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Original Research Article

Smart Classroom Integration and Perceived Teaching Effectiveness among University Lecturers in Ogun State, Nigeria.

Aaron Afan IZANG, Chiemeka Promise IHEKORONYE, Nmesomachi Chinaza MADU-NWAIGWE

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Aaron Afan IZANG

Department of Information Technology, Babcock University, Nigeria.

Received
03 Aug 2026
Published
10 Sep 2026

Abstract

This study investigates the relationship between smart classroom technology integration and teaching effectiveness among university lecturers in Ogun State, Nigeria. The Technology Acceptance Model (TAM) provided the theoretical lens guiding the study, though TAM constructs (perceived usefulness, perceived ease of use, and behavioural intention) were not directly measured; instead, the study examined self-reported teaching outcome variables informed by TAM reasoning. Using a cross-sectional survey design, data were collected from 95 lecturers in the Computer Science and Education departments at Babcock University and Olabisi Onabanjo University. The sample was determined using the Yamane formula (population N=124, 95% confidence level), with simple random sampling for distribution. The instrument demonstrated acceptable internal consistency (Cronbach's α = 0.751). Simple linear regression analyses revealed statistically significant positive associations between smart classroom adoption and two teaching effectiveness dimensions: classroom management (β = 0.559, SE = 0.120, p < 0.001, R² = 0.189) and student engagement strategies (β = 0.532, SE = 0.077, p < 0.001, R² = 0.339). While these cross-sectional findings suggest that technology-enhanced classrooms are associated with improved teaching practices, the design limits causal inference. The study's modest sample size (n = 95) and geographic specificity constrain generalizability to broader Nigerian higher education contexts. Future longitudinal and experimental research is needed to establish causal mechanisms and test implementation strategies across diverse institutional settings.

Keywords: Smart Classroom Technology, Teaching Effectiveness, Technology Acceptance, Higher Education, Nigeria, Classroom Management, Student Engagement

How to Cite

APA

IZANG, A. A., IHEKORONYE, C. P., & MADU-NWAIGWE, N. C. (2026). Smart Classroom Integration and Perceived Teaching Effectiveness among University Lecturers in Ogun State, Nigeria.. British Journal of Advanced Research, 1(3). https://doi.org/10.68263/BJAR-NYHQ259M

MLA

IZANG, Aaron Afan, Chiemeka Promise IHEKORONYE, and Nmesomachi Chinaza MADU-NWAIGWE. "Smart Classroom Integration and Perceived Teaching Effectiveness among University Lecturers in Ogun State, Nigeria.." British Journal of Advanced Research, vol. 1, no. 3, 2026. DOI: https://doi.org/10.68263/BJAR-NYHQ259M

Chicago

IZANG, Aaron Afan, Chiemeka Promise IHEKORONYE, and Nmesomachi Chinaza MADU-NWAIGWE. "Smart Classroom Integration and Perceived Teaching Effectiveness among University Lecturers in Ogun State, Nigeria.." British Journal of Advanced Research 1, no. 3 (2026). https://doi.org/10.68263/BJAR-NYHQ259M

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Metadata
ISSN 3153-709X
Tracking ID BJAR_AUG_26_005
Article No. 001
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Article Info
Journal BJAR
Volume Vol 1, No 3
Year 2026
Type Original Research Article
Licence CC BY-NC-SA 4.0
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