Interdisciplinary Journal Of Lifelong Learning

Beyond Badges and Points: Assessing the Influence of Gamification on Student Motivation and Course Completion in Open and Distance Learning

2026-06-13T16:15:43+00:00

The growing adoption of online learning in higher education has intensified concerns regarding learner motivation, engagement, and course completion. This study examined the impact of gamification elements on student motivation and course completion rates in the online learning hubs of the National Open University of Nigeria, Lagos State. A randomised experimental design involving experimental and control groups was employed. A sample of 400 students was purposively selected from NOUN online learning centres. Participants in the experimental group interacted with gamified learning materials incorporating points, badges, leaderboards, progress indicators, rewards, and instant feedback, while the control group used conventional online learning materials without gamification features. Data were collected through a structured questionnaire with a reliability coefficient of 0.87 established using Cronbach’s alpha. Descriptive statistics and multiple regression analysis were used for data analysis in SPSS version 28. Findings revealed that gamification significantly improved student motivation (R² = 0.551, p < 0.05) and course completion rates (R² =0.516, p < 0.05). Students also expressed positive perceptions of a gamifiedlearning environment, which significantly predicted engagement and
participation (R² = 0.579, p < 0.05). The study concludes that gamification enhances learner persistence, participation, and academic engagement in an online learning environment. It recommends the broader integration of collaborative and interactive gamification features in open and distance learning systems to improve learner retention and educational outcomes

Hybrid Expert-Augmented Active Learning for Enhanced Electronic Records Management in Uganda’s Wildlife Sector

2026-06-13T16:15:43+00:00

We propose a hybrid expert-augmented active learning framework to reformulate Uganda’s wildlife electronic records management system, addressing the critical challenges of data quality and decision-making efficiency in conservation efforts. The proposed method integrates a Bayesian neural network with human-in-the-loop annotation, dynamically prioritising uncertain records for expert validation while autonomously processing high-confidence data. The system consists of three core modules: an uncertainty-aware data ingestion layer that quantifies prediction reliability, a mobile-optimised expert interface for real-time annotation, and an adaptive training loop that incrementally refines the model using newly validated records. Moreover, the architecture substitutes conventional data pipelines by routing ambiguous inputs to human experts and archiving only machine-confident entries, thereby reducing noise in the central database. The implementation employs a Monte Carlo dropout transformer for robust uncertainty estimation and federated learning to aggregate distributed expert inputs without centralised data pooling. Unlike static systems, our approach establishes a closed-loop feedback mechanism between data quality and model performance, enabling continuous improvement in predictive accuracy and operational decision-making. The novelty lies in its context-aware annotation workflow and dynamic prioritisation of expert effort, which are tailored to the sparse and heterogeneous nature of wildlife data in resource-constrained environments. Field deployments demonstrate significant improvements in species identification accuracy and threat assessment reliability, highlighting the framework’s potential to transform electronic records management in conservation sectors globally.

Assessment of Impacts of Mobile Phone Usage on Sleep Quality and Concentration Among Undergraduate Students of Crescent University, Abeokuta

2026-06-13T16:15:43+00:00

In recent years, mobile phone usage among undergraduates has reached unprecedented levels, raising serious health and academic concerns. This study assessed the impact of mobile phone usage on sleep quality and concentration among undergraduate students of Crescent University, Abeokuta. A descriptive cross-sectional study was used to assess this study. The study population consists of 2,202 undergraduate students. Multistage sampling technique, Taro Yamane (1967) Formula, Finite Population Correction (FPC), and Undergraduate Resource-Constraint Adjustment Rule (50–60% of Yamane) were used to select 180 respondents. A validated and self-developed structured questionnaire was constructed to elicit information on research-specific objectives, and the distributed questionnaire was analyzed using SPSS 26.0 version. The result showed that, among 180 undergraduate students, most were females (61.1%), aged 20–23 years (43.3%), in Nursing (50.0%), and at the 200 level (29.4%). Sleep quality was high in 26.7%, moderate in 42.2%, and low in 31.1%. All (100%) owned smartphones, mainly Android (52.7%). Primary use was social media (70.6%), followed by assignments (57.2% always), educational clips (42.2% always), and phone use during lectures/tutorials (26.7% sometimes). The study concluded that about 120(66.7%) of the students have a high level of concentration during academic activities in relation to mobile phone usage, while 60(33.3%) have a low level of concentration respectively. The study recommended that parents and school administrators should urge students to limit social media screen time, activate Do Not Disturb mode/app blockers during classes, and enforce phone-free hours before bed to enhance concentration and sleep quality.

