Nigerian Online Journal of Educational Sciences and Technology

IMPACT OF DIGITAL FINANCIAL INCLUSION ON SMALL AND MEDIUM ENTERPRISE (SME) GROWTH AND JOB CREATION IN LAGOS AND OGUN STATES

Gbadamosi H. O. — 2026-02-25

Small and Medium Enterprises (SMEs) play a central role in employment generation and economic
growth in Nigeria, yet limited access to finance continues to constrain their expansion. This study
examines the impact of digital financial inclusion on SME growth and job creation in Lagos and
Ogun States, using firm-level data from 400 SMEs across key economic sectors. Digital financial
inclusion is measured through the usage of mobile banking, USSD services, fintech applications,
and digital payment platforms. Employing a mixed-methods approach, the study applies
descriptive statistics, multiple regression, and mediation and moderation analyses to evaluate
growth and employment outcomes. The results reveal that digital financial inclusion has a positive
and significant effect on SME growth and job creation. SME growth partially mediates the
relationship between digital financial inclusion and employment generation, indicating that labour
expansion largely occurs through improved business performance. Furthermore, digital literacy
and trust in digital platforms strengthen these relationships. The findings provide empirical
evidence that effective use of digital financial services can promote inclusive economic
development by enhancing SME scalability and labour absorption. Policy implications highlight
the need for capability-building, consumer protection, and infrastructure support to maximise the
developmental impact of Nigeria’s digital finance ecosystem.

CULTURAL PERSPECTIVES ON OFFICE TECHNOLOGY: ADDRESSING SOCIOLOGICAL BARRIERS TO INNOVATION IN TVET SYSTEMS IN SOUTHWEST NIGERIA

A. O. Ojo — 2026-02-25

The adoption of office technology in Technical and Vocational Education and Training (TVET)
institutions is essential for equipping students with the necessary skills for the modern workforce.
However, sociocultural factors such as traditional beliefs, resistance to change, generational
differences, and lack of digital literacy hinder seamless integration. This study examines these
barriers in TVET institutions in Southwest Nigeria, aiming to identify key challenges and propose
effective solutions. Using a descriptive survey design, data were collected from 285 respondents,
including TVET instructors, administrators, and students. A structured questionnaire was
employed, and the data were analyzed using descriptive statistical methods. The findings reveal
that resistance to digital tools stems from fear of job displacement, lack of confidence in digital
literacy, and a strong preference for face-to-face communication over digital interactions. Younger
students were found to be more open to office technology compared to older instructors, indicating
a significant generational gap in adoption. The study concludes that overcoming these barriers
requires targeted awareness campaigns, regular digital training programs, curriculum reforms, and
industry collaborations to enhance practical exposure. It recommends that policymakers enforce
digital literacy policies, integrate office technology into the TVET curriculum, and adopt culturally
inclusive strategies to facilitate smooth technology adoption. These measures will ensure that
TVET institutions effectively prepare students for a rapidly evolving digital workplace.

IoT-ENABLED OFFICE SYSTEMS: ENHANCING WORKPLACE EFFICIENCY THROUGH ADVANCED TVET TRAINING IN ELECTRICAL AND ELECTRONICS ENGINEERING IN SOUTHWEST NIGERIA

Engr. Dr. T. A. Abdul-Hameed — 2026-02-25

n the developing world, the IoT-enabled office systems are going to the next level of office
efficiency. The objective of this research is to investigate how advanced Technical and Vocational
Education and Training (TVET) in Electrical and Electronics Engineering (EEE) can enhance the
promotion of IoT-enabled office systems implementation in Southwest Nigeria using a descriptive
survey method. Data were collected using structured questionnaires distributed to 250 respondents
comprising TVET educators and trainees, as well as industry stakeholders. This paper provides
insight into advanced TVET training that is crucial in developing person IoT-specific skills and
enhancing workplace productivity, energy utilization, and communication networks. The results
of the study reveal some of the key challenges which restrict the IoT development in academic
institutions: outdated curricula, lack of hands-on experience with IoT tools for academic
institutions, and poor collaboration with the industry. The suggested measures include revising
TVET curricula to include IoT skills and competencies, improving access to IoT infrastructure,
and strengthening industry-academic partnerships.

