COST CONTROL, ICT APPLICATION, AND
EFFECTIVE PROJECT DELIVERY IN THE
CONSTRUCTION OF SCHOOL PLANT IN NIGERIA

Ekwueme Onyekachukwu Godspower, Chukwuebuka Martinjoe U-Dominic

► To cite this version:

Ekwueme Onyekachukwu Godspower, Chukwuebuka Martinjoe U-Dominic. COST CONTROL, ICT APPLICATION, AND EFFECTIVE PROJECT DELIVERY IN THE CONSTRUCTION OF SCHOOL PLANT IN NIGERIA. Journal of Innovation and Teacher Professionalism, 2025, 4 (1), pp.1-8. 10.17977/um084v4i12026p22-29. hal-05284503

HAL Id: hal-05284503

https://hal.science/hal-05284503v1

Submitted on 26 Sep 2025

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons Attribution - ShareAlike 4.0 International License
# COST CONTROL, ICT APPLICATION, AND EFFECTIVE PROJECT DELIVERY IN THE CONSTRUCTION OF SCHOOL PLANT IN NIGERIA

Ekwueme Onyekachukwu Godspower, Chukwuebuka Martinjoe U-dominic*

Industrial and Production Engineering Department, Faculty of Engineering,
Nnamdi Azikiwe University (UNIZIK), Awka, Anambra State, Nigeria

*Corresponding author, email: cu-dominic@unizik.edu.ng

doi: 10.17977/um084v4i12026p22-29

**Keywords**

cost control,
ICT integration,
school-plant construction,
educational infrastructure,
teacher professionalism

**Article History**

Submitted: 28 June 2025
Revised: 25 August 2025
Accepted: 18 September 2025
Published: 22 September 2025

**Abstract**

The construction of school plants in Nigeria is often constrained by budget discrepancies, weak cost management, and inefficiencies that hinder timely and sustainable project delivery. Cost control and the integration of Information and Communication Technology (ICT) have become essential strategies for addressing these challenges, promoting transparency, accountability, and optimal resource use. This study was conducted in Rivers State, Nigeria, with a target population of 133 staff members from selected construction companies. Using the Taro Yamane formula, a sample of 100 respondents was selected through stratified random sampling to ensure representativeness. Data was gathered through structured questionnaires, interviews, and secondary sources such as journals and dissertations. Analysis was performed using simple percentages and correlation techniques. Findings revealed strong consensus on the role of cost management in school plant construction. The majority strongly agreed (40%) and agreed (30%) that effective cost control enhances project delivery, while only 10% disagreed, and 5% strongly disagreed. Similarly, 40% strongly agreed and 50% agreed that cost control significantly improves project outcomes, with minimal disagreement (8%). Factors influencing cost control were also recognized, with 50% strongly agreeing and 30% agreeing. Furthermore, ICT application was widely supported, with 40% strongly agreeing and 50% agreeing that it enhances accuracy, transparency, and effectiveness. The study concludes that integrating ICT into cost management is vital for reducing discrepancies and strengthening school infrastructure projects.

## Introduction

School-plant construction—including classrooms, laboratories, administration blocks, and ancillary facilities—frequently suffers from cost overruns, schedule slippages, and quality shortfalls that undermine educational outcomes and waste scarce public resources (Yuqing & Ussavanuphap, 2024). These inefficiencies stem from multiple causes, including weak cost-control systems, adversarial project delivery models, and fragmented information flow on site. At the same time, advances in digital information and communication technologies (ICT), such as Building Information Modelling (BIM), cloud-based project controls, and mobile reporting tools, promise enhanced coordination and earlier detection of problems.

