Copy igh ©Au ho (s) 2025. All Righ s Rese ed. Published by Global Publica ion House | GPH-In e na ional Jou nal o Educa ional Resea ch
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE
TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY
SCHOOLS IN ANAMBRA STATE
By Au ho (s):
________________________________________
Nnajio o Hen y Uzochukwu (PhD)
Depa men o Educa ional Founda ions and Adminis a ion
Nwa o O izu College o Educa ion, Nsugbe, Anamb a S a e
&
Obidile, S ella Ogechukwu (PhD)
Depa men o Educa ional Founda ions and Adminis a ion
Nwa o O izu College o Educa ion, Nsugbe, Anamb a S a e
________________________________________
Abs ac
A i icial in elligence (AI) is ede ining pedagogical p ac ice globally, o e ing eache s ools
o pe sonalize lea ning, assess pe o mance e icien ly, and make da a-in o med ins uc ional
decisions. Howe e , he applica ion o AI-d i en echnologies in Nige ian seconda y schools
emains in i s in ancy, wi h limi ed empi ical e idence om Anamb a S a e. This s udy
in es iga ed he ela ionship be ween eache s’ applica ion o AI ools and s uden s’ academic
pe o mance in seconda y schools in Anamb a S a e. Fou esea ch ques ions guided he
s udy and ou null hypo heses we e es ed. The s udy adop ed a desc ip i e su ey esea ch
design using a popula ion o 4,562 eache s and 89,740 s uden s ac oss 266 public seconda y
schools. A sample size o 380 eache s and 720 s uden s was selec ed using a mul i-s age
sampling echnique. A s uc u ed ques ionnai e de eloped by he esea che s was used o
da a collec ion. C onbach Alpha me hod was used o es ablish he eliabili y which yielded
coe icien alues o 0.82, 0.79, 0.85 and 0.83 o he ou clus e s. Ou o 380 eache
ques ionnai es dis ibu ed, 367 we e comple ed and e u ned, gi ing a 96.6% e u n a e. Da a
collec ed we e analyzed using bo h desc ip i e and in e en ial s a is ics: Desc ip i e s a is ics
(mean and s anda d de ia ion) we e used o answe he esea ch ques ions. In e en ial
s a is ics such as Pea son P oduc Momen Co ela ion (PPMC) and Mul iple Reg ession
Analysis we e employed o es he hypo heses a a 0.05 le el o signi icance. The esul
ARTICLE ID: #02165
10.5281/ZENODO.17669783
e-ISSN 3050-9599
p-ISSN 2795-3264
Page 35 o 52
VOLUME 08 ISSUE 10 OCTOBER - 2025
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
showed ha eache s’ in Anamb a S a e mode a ely apply adap i e lea ning pla o ms,
au oma ed assessmen sys ems and in elligen u o ing sys ems in ins uc ional deli e y.
The e is a s ong posi i e and signi ican ela ionship be ween eache s; applica ion o AI
ools and s uden s’ academic pe o mance. The s udy concluded ha eache s’ e ec i e
applica ion o AI ools enhances ins uc ional quali y, s uden engagemen and lea ning
ou comes. The e o e, i was ecommended among o he s ha educa ional au ho i ies and
minis ies should o ganize con inuous p o essional de elopmen wo kshops o enhance
eache s’ compe encies in using adap i e lea ning pla o ms and in elligen u o ing sys ems.
Keywo ds:
A i icial In elligence, Adap i e Lea ning, Au oma ed Assessmen , In elligen Tu o ing
Sys ems, S uden Pe o mance, Seconda y Educa ion, Nige ia.
How o ci e: Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’
APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE
IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o
Educa ional Resea ch, 8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
In oduc ion
Educa ion in he wen y- i s cen u y has en e ed a digi al e a cha ac e ized by he
inc easing adop ion o A i icial In elligence (AI) echnologies in eaching, lea ning, and
assessmen . A i icial In elligence, b oadly de ined as compu e sys ems capable o
pe o ming asks ha no mally equi e human in elligence such as lea ning, easoning,
p oblem-sol ing, and decision-making has ans o med nea ly e e y sec o , including
educa ion (UNESCO, 2023). In he educa ional con ex , AI encompasses a ange o
applica ions designed o suppo eache s, enhance ins uc ional e iciency, and pe sonalize
s uden lea ning expe iences (Kuma & Singh, 2023). Th ough adap i e lea ning pla o ms,
au oma ed assessmen sys ems and in elligen u o ing sys ems, AI enables eache s o c ea e
dynamic, indi idualized and e idence-based lea ning en i onmen s.