Artificial Intelligence and Human Resources Practices in Nigeria's Banking Sector: Exploring Equity and Social Good in the Workplace

2026-06-13T16:15:43+00:00

The Introduction of artificial intelligence (AI) into Nigeria’s banking sector has raised concerns about the effects on human resources practices, social responsibility, and fairness in the workplace. Therefore, with the widespread use of AI Technology, it has become imperative to study its impact on employee experiences, organizational social responsibility, and equity. The purpose of the study is to determine the relationship between AI-driven human resources practices and fairness in Nigeria’s banking sector. An online survey questionnaire used to collect the quantitative data using Google Forms. This involved employees from the Nigerian banking sector, First Bank, GTBank, Zenith, Access Bank and Ecobank in Ogun State, Nigeria. The sample size was 80 employees. An in-depth interview, which involved 9 HR Professionals, provided qualitative insights. ANOVA, Correlation, and Regression analyses were used, along with descriptive and inferential statistics, to analyze the quantitative data using SPSS as the Software for data Analysis. While; Thematic analysis was used on the qualitative data to identify themes and codes related to AI-driven human resources practices and fairness. The results show that the infusion of AI-driven practices can improve objectivity in employee selection, efficiency, and performance assessments. Therefore, the issues of being biased in AI algorithms lack transparency and cause job displacement. The Employees’ insights of AI –driven HR practice were influenced by trust, involvement in the development, early awareness and implementation process. The implication for this study is for organizations adopting AI into their operations to understand that there is a need for transparency in the implementation of AI into processes, advocating accountability, and ensuring fairness in all AI-driven HR practices. The recommendations are that HR professionals should develop AI literacy in order to apply AI successfully in HR practices. Banks need to utilize AI wisely to focus on optimizing efficiency, equity, and social good. Lastly, to regularly monitor and evaluate AI systems to determine if they are transparent, fair, and efficient.

Effects of Integrated Group-Based Mastery Learning Model (IGBLM) on mathematics achievement of secondary school students in Lagos State, Nigeria.

2026-06-13T16:15:43+00:00

The study examines the Effects of the Integrated Group-Based Mastery Learning Model (IGBLM) on the mathematics achievement of secondary school students in Lagos State, Nigeria. The study employed a quasi-experimental research design. Four secondary schools were randomly selected from 29 secondary schools in Alimosho. Senior secondary school two (SS2) arms of the selected schools were purposively selected for study. Two out of the selected four schools were randomly assigned to the experimental group and two to the control group. A total of 96 students were in the experimental group and 87 in the conventional group, making a total of 183 for the experiment. Intact classes were used in all the classes involved in the experiment. The findings of the study show a statistically significant difference between the mean achievement scores and the retention mean score of students taught using the IGBLM and those taught using the conventional teaching method. Also, the study indicated no significant difference in the mean achievement scores of male and female students taught mathematics using IGBLM strategies. The study recommended, among other that mathematics teachers should employ interactive methods such as IGBLM in the teaching of mathematics

Bridging Policy and Practice: Curriculum and Pedagogical Reforms for Effective Entrepreneurship Education in Nigeria

2026-06-13T16:15:43+00:00

This paper investigates the persistent gap between policy objectives and practical implementation in Nigeria’s Entrepreneurship Education (EE) system. Using an exploratory research approach and a critical literature review of studies from 2019 to 2025, the study assesses the adequacy of EE curricula for an SME-driven economy; examines dominant pedagogical methodologies and their effectiveness in achieving practical entrepreneurial competencies; and identifies the main challenges limiting the adoption of innovative, practical, and digitally relevant curricula and pedagogical models. Findings show that although EE has been formally integrated into tertiary curricula, its operationalisation remains largely theoretical and superficial - overloaded with theory and without the necessary infrastructure, personnel, or practical orientation. Pedagogy remains predominantly teacher-centred, anchored in lectures supplemented by foreign case studies that are ineffective in the Nigerian context. Major challenges are in five folds- policy-related, such as cosmetic reforms, policy inconsistency, and weak political will; human capital and pedagogical deficits, such as a shortage of entrepreneurial educators, inadequate teacher training, and assessment methods that reinforce memorisation; Infrastructural and resource limitations, such as unstable internet access, underfunding, and socio-cultural preferences for white-collar jobs. The study concludes that meaningful EE requires holistic reform in terms of curriculum overhaul for experiential learning, a shift to digital and student-centred pedagogy, strategic academia-industry partnerships, investment in capacity and infrastructure, and policy and cultural re-orientation to reposition EE as a driver of job creation, innovation, and sustainable economic development in Nigeria.

Influence of Politics on the Management and Development of Public Tertiary Institutions in Ogun State, Nigeria

2026-06-13T16:15:43+00:00

The study investigated the influence of politics on the management and development of public tertiary institutions in Ogun State, Nigeria. Four objectives and four research questions guided the study, and four hypotheses were tested. The study adopted a survey research design. The population of the study comprised 6,232 academic and non-teaching members of staff in the 14 public tertiary institutions in Ogun State, Nigeria. The sample size of 373 staff was selected using purposive, proportionate stratified, and convenience sampling techniques. A structured questionnaire titled “Influence of Politics on the Management and Development of Public Tertiary Institutions Questionnaire (IPMDPTIQ)” developed by the researcher was used to collect data for the study. The questionnaire was validated by experts. The reliability of the questionnaire was established using the Cronbach Alpha method, and a reliability coefficient of 0.85 was obtained. Data collected were analyzed using descriptive statistics of mean and standard deviation to answer the research questions and Chi-square to test the hypotheses at a 0.05 level of significance. Findings of the study revealed that politics has a significant influence on funding, location, staff recruitment, and appointment of Principal Officers. The study concluded that the management and development of public tertiary institutions have suffered in one way or another from political stakeholders in managing public tertiary institutions of learning. It was recommended among others that appointment of Principal Officers should be based on qualifications, experience, and merit and not on political patronage and loyalty, to bring about productivity, harmony, efficiency, effectiveness, and attainment of educational goals.