Cost control remains a foundational determinant of project success. Traditional approaches—budgeting, periodic variance analysis, cash-flow forecasting, work-in-progress valuation, and change-order management—are widely recognized as necessary but insufficient (Hajnal, 2015). Scholars emphasize that when cost control is fragmented across stakeholders (owner, designer, contractor), it becomes reactive, detecting overruns too late to prevent them (Osifo, 2024). Empirical studies in the public-school sector report a high incidence of suspended
or underperforming projects where weak cost governance and adversarial procurement methods were central factors (Regan et al., 2015; Lampe, 2015).

ICT offers transformative opportunities in this context. A growing body of research on BIM and related ICT demonstrates that shared digital models improve cost estimating, enable automated quantity take-offs, and facilitate scenario-based forecasting, thereby tightening the link between design choices and budget implications (Bryde, Broquetas, & Volm, 2013; Eadie et al., 2013). Systematic reviews further indicate that ICT adoption in construction has progressed from isolated CAD use to integrated BIM workflows, cloud collaboration, mobile site reporting, and data analytics. These tools reduce information latency and improve the traceability of cost-and schedule-affecting decisions (Alonge et al., 2023). Nevertheless, the literature stresses that ICT's effectiveness is contingent on delivery processes and human factors. For instance, BIM yields measurable cost and schedule benefits only where project delivery methods foster early stakeholder involvement, shared information standards, and collaborative risk-sharing (Ahmed & El-Sayegh, 2020). In contrast, where procurement systems preserve rigid silos—such as strict design-bid-build separations—ICT remains underexploited, muting its potential to prevent overruns (Ahmed & El-Sayegh, 2020; Lampe, 2015).

Effective school-plant project delivery thus emerges at the intersection of robust cost governance, enabling delivery methods, and targeted ICT application. Comparative studies of delivery models in public-school construction reveal that collaborative approaches—such as construction management at risk, design-build, and integrated forms—are more successful in meeting schedule and budget objectives than adversarial models. This success is amplified when paired with digital tools that enable early clash detection, constructability reviews, and whole-life costing (Lampe, 2015; Ahmed & El-Sayegh, 2020). In essence, the delivery method determines whether ICT and cost-control practices are applied opportunistically or systematically.

The importance of studying this nexus in Nigeria lies in the country's persistent inefficiencies in school-infrastructure delivery. Cost overruns, delays, and quality deficiencies have long plagued the Nigerian education sector, undermining the learning environment and contributing to systemic underperformance (Nwosu & Ohamobi, 2024). Well-developed school plants have been shown to predict both principals' job performance and students' academic achievement (Onyejekwe, Obi, & Ohamobi, 2025). However, these benefits are constrained when construction projects are poorly managed due to weak cost-control systems and limited ICT integration.

Recent studies underscore ICT's potential in strengthening accountability and efficiency in school management and project delivery (Manafa, Ohamobi, & Osegbue, 2022). Yet, despite its demonstrated value globally, ICT utilization in Nigeria's education construction and administration remains low, reflecting broader systemic gaps in ICT adoption (Ohamobi, Manafa, & Osegbue, 2020). Moreover, the link between adequate school infrastructure, teacher motivation, and effective curriculum delivery suggests that project delivery efficiency has direct implications not only for technical outcomes but also for broader educational productivity and learning achievements (Osegbue, Ohamobi, & Manafa, 2018; Ohamobi et al., 2024).

The limited adoption of ICT tools such as BIM, cloud-based reporting, and mobile site monitoring in Nigeria's education construction sector represents a significant missed opportunity. These technologies are globally acknowledged to enhance cost predictability and improve efficiency, yet their potential remains underexploited locally. This gap jeopardizes timely delivery of learning facilities critical for advancing universal basic education goals. Furthermore, while existing Nigerian studies on school-plant construction have frequently emphasized funding
inadequacies and procurement bottlenecks (Ayoola et al., 2023; Manga, 2019), few have system-
atically explored how ICT integration with cost-control strategies might improve project out-
comes in the Nigerian context.