APPLICATION OF IOT AND AI FOR REAL-TIME FLOOD EARLY-WARNING AND RESILIENCE MANAGEMENT IN IBADAN METROPOLITAN AREA

Adeleye N. F. — 2026-02-25

Urban flooding poses a persistent threat to lives, infrastructure, and economic activities in rapidly growing
African cities, yet early-warning systems in many contexts remain reactive and data-poor. This study
develops and empirically evaluates an integrated Internet of Things (IoT) and Artificial Intelligence (AI)–
based flood early-warning prototype for the Ibadan metropolitan area, Southwest Nigeria. Real-time
hydrological data were collected through strategically deployed rainfall and water-level sensors across
flood-prone communities and integrated with historical datasets to train an artificial neural network model
for flood prediction. Geospatial analysis was used to map flood-risk hotspots, while system performance
was assessed using accuracy, precision, recall, and warning lead-time metrics. Results show that the
integrated IoT–AI system achieved prediction accuracy exceeding 90% and increased average warning lead
time by nearly threefold compared to conventional monitoring approaches. Stakeholder validation further
confirmed high usability and operational relevance for disaster response agencies and local communities.
The findings demonstrate that locally developed, low-cost smart technologies can substantially enhance
urban flood preparedness and resilience. The study provides a scalable model for climate adaptation
planning and supports evidence-based integration of smart early-warning systems into urban disaster risk
management frameworks in Nigeria and similar developing-country contexts.

CIRCULAR ECONOMY AND SUSTAINABLE CONSTRUCTION: DEVELOPMENT OF ECO‑FRIENDLY WALLING MATERIALS USING LATERITIC SOIL AND AGRO‑WASTE COMPOSITES IN RURAL SOUTHWEST NIGERIA

Chukwuma C. F. — 2026-02-25

The construction sector in Nigeria faces growing pressure to deliver affordable housing while
reducing environmental impact and material waste. This study investigates the development of
eco-friendly walling materials using lateritic soil blended with selected agro-waste composites —
rice husk ash (RHA), cassava peel ash (CPA), and sawdust ash (SDA) — within a circular
economy framework for rural Southwest Nigeria. Laboratory-based experiments were conducted
to evaluate the chemical, mechanical, physical, thermal, durability, and cost performance of
various composite mix ratios. Results show that RHA-stabilised lateritic blocks achieved the
highest compressive strength and durability, exceeding minimum requirements for non-loadbearing walls, while CPA composites offered balanced strength and moisture resistance. SDA
composites demonstrated superior thermal insulation and the lowest production cost, albeit with
reduced durability under wet–dry cycles. Compared with conventional cement blocks, all
composite materials achieved cost reductions of over 25% and significantly lower embodied
material intensity. The findings confirm that lateritic–agro-waste composites can provide
structurally adequate, thermally efficient, and affordable walling solutions while valorising
agricultural waste. The study contributes empirical evidence to support circular construction
practices and sustainable rural housing policy in Nigeria and similar developing-country contexts.

CAUSES OF POOR LEARNING PROCESS AMONG NURSING STUDENTS IN GOMBE STATE: A SURVEY OF HOME, PERSONAL, TEACHER-RELATED, AND SCHOOLRELATED FACTORS

Bappah ADAMU — 2026-02-25

This study investigated the factors influencing poor learning process among students of the
College of Nursing Sciences, Gombe, Gombe State, Nigeria. A descriptive survey research design
was adopted. The population of the study comprised 1,012 nursing students of the College of
Nursing Sciences, Gombe, from which a sample of 280 students was selected using proportionate
stratified random sampling technique. Data was collected using a structured questionnaire
covering home, personal, teacher-related, and school-related factors. A total of 290
questionnaires were distributed to accommodate non-response; however, 280 valid responses
were retrieved and analysed. The instrument was validated by experts and its reliability was
established using the test–retest method, yielding a reliability coefficient of 0.80. Data were
analysed using descriptive statistics (mean and standard deviation) to answer the research
questions, while chi-square statistics were used to test the hypotheses at the 0.05 level of
significance. The descriptive analysis revealed that all the examined factors recorded mean scores
above the benchmark value, indicating that students generally perceived home conditions,
personal characteristics, instructional practices, and institutional environment as contributors to
poor learning process. The chi-square analysis further established statistically significant
relationships between each of the factors and poor learning process. The study concludes that
poor learning process among nursing students is multidimensional and results from the interaction
of individual, instructional, and environmental factors. It recommends targeted academic support
services, continuous professional development for educators, improved learning facilities, and
supportive home environments to enhance effective learning in nursing education.