Community and Family Influences on the Completion of Schooling of Students with Special Needs in Islamiyyah Schools in Southwest, Nigeria

2026-06-13T16:15:43+00:00

This study examines the community and family influences on the school completion of students with special needs in Islamiyyah schools across Southwest Nigeria. It explores the factors contributing to successful school completion, the impact of parental and community support, and the differences in stakeholder perceptions. Using a mixed-methods research design (Convergent Parallel Design), qualitative and quantitative data were collected simultaneously from teachers, school administrators, students with special needs, parents, community leaders, and religious leaders across 17 Islamiyyah schools. A combination of purposeful and disproportionate sampling selected 170 students, 34 teachers, 17 administrators, and 90 community respondents. Data collection involved focus group discussions and self-constructed questionnaires, with reliability ensured through expert reviews and a pilot study that yielded strong Cronbach’s alpha scores. Ethical considerations, including informed consent and confidentiality, were prioritised, and inclusive measures such as sign language and assistive reading tools ensured full participation. Findings showed that family support, peer relationships, accessible learning materials, and community involvement significantly influence school completion. However, inconsistent advocacy, limited community programmes, and resource gaps highlighted the need for structured efforts. Differences in stakeholder perceptions also revealed the importance of collaborative engagement. The study recommends fostering an inclusive school environment, structured advocacy programmes, and stakeholder forums to bridge perception gaps and promote better educational outcomes for students with special needs. These efforts are crucial for academic and spiritual growth.

Teachers’ Knowledge and Attitude Toward Artificial Intelligence as a Correlate of Teaching Effectiveness in Senior Secondary Schools in Delta State

2026-06-13T16:15:43+00:00

This study examined the influence of teachers’ knowledge and attitude towards Artificial Intelligence (AI) tools on teaching effectiveness in senior secondary schools in Delta State, Nigeria. Motivated by the persistent underutilization of AI tools in Nigerian secondary school classrooms despite their acknowledged transformative potential, the study investigated the level of teachers’ AI knowledge, the nature of their attitude towards AI, and the extent to which these variables relate to teaching effectiveness. Grounded in the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a descriptive survey design. A sample of 360 teachers was drawn from public senior secondary schools using a multi-stage sampling technique. Data were collected using the Teachers’ Knowledge, Attitudes toward Artificial Intelligence, and Teaching Effectiveness Questionnaire (TKAITEQ), a researcher-developed instrument with established content validity (CVI = 0.87) and confirmed internal consistency (α = 0.79–0.84). Descriptive statistics and Pearson Product-Moment Correlation (PPMC) were employed for data analysis. Findings revealed that teachers’ knowledge of AI was generally low (grand mean = 2.18), while their attitudes were cautiously positive but mixed (grand mean = 2.89), reflecting simultaneous recognition of AI’s educational potential and reservations about its feasibility in the Nigerian school context. Both null hypotheses were rejected at the .05 level of significance, denoting that teachers’ AI knowledge exhibited a strong positive relationship with teaching effectiveness (r = 0.671, p = 0.02), and teachers’ attitudes toward AI showed a moderate to strong positive relationship with teaching effectiveness (r = 0.58, p=.02). The study concludes that knowledge and attitudinal deficits are significant barriers to AI integration in the study area, and recommends the urgent provision of AI-focused professional development programmes, institutional support structures, and policy frameworks that address both the competency and motivational dimensions of teacher readiness for AI integration.

Entrepreneurship Education as a Catalyst for Employment Generation and Sustainable Economic Development in Agege Local Government Area, Lagos State

2026-06-13T16:15:43+00:00

Entrepreneurship education has been said to be the answer to the economic challenges of most developing economies. Hence, this study paper examined entrepreneurship education as a panacea for employment generation and economic development in Nigeria. Three specific objectives, three research questions and two research hypotheses guided this study. The research design was descriptive survey. The study was conducted in the Agege Local Government of Lagos state. Multi-stage sampling techniques which comprised purposive and simple random sampling techniques to select 86 respondents across the studied. This researcher developed 16-item four-point scale questionnaire titled “entrepreneurship education, employment generation and economic development questionnaire was admitted to 86 respondents. 80 questionnaires were returned and found useful for analysis. The Data collected was analyzed using descriptive and inferential statics. The hypotheses were tested with PPMC analysis at 0.05 level of significance. The study found that there is a significant and positive relationship between entrepreneurship education and employment generation. Also, entrepreneurship education significantly impacts poverty reduction. Furthermore, capital was the major challenge identified as a constraint to entrepreneurship education as solution to unemployment and poor economic development in the studied area. Based on the findings of the study, it was concluded and recommended that entrepreneurship education should be well-funded in schools, to allow the students at various level acquire the needed vocational and managerial skills needed to be self-reliant and effort should be made make funds available to beginners.