This underexplored intersection provides the rationale for the present study. By examining
how digital innovations, when aligned with robust cost-control mechanisms and enabling deliv-
ery methods, can transform school-infrastructure delivery, this research contributes to policy
debates and practice in Nigeria. It highlights the urgency of moving beyond narrow concerns
with financing toward integrated solutions that leverage ICT, strengthen cost governance, and
encourage collaborative project delivery. Such integration is essential not only to optimize
scarce resources but also to enhance Nigeria's educational competitiveness in a global
knowledge economy.

Method

The study was conducted in Rivers State, Nigeria, a region with a contested population estimated at about 3.7 million. Due to the impracticality of studying the entire population, a sample of 100 staff members from selected construction companies was drawn using the Taro Yamane scientific formula, which yielded a statistically valid sample size from a population of 133. Stratified random sampling was adopted to ensure representativeness across companies, with equal numbers of questionnaires distributed to five construction companies.

Data were collected from both primary and secondary sources. Primary data were obtained through structured questionnaires and interviews, while secondary data were gathered from textbooks, journals, periodicals, dissertations, and other relevant literature. The questionnaire comprised two sections: Section A captured respondents' demographic information, while Section B focused on research questions and hypotheses, with respondents choosing from multiple options.

Descriptive statistics, particularly simple percentages, were employed for clarity of inter-
pretation. Correlation statistical techniques were also applied to test hypotheses, establish rela-
tionships between variables, and guide decision-making. Data analysis involved systematic cod-
ing, tabulation, and interpretation in line with the study's objectives.

To ensure reliability, a pilot test was conducted using the test-retest method. Twenty ques-
tionnaires were administered across the five selected companies, and results analyzed with the
Pearson Product Moment Correlation Coefficient produced an r-value of 0.96, indicating high
reliability and internal consistency. Validity was confirmed through content and face validation,
where experts from the Ministry of Works, Akwa Ibom State, reviewed the instrument to ensure
alignment with study objectives and clarity of language.

Potential limitations, such as sampling errors, were minimized by making pre-survey con-
tacts, conducting follow-ups, and clarifying population specifications. Stratified random sam-
pling was deemed appropriate as it ensured every element of the population had an equal
chance of selection, thereby strengthening representativeness. Out of the 100 questionnaires
distributed, all were returned, yielding a 100 percent response rate, which further enhanced the
reliability of the study and minimized non-response bias.
<table><caption>Table 1. Summary of Research Methodology</caption><thead><tr><td>Component</td><td>Description</td></tr></thead><tbody><tr><td>Study Area</td><td>Rivers State, Nigeria (population ~3.7 million)</td></tr><tr><td>Population</td><td>133 staff members from selected construction companies</td></tr><tr><td>Sample Size</td><td>100 (determined using Taro Yamane formula)</td></tr><tr><td>Sampling Technique</td><td>Stratified random sampling across five construction companies</td></tr><tr><td>Data Sources</td><td>Primary (questionnaires, interviews) and secondary (books, journals, theses)</td></tr><tr><td>Instrument Structure</td><td>Section A: demographics; Section B: research questions & hypotheses</td></tr><tr><td>Data Analysis</td><td>Descriptive statistics (percentages) and correlation techniques</td></tr><tr><td>Reliability Test</td><td>Test-retest method; Pearson correlation coefficient (r = 0.96)</td></tr><tr><td>Validity Test</td><td>Content and face validity by experts (Ministry of Works, Akwa Ibom State)</td></tr><tr><td>Response Rate</td><td>100 percent (100 questionnaires distributed and returned)</td></tr></tbody></table>

## Results

This section presents the findings of the study based on the analysis of respondents' opinions regarding cost control, project delivery, and the role of ICT in the construction of school plants. The results are organized thematically to reflect the research objectives, starting with the effect of cost control on project delivery, followed by the relationship between cost control and project outcomes, the influence of contextual factors, and finally the application of ICT in cost control. Descriptive statistics in the form of frequencies and percentages were used to summarize the data, while interpretations highlight the implications of the responses.

