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

2026-07-14T15:36:46+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 gamified
learning 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

2026-07-14T15:36:46+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

2026-07-14T15:36:46+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

2026-07-14T15:36:47+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 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.

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

2026-07-14T15:36:47+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

2026-07-14T15:36:47+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

2026-07-14T15:36:47+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. 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 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

2026-07-14T15:36:47+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

2026-07-14T15:36:47+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).

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

2026-07-14T15:36:47+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.