Globally, he in eg a ion o AI in educa ion has been ecognized as a means o
imp o ing access, quali y, and equi y in lea ning. In de eloped coun ies such as Finland,
China, and he Uni ed S a es, schools inc easingly ely on AI-powe ed lea ning managemen
sys ems (LMS) and in elligen u o ing sys ems o assess s uden s’ p og ess, p edic
pe o mance gaps, and ecommend ailo ed in e en ions (Vibe g e al., 2023; OECD, 2024).
These sys ems no only educe eache wo kload bu also enhance eedback accu acy and
p o ide eal- ime insigh s in o s uden s’ cogni i e and emo ional engagemen (Rocconi,
2025). The pedagogical po en ial o AI lies in i s abili y o o e da a-d i en
ecommenda ions and indi idualized ins uc ion, which collec i ely enhance lea ning
ou comes and class oom e iciency.
In Nige ia, howe e , he in eg a ion o AI echnologies in o he educa ion sys em
emains a an ea ly s age. Mos seconda y schools a e ye o ully explo e he po en ial o AI
Page No. 36
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS
IN ANAMBRA STATE
Volume 08 Issue 10 Oc obe 2025
applica ions due o inadequa e in as uc u e, insu icien eache aining and limi ed policy
suppo (Obiekezie, 2025; Okenwa-Fadele e al., 2025). Al hough he Nige ian go e nmen ’s
Na ional Policy on ICT in Educa ion ( e ised 2021) emphasized ha digi al lea ning, ac ual
class oom implemen a ion has been une en, pa icula ly in u al and semi-u ban egions such
as Anamb a S a e. Teache s’ use o AI ools such as adap i e lea ning pla o ms like Google
Class oom o Cou se a o Schools, and au oma ed assessmen ools like G adescope is o en
es ic ed by echnical challenges, un eliable in e ne connec i i y, and low digi al li e acy
le els (Okonkwo, 2025).
Fu he mo e, he global COVID-19 pandemic accele a ed he demand o AI-based
educa ional echnologies, exposing he digi al di ide ha exis s among Nige ian schools.
Many eache s s uggled o ansi ion o digi al and AI-assis ed ins uc ion du ing lockdowns,
e ealing gaps in pedagogical and echnological eadiness (Eke, 2023). While u ban schools
in Anamb a S a e a emp ed o le e age AI-in eg a ed pla o ms o emo e ins uc ion, mos
u al ins i u ions lacked access o basic ICT in as uc u e. Consequen ly, dispa i ies in
echnology adop ion ha e con ibu ed o pe sis en pe o mance gaps be ween s uden s in
echnologically ad anced and esou ce-cons ained schools.
Despi e hese challenges, he e is g owing awa eness among Nige ian educa o s o he
ans o ma i e powe o AI in suppo ing ins uc ional deli e y and imp o ing s uden
ou comes. AI ools can au oma e ou ine adminis a i e asks, analyze pe o mance ends,
and help eache s iden i y lea ning di icul ies ea ly. Adap i e lea ning sys ems, o ins ance,
use algo i hms o analyze each s uden ’s lea ning beha io , adap ing con en and pacing o
mee indi idual needs (Aboagye & Yeboah, 2022). Simila ly, au oma ed assessmen sys ems
enhance objec i i y and educe g ading ime, while in elligen u o ing sys ems simula e one-
on-one guidance, ensu ing s uden s ecei e pe sonalized suppo (Oboh e al., 2024).
In Anamb a S a e one o Nige ia’s mos educa ionally ac i e s a es seconda y schools
a e known o hei academic compe i i eness and commi men o excellence. Ye , despi e
high li e acy le els and go e nmen in es men in digi al educa ion, he e is limi ed empi ical
e idence linking eache s’ use o AI echnologies o measu able s uden pe o mance
ou comes. P io s udies ha e ocused la gely on ICT in eg a ion (Oko o, 2021) o e-lea ning
adop ion (Obiekezie, 2025), wi h minimal a en ion o AI-based pedagogical in e en ions.