<table><caption>Table 2. Effect of cost control on effective project delivery in school plant construction</caption><thead><tr><td>Response</td><td>Frequency</td><td>Percent</td><td>Valid Percent</td><td>Cumulative Percent</td></tr></thead><tbody><tr><td>Strongly agree</td><td>40</td><td>40.0</td><td>40.0</td><td>40.0</td></tr><tr><td>Agree</td><td>30</td><td>30.0</td><td>30.0</td><td>70.0</td></tr><tr><td>Undecided</td><td>15</td><td>15.0</td><td>15.0</td><td>85.0</td></tr><tr><td>Disagree</td><td>10</td><td>10.0</td><td>10.0</td><td>95.0</td></tr><tr><td>Strongly disagree</td><td>5</td><td>5.0</td><td>5.0</td><td>100.0</td></tr><tr><td>Total</td><td>100</td><td>100.0</td><td>100.0</td><td>100.0</td></tr></tbody></table>

The results in Table 2 indicate that a majority of respondents (70%) agreed that cost control has a significant effect on the effective delivery of school plant construction projects. This suggests that stakeholders recognize cost control as a vital mechanism for achieving project success, particularly in terms of timely completion, adherence to budget, and quality assurance. However, 15% of respondents were undecided, suggesting a level of uncertainty or lack of direct experience with cost control measures. Meanwhile, 15% disagreed, indicating that although the majority views cost control positively, there are still reservations about its practical effectiveness in certain contexts.

<table><caption>Table 3. Relationship between cost control and effective project delivery</caption><thead><tr><td>Response</td><td>Frequency</td><td>Percent</td><td>Valid Percent</td><td>Cumulative Percent</td></tr></thead><tbody><tr><td>Strongly agree</td><td>40</td><td>40.0</td><td>40.0</td><td>40.0</td></tr><tr><td>Agree</td><td>50</td><td>50.0</td><td>50.0</td><td>90.0</td></tr><tr><td>Undecided</td><td>2</td><td>2.0</td><td>2.0</td><td>92.0</td></tr><tr><td>Disagree</td><td>5</td><td>5.0</td><td>5.0</td><td>97.0</td></tr><tr><td>Strongly disagree</td><td>3</td><td>3.0</td><td>3.0</td><td>100.0</td></tr><tr><td>Total</td><td>100</td><td>100.0</td><td>100.0</td><td>100.0</td></tr></tbody></table>

Table 3 reveals a stronger consensus, where 90% of respondents agreed that there is a significant relationship between cost control and effective project delivery. Only 8% opposed this view, while 2% were undecided. This overwhelming consensus underscores the importance of
cost management practices not just as an operational tool, but as a strategic factor that directly determines the success of school plant construction projects. It suggests that without robust cost control measures, project outcomes may face challenges such as delays, cost overruns, or compromised quality.

<table><caption>**Table 4. Factors influencing effective cost control in school plant construction**</caption><thead><tr><td>Response</td><td>Frequency</td><td>Percent</td><td>Valid Percent</td><td>Cumulative Percent</td></tr></thead><tbody><tr><td>Strongly agree</td><td>50</td><td>50.0</td><td>50.0</td><td>50.0</td></tr><tr><td>Agree</td><td>30</td><td>30.0</td><td>30.0</td><td>80.0</td></tr><tr><td>Undecided</td><td>5</td><td>5.0</td><td>5.0</td><td>85.0</td></tr><tr><td>Disagree</td><td>10</td><td>10.0</td><td>10.0</td><td>95.0</td></tr><tr><td>Strongly disagree</td><td>5</td><td>5.0</td><td>5.0</td><td>100.0</td></tr><tr><td>Total</td><td>100</td><td>100.0</td><td>100.0</td><td>100.0</td></tr></tbody></table>

As shown in Table 4, 80% of respondents agreed that there are multiple factors influencing effective cost control, such as planning, monitoring, resource allocation, procurement procedures, and managerial expertise. Only 15% disagreed, and 5% remained undecided. This finding suggests that cost control is not an isolated process but one that is shaped by broader project management practices and contextual realities. It also indicates the need for an integrated approach where cost control is linked with human resource capacity, institutional support, and technological tools to optimize outcomes.

<table><caption>**Table 5. ICT application in cost control and effective project delivery**</caption><thead><tr><td>Response</td><td>Frequency</td><td>Percent</td><td>Valid Percent</td><td>Cumulative Percent</td></tr></thead><tbody><tr><td>Strongly agree</td><td>40</td><td>40.0</td><td>40.0</td><td>40.0</td></tr><tr><td>Agree</td><td>50</td><td>50.0</td><td>50.0</td><td>90.0</td></tr><tr><td>Undecided</td><td>2</td><td>2.0</td><td>2.0</td><td>92.0</td></tr><tr><td>Disagree</td><td>5</td><td>5.0</td><td>5.0</td><td>97.0</td></tr><tr><td>Strongly disagree</td><td>3</td><td>3.0</td><td>3.0</td><td>100.0</td></tr><tr><td>Total</td><td>100</td><td>100.0</td><td>100.0</td><td>100.0</td></tr></tbody></table>

Table 5 demonstrates a strong consensus on the role of ICT in enhancing cost control and effective project delivery. A combined 90% agreed with the statement, while only 8% opposed, and 2% were undecided. This highlights the growing recognition of ICT tools such as project management software, digital monitoring systems, and electronic procurement platforms in improving accuracy, transparency, and accountability in construction cost management. The minimal level of disagreement further underscores the perception that ICT is not just supportive but essential in ensuring modern, efficient, and sustainable school plant development.

<table><caption>**Table 6. Summary of respondents' agreement on cost control, influencing factors, and ICT application in school plant construction**</caption><thead><tr><td>Statement</td><td>Agree (Strongly agree + Agree)</td><td>Undecided</td><td>Disagree (Disagree + Strongly disagree)</td></tr></thead><tbody><tr><td>1. Effect of cost control on effective project delivery (Table 2)</td><td>70%</td><td>15%</td><td>15%</td></tr><tr><td>2. Relationship between cost control and project delivery (Table 3)</td><td>90%</td><td>2%</td><td>8%</td></tr><tr><td>3. Existence of factors influencing effective cost control (Table 4)</td><td>80%</td><td>5%</td><td>15%</td></tr><tr><td>4. ICT application improves cost control and project delivery (Table 5)</td><td>90%</td><td>2%</td><td>8%</td></tr></tbody></table>

The summary in Table 6 clearly shows a strong overall consensus among respondents regarding the importance of cost control and ICT application in school plant construction.
Agreement levels are consistently high, ranging from 70% to 90%, with the highest support observed in the relationship between cost control and project delivery (90%) and the influence of ICT application (90%). In contrast, disagreement levels remain relatively low (8%–15%), while undecided responses are minimal, indicating that most stakeholders hold firm views on these issues. This pattern underscores that cost management and ICT integration are widely perceived as pivotal to addressing persistent challenges in project delivery, minimizing budget discrepancies, and ensuring sustainable outcomes in the construction of school infrastructure.

## Discussion

The consolidated findings in Table 6 confirm that cost control, managerial enablers, and ICT integration decisively shape the delivery of school-plant construction projects. The perception of budget discrepancies as inevitable (90%) reinforces Manga's (2019) claim that cost overruns are endemic in public works, largely driven by inflation, scope variations, and weak monitoring. However, Ayoola et al. (2023) argued that these discrepancies are not unavoidable but stem from systemic inefficiencies that can be mitigated through stronger procurement frameworks, transparent auditing, and contractual oversight. This debate highlights the need to distinguish between structural barriers and managerial shortcomings in project governance.

The evidence that 70% of respondents affirmed the centrality of cost control further supports Yuqing and Ussavanuphap's (2024) assertion that structured financial monitoring ensures timely and efficient project delivery. Yet the dissenting 15% provides empirical resonance to Hajnal's (2015) observation that governance weaknesses and fragmented accountability continue to undermine educational infrastructure projects. Similarly, the 90% consensus on the strong relationship between cost control and project delivery validates Osifo's (2024) argument that fiscal discipline underpins quality and timeliness, though Bryde et al. (2013) cautioned that political interference and unstable policies often distort these benefits.

Equally significant, 80% of respondents identified planning, supervision, and accountability as decisive factors influencing cost management. This aligns with Eadie et al. (2013) and Alonge et al. (2023), who emphasized that managerial competence, stakeholder coordination, and robust monitoring frameworks are prerequisites for sustaining fiscal discipline. Without these enablers, cost-control measures risk becoming reactive rather than preventive.

Furthermore, the broad agreement (90%) on ICT's contribution underscores the growing recognition of digital innovations—such as BIM, cloud collaboration, and mobile reporting—as indispensable tools for enhancing transparency, accuracy, and real-time decision-making (Ahmed & El-Sayegh, 2020). Yet adoption challenges persist, including limited technical expertise, infrastructural deficits, and resistance to change (Soja & Cunha, 2015). These findings suggest that ICT's benefits are not merely technical but are contingent on institutional reforms and capacity development.

Taken together, the results highlight that successful school-plant project delivery requires the synergistic integration of financial discipline, managerial competence, and digital transformation within supportive governance systems. More broadly, they imply that sustainable educational infrastructure is a prerequisite for teacher professionalism and effective curriculum implementation. By ensuring that school environments are delivered on time, within budget, and at high quality, cost control and ICT adoption contribute not only to project efficiency but also to the broader educational mission of enhancing learning outcomes and professional practice in Nigerian schools.
## Conclusion

This study confirms that cost control and ICT application are pivotal to effective school-plant project delivery in Nigeria. Although budget discrepancies are widely perceived as inevitable, the findings show that robust cost-control strategies significantly reduce their negative impact. The majority consensus that cost control influences timeliness, efficiency, and sustainability underscores the importance of planning, monitoring, supervision, and resource allocation as enabling factors. Equally, the strong recognition of ICT tools—such as Building Information Modeling, cloud-based collaboration, and mobile reporting—highlights their role in enhancing transparency, accountability, and decision-making accuracy.

These results collectively point to the need for systematic cost-governance frameworks and broader ICT integration to strengthen project execution. For practice, policymakers, contractors, and educational administrators should prioritize the institutionalization of modern cost-control approaches supported by digital innovations, ensuring durable, budget-compliant, and sustainable school infrastructure.

Future research should explore contextual barriers to ICT adoption in cost management, including limited technical capacity, infrastructural constraints, and governance weaknesses. Cross-regional and cross-sectoral comparative studies would further illuminate how cost-control frameworks and ICT applications can be adapted to diverse contexts, thereby advancing evidence-based policy and practice in educational infrastructure development.

## References

Ahmed, S., & El-Sayegh, S. (2020). Critical review of the evolution of project delivery methods in the construction industry. *Buildings, 11*(1), 11. https://doi.org/10.3390/buildings11010011

Alonge, E. O., Eyo-Udo, N. L., Ubanadu, B. C., Daraojimba, A. I., Balogun, E. D., & Ogunsola, K. O. (2023). Real-time data analytics for enhancing supply chain efficiency. *Journal of Supply Chain Management and Analytics, 10*(1), 49–60. https://doi.org/10.54660/IJMRGE.2021.2.1.759-771

Ayoola, O. A., Oyeromi, S. O., & Ilesanmi, M. (2023). School plant construction, home and teacher factors as determinants of students' academic performance in Oyo State: Implications for planning. *African Journal of Educational Management, 24*(2), 169–181. Retrieved from https://journals.ui.edu.ng/index.php/ajem/article/view/1289

Bryde, D., Broquetas, M., & Volm, J. M. (2013). The project benefits of building information modelling (BIM). *International Journal of Project Management, 31*(7), 971–980. https://doi.org/10.1016/j.ijproman.2012.12.001

Eadie, R., Browne, M., Odeyinka, H., McKeown, C., & McNiff, S. (2013). BIM implementation throughout the UK construction project lifecycle: An analysis. *Automation in Construction, 36*, 145–151. https://doi.org/10.1016/j.autcon.2013.09.001

Hajnal, I. (2015). Appraisal of work-in-progress buildings. *Procedia Engineering, 123*, 224–232. https://doi.org/10.1016/j.proeng.2015.10.082

Lampe, J. C. (2015). *An empirical comparison of project delivery method performance for highway construction projects* (Doctoral dissertation, University of Kansas).

Manafa, I. F., Ohamobi, I. N., & Osegbue, G. C. (2022). Utilization of ICT resources in the management of UBE in secondary schools in Anambra State. *African Journal of Educational Management, Teaching and Entrepreneurship Studies, 6*, 1–12. Retrieved from https://ajemates.org/index.php/ajemates/article/view/157

Manga, S. D. (2019). Safety and security considerations in school plant construction in West Africa: Implications for research and development. *The Online Journal of New Horizons in Education, 9*(3), 196–200.

Nwosu, E. B., & Ohamobi, I. N. (2024). School plant and teachers' competencies as predictors of principals' job performance in public secondary schools in Anambra State. *International Journal of Education Research and Scientific Development, 5*(3), 20–20.
Ohamobi, I. N., Anyaeche, I. C., Oguejiofo, C. S., Obi, I. E., & Anyaeche, I. C. (2024). Professional development of teachers as correlate of teachers' job commitment in public secondary schools in Anambra State. *Journal of Higher Education Theory and Practices, 24*(2), 63-73.

Ohamobi, I. N., Manafa, I. F., & Osegbue, G. C. (2020). Curriculum implementation in secondary schools on national cohesion and global competitiveness. *Journal of Contemporary Education Research, 20*(8), 30-40.

Onyejekwe, O. R., Obi, Z., & Ohamobi, I. N. (2025). School plants as predictors of students' academic performance in public secondary schools in Anambra State. *UNIZIK Journal of Educational Laws and Leadership Studies, 1*(2), 1-15.

Osegbue, C. G., Ohamobi, N. I., & Manafa, F. I. (2018). Principals' motivational strategies for enhancing secondary school teachers' productivity in Anambra State. *UNIZIK Journal of Educational Management and Policy, 2*(1), 139-147.

Osifo, E. O. (2024). Integrating compliance and cost control in public infrastructure and affordable housing construction contract management. *International Journal of Engineering Technology Research & Management, 8*(12), 439-443. Retrieved from https://ijetrm.com/issues/files/May-2024-07-1746641537-DEC202447.pdf

Regan, M., Love, P. E., & Jim, J. (2015). Public infrastructure procurement: A review of adversarial and non-adversarial contracting methods. *Journal of Public Procurement, 15*(4), 405-438. https://doi.org/10.1108/JOPP-15-04-2015-B001

Soja, P., & Cunha, P. R. D. (2015). ICT in transition economies: Narrowing the research gap to developed countries. *Information Technology for Development, 21*(3), 323-329. https://doi.org/10.1080/02681102.2015.1028734

Yuqing, W., & Ussavanuphap, A. (2024). School plant management guidelines on landscape design for primary school at Xuchang Experimental Primary School, China. *Journal of Educational Review Faculty of Education in MCU, 11*(3), 520-530. Retrieved from https://so02.tci-thaijo.org/index.php/EDMCU/article/view/271208