PHYTOCHEMICAL, TOXICOLOGICAL, AND PHARMACOLOGICAL INVESTIGATION OF INDIGENOUS MEDICINAL PLANTS FROM ONDO/OGUN STATES FOR ANTI‑MALARIA DRUG DISCOVERY

Nosiru D. S. — 2026-02-25

Malaria remains a major public health challenge in sub-Saharan Africa, compounded by increasing
resistance of Plasmodium falciparum to existing anti-malarial therapies. This study investigated
the phytochemical composition, toxicological safety, and pharmacological efficacy of selected
indigenous medicinal plants from Ondo and Ogun States, Southwest Nigeria, traditionally used for
malaria treatment. An ethnobotanical survey guided plant selection, followed by solvent
extraction, phytochemical screening, chromatographic isolation, and spectroscopic
characterisation of bioactive compounds. In-vitro anti-plasmodial activity was evaluated against
chloroquine-resistant P. falciparum strains, while in-vivo efficacy was assessed using Plasmodium
berghei-infected albino mice. Acute toxicity studies were conducted in accordance with OECD
guidelines. Results revealed that several plant extracts, particularly Morinda lucida, Enantia
chlorantha, and Vernonia amygdalina, exhibited strong anti-plasmodial activity with IC₅₀ values
below 12 μg/mL and significant parasite suppression in vivo. Toxicological findings indicated
wide safety margins with no severe adverse effects at therapeutic doses. The study validates
indigenous anti-malarial knowledge and identifies promising plant-derived candidates for further
drug development. These findings highlight the potential of locally sourced medicinal plants as
affordable and culturally acceptable leads in the search for new anti-malarial drugs.

VALORISATION OF CASSAVA PEEL WASTE THROUGH MICROBIAL FERMENTATION FOR PRODUCTION OF BIOETHANOL AND BIOGAS IN SOUTHWEST NIGERIA

Ekumankama S. — 2026-02-25

The increasing generation of cassava peel waste (CPW) in Southwest Nigeria poses significant
environmental challenges while representing an underutilised biomass resource for renewable
energy production. This study investigates the valorisation of CPW through microbial
fermentation for the dual production of bioethanol and biogas, integrating experimental
optimisation with techno-economic and environmental assessments. Cassava peel samples were
collected from major processing communities in Oyo, Ogun, and Ondo States and characterised
for biochemical composition. Indigenous microbial strains were isolated, identified, and applied
in batch fermentation and anaerobic digestion processes. Fermentation parameters were optimised
using Response Surface Methodology, while bioethanol and biogas yields were quantified using
gas chromatography and volumetric methods, respectively. Results show that CPW contains high
levels of fermentable carbohydrates and supports substantial bioethanol and methane yields, with
indigenous microbial strains outperforming commercial counterparts. Techno-economic analysis
indicated favourable economic viability with a short payback period, while life cycle assessment
revealed significant reductions in greenhouse gas emissions and waste volume compared to
conventional disposal. The study demonstrates that CPW valorisation offers a sustainable, circulareconomy pathway for renewable energy generation and waste management in cassava-producing
regions of Nigeria.

PERCEIVED EFFECTIVENESS OF WHATSAPP META AI AS AN INTELLIGENT TUTORING SYSTEM FOR NIGERIAN UNIVERSITY STUDENTS

Sewedo Olalekan SAMUEL — 2026-02-25

This qualitative study examined the integration of WhatsApp Meta AI as an Intelligent Tutoring
System (ITS) for undergraduate students in Nigerian public universities. Despite the growing
global adoption of AI-enhanced educational technologies, limited empirical research exists on
their effectiveness within the Nigerian higher education context, particularly about WhatsAppbased AI tools that leverage communication platforms already familiar to students. Adopting a
phenomenological approach, the study explored the lived experiences of 32 third year (300-level)
education students from public universities in Lagos State who used WhatsApp Meta AI as a
supplementary learning tool over one academic semester. Data was collected through in-depth
interviews, focus group discussions, and chat-log analysis, and were analysed thematically with
the aid of NVivo software. Findings indicate that WhatsApp Meta AI demonstrates strong potential
as an accessible ITS solution, particularly for providing immediate feedback, facilitating
personalised learning experiences, and supporting after-hours academic assistance. However,
challenges emerged in relation to internet connectivity, AI response limitations for culturally
specific content, varying levels of digital literacy, and concerns about academic integrity. The
study contributes to understanding how emerging AI technologies can be integrated into Nigerian
higher education through platforms already embedded in students’ daily communication practices
and offers practical recommendations for institutional policy and pedagogical integration.

ASSESSING THE IMPACT OF USING INSTANT GROUP MESSENGER AS CLASSROOM EXTENSION FOR TEACHING AND LEARNING BIOLOGY

Oluwaseun O. A. ODUNUGA — 2026-02-25

The COVID-19 pandemic significantly disrupted conventional classroom instruction due to
restrictions such as social distancing and limited physical interaction. Consequently, educators
were compelled to explore alternative instructional approaches that extend learning beyond the
physical classroom. This study assessed the impact of using WhatsApp as a classroom-extension
tool among tertiary-institution students during the COVID-19 pandemic. A quasi-experimental
design was adopted to compare students taught with the support of a WhatsApp group with those
taught using the traditional face-to-face lecture method. Fifty-six students enrolled in a third-year
Cell Biology course were randomly assigned to experimental and control groups. The experimental
group received course materials and participated in academic discussions through a WhatsApp
group, while the control group received instruction through conventional classroom lectures.
Academic achievement was measured using pre-test and post-test multiple-choice assessments.
Data were analysed using descriptive statistics and the Welch t-test, with Cohen’s d computed to
estimate effect size. Findings revealed a statistically significant difference in mean achievement
scores between the two groups, with the WhatsApp-supported group outperforming the traditional
lecture group by a moderate margin at pre-test and a substantial margin at post-test. The results
suggest that mobile instant-messaging platforms such as WhatsApp can effectively extend
classroom learning, promote collaborative learning, and improve academic performance. The
study recommends the integration of mobile-learning platforms into higher-education curricula to
enhance instructional delivery during emergencies and beyond.

SOFT SKILLS AS A PREDICTOR OF JOB PERFORMANCE OF TECHNICAL COLLEGE INSTRUCTORS IN LAGOS STATE, NIGERIA

Mukaila Abiodun YISA — 2026-02-25

Soft skills play a critical role in determining job performance across various professions,
particularly in the education sector. Technical college instructors are not only required to possess
strong technical expertise but also relevant soft skills that enhance teaching effectiveness and
improve student learning outcomes. Therefore, this study investigated the predictive influence of
soft skills on the job performance of technical college instructors in Lagos State, Nigeria. A
descriptive survey design was adopted. The study population consisted of 400 instructors from five
technical colleges in Lagos State, and total enumeration sampling was employed. Data were
collected using two self-structured instruments: the Soft Skills Questionnaire (SSQ) and the
Technical College Instructors’ Job Performance Questionnaire (TCIJPQ). The instruments were
validated by three experts. Reliability analysis revealed strong internal consistency, with
Cronbach’s alpha coefficients of 0.81 and 0.77 respectively. The collected data were analysed
using the Statistical Package for the Social Sciences, employing descriptive statistics and linear
regression analysis. All hypotheses were tested at the 0.05 level of significance. The findings
revealed that communication skill (β = 0.652, p < 0.05), problem solving skill (β = 0.528, p <
0.05), and time management skill (β = 0.781, p < 0.05) significantly influenced instructors’ job
performance in government technical colleges in Lagos State. It was concluded that soft skills are
significant predictors of instructors’ job performance. The study recommended that the Ministry
of Education and technical college administrators should provide periodic professional
development programmes aimed at improving instructors’ soft skills, among other measures.

DIGITAL LEARNING APPLICATIONS AND THEIR POTENTIAL FOR INCLUSIVE EDUCATION OF STUDENTS WITH HEARING IMPAIRMENTS IN NIGERIAN SCHOOLS

ADEROJU Musiliu Adekola — 2026-02-25

The integration of digital learning applications (DLAs) into special education presents a significant
opportunity to bridge the educational gap for students with disabilities. In Nigeria, the potential of these
tools for students with hearing impairments or deaf remains largely underexplored. This mixed-methods
study investigated the availability, accessibility, utilization, and perceived potential of DLAs for fostering
inclusive education for deaf students in Ilorin, Kwara State, Nigeria. Data were collected from 45 teachers
and 60 senior secondary students across three purposively selected schools: To-Omo-Re Schools, Hill City
Schools, and the Kwara State School for Special Needs. Quantitative data from teachers were gathered
through structured questionnaire, while qualitative data from students through semi-structured interviews
and classroom observations.. The findings revealed a significant scarcity of specialized DLAs, with only
11.1% of teachers reporting seldom use and 2.2% consistent use of such applications. Major barriers
included a lack of teacher training (M=4.22), inadequate infrastructure (inconsistent electricity, lack of
devices), and a curriculum that does not integrate technology. Despite these challenges, 92% of teachers
and 85% of students expressed strong positive perceptions of the potential of DLAs to enhance engagement,
literacy, and independent learning. The study concludes that while the current state of DLA integration is
very low in schools, there is immense, untapped potential. It recommends a multi-stakeholder approach
involving government investment in infrastructure, targeted teacher professional development, and the
development of Nigerian sign-language-integrated digital content to transform the educational landscape
for deaf students in Nigeria.