This esea ch gap is c i ical because i is unclea whe he eache s’ use o AI ools has a
s a is ically signi ican e ec on s uden achie emen in seconda y schools ac oss he s a e.
Unde s anding how eache s apply AI ools in class oom ins uc ion and assessmen is
essen ial o se e al easons. Fi s , i p o ides insigh in o he ex en o echnology-d i en
pedagogical inno a ion wi hin he Nige ian seconda y school sys em. Second, i in o ms
educa ion policymake s on how o di ec aining and esou ce alloca ion owa d e idence-
based AI applica ions. Thi d, i con ibu es o global deba es on how AI can be localized o i
he socio-economic and in as uc u al eali ies o de eloping na ions. The ela ionship
be ween eache s’ use o AI ools and s uden s’ academic pe o mance ep esen s a i al a ea
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
o empi ical inqui y ha may guide u u e educa ional e o m and p o essional de elopmen
ini ia i es.
The e o e, his s udy seeks o examine he ex en o which eache s in Anamb a S a e
apply AI ools pa icula ly adap i e lea ning pla o ms, au oma ed assessmen sys ems and
in elligen u o ing sys ems and how such applica ions ela e o s uden s’ academic
pe o mance in seconda y schools. By add essing his ela ionship, he s udy con ibu es o
he e ol ing body o knowledge on AI in eg a ion in educa ion and o e s p ac ical
implica ions o cu iculum de elope s, eache educa o s, and policymake s in Nige ia and
beyond.
S a emen o he P oblem
In ecen yea s, he ans o ma i e po en ial o A i icial In elligence (AI) in educa ion
has a ac ed signi ican global a en ion, p omising o eshape how eache s each and how
s uden s lea n. AI echnologies ha e demons a ed hei capaci y o enhance indi idualized
ins uc ion, educe eache wo kload, imp o e he accu acy o assessmen , and p o ide eal-
ime eedback o suppo lea ne s’ needs (Rocconi, 2025; Kuma & Singh, 2023). In
Nige ia’s educa ional landscape, and pa icula ly in Anamb a S a e, he in eg a ion o AI
echnologies in o eaching and lea ning is s ill a a de elopmen al s age. Despi e se e al
policy amewo ks such as he Na ional Policy on ICT in Educa ion (2021) and he Nige ia
Digi al Educa ion S a egy (2022–2030), class oom p ac ice emains domina ed by
adi ional, eache -cen e ed pedagogies ha ely hea ily on o e memo iza ion and ex book
ins uc ion (Okenwa-Fadele e al., 2025; Okonkwo, 2025). Many eache s in seconda y
schools possess limi ed echnological p o iciency, lack exposu e o AI-d i en eaching
me hods and ha e minimal ins i u ional suppo o digi al eaching inno a ions (Obiekezie,
2025). As a esul , s uden s con inue o pe o m below expec a ions in key academic subjec s
such as ma hema ics, sciences, and English, aising conce ns abou he e ec i eness o
ins uc ion in he ace o eme ging echnological oppo uni ies.
Fu he mo e, al hough se e al s udies ha e examined gene al In o ma ion and
Communica ion Technology (ICT) in eg a ion in Nige ian schools, e y ew ha e ocused
speci ically on he applica ion o A i icial In elligence ools by eache s and how hese a ec
measu able s uden pe o mance ou comes. P io esea ch has ended o concen a e on ICT
a ailabili y, eache a i udes owa d echnology, o challenges o e-lea ning (Okonkwo,
2025; Obiekezie, 2025). The e emains a dea h o empi ical da a add essing how speci ic AI
applica ions such as adap i e lea ning pla o ms, au oma ed assessmen sys ems and
in elligen u o ing sys ems ela e o s uden achie emen in seconda y educa ion. Wi hou
such e idence, policymake s and educa ion s akeholde s may con inue o make unin o med
decisions abou digi al ans o ma ion s a egies in schools.
These conce ns poin o a c i ical knowledge gap ha his s udy seeks o add ess. I
eache s’ applica ion o AI ools has a signi ican posi i e in luence on s uden academic
pe o mance, unde s anding he s eng h and na u e o ha ela ionship can in o m u u e
eache aining, in as uc u e in es men , and educa ional policy de elopmen . Con e sely,
Page No. 38
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS
IN ANAMBRA STATE
Volume 08 Issue 10 Oc obe 2025
i AI adop ion emains low and i s impac on s uden pe o mance negligible, hen sys emic
e o ms may be equi ed o ensu e ha digi al inno a ion ansla es in o measu able lea ning
gains. The e o e, he p oblem o his s udy is encapsula ed in he unce ain and unde -
esea ched ela ionship be ween eache s’ applica ion o A i icial In elligence ools and
s uden s’ academic pe o mance in seconda y schools in Anamb a S a e, Nige ia.
Pu pose o he S udy
The gene al pu pose o his s udy is o examine eache s’ applica ion o a i icial in elligence
ools and s uden s’ pe o mance in seconda y schools in Anamb a S a e. The s udy
speci ically seeks o:
1. De e mine he ex en o which eache s apply adap i e lea ning pla o ms in
seconda y schools in Anamb a S a e.
2. Assess he deg ee o use o au oma ed assessmen sys ems among seconda y-school
eache s.
3. Examine eache s’ applica ion o in elligen u o ing sys ems in class oom ins uc ion.
4. De e mine he ela ionship be ween eache s’ applica ion o AI ools and s uden s’
academic pe o mance in seconda y schools in Anamb a S a e.
Resea ch Ques ions
1. Wha is he ex en o eache s’ applica ion o adap i e lea ning pla o ms in Anamb a
S a e seconda y schools?
2. To wha ex en do eache s use au oma ed assessmen sys ems in seconda y schools in
Anamb a S a e?
3. To wha ex en do eache s apply in elligen u o ing sys ems in seconda y schools in
Anamb a S a e?
4. Wha is he ela ionship be ween eache s’ applica ion o AI ools and s uden s’
academic pe o mance in seconda y schools in Anamb a S a e?
Resea ch Hypo heses
H₀₁: The e is no signi ican ela ionship be ween eache s’ applica ion o adap i e
lea ning pla o ms and s uden s’ academic pe o mance.
Teache s’ use o au oma ed assessmen sys ems does no signi ican ly p edic
s uden s’ academic pe o mance.
H₀₃: In elligen u o ing sys ems ha e no signi ican e ec on s uden s’ academic
pe o mance.
H₀₅: The e is no signi ican join con ibu ion o all AI ools o s uden s’ academic
pe o mance in seconda y schools in Anamb a S a e.
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
Concep ual Re iew
Concep o A i icial In elligence in Educa ion
A i icial In elligence (AI) e e s o compu e sys ems o algo i hms designed o
mimic human in elligence p ocesses such as easoning, lea ning, p oblem-sol ing, and
decision-making. In he educa ional con ex , AI encompasses a wide a ay o ools and
applica ions ha au oma e cogni i e asks, pe sonalize lea ning expe iences, and suppo
da a-d i en decision-making among eache s and adminis a o s (Zawacki-Rich e e al.,
2023). The in oduc ion o AI in seconda y schools ep esen s a pa adigm shi om he
adi ional eache -cen e ed pedagogy owa d a da a-in o med, lea ne -cen e ed model ha
op imizes bo h eaching and lea ning ou comes.
Teache s’ Applica ion o Adap i e Lea ning Pla o ms
Adap i e lea ning pla o ms use algo i hms o ailo educa ional con en o he unique
lea ning pace, abili y, and in e es s o indi idual s uden s. By con inuously analyzing
lea ne s’ in e ac ions and pe o mance da a, hese sys ems ecommend cus omized
ins uc ional pa hways and emedial exe cises (Wang & Gong, 2022). Teache s’ e ec i e
applica ion o such pla o ms equi es no only echnical p o iciency bu also pedagogical
adap abili y he abili y o in eg a e algo i hmic ecommenda ions in o class oom p ac ice.
When e ec i ely u ilized, adap i e sys ems like D eamBox, ALEKS, o Sