 General Education Curriculum requires a profound change in the assessment activities for Grade 10 Physics, shifting from a content-oriented approach to developing learners' competencies. This paper presents the main findings from a survey study aimed at clarifying the current state of teachers' perceptions, difficulties, and needs during this transition. Using a questionnaire survey method with 20 Physics teachers at high schools in Thai Nguyen province, data were collected and analyzed using descriptive statistics. The research results paint a challenging picture: the majority of teachers lack confidence and detailed guidance materials; they face significant pressure as developing matrices and assessment questions in the new orientation is considered too complex and time-consuming, leading to a common trend of reusing questions from old question banks. This situation also affects students, leaving them confused with new ways of learning and taking tests. Most notably, the study records a near-unanimous consensus (95%) on the urgent need for a standardized reference framework and question bank. These findings confirm the existence of a “difficulty loop” that is hindering the innovation process, while also emphasizing the urgency of building and implementing effective professional support tools to help teachers overcome barriers and bring the spirit of the new curriculum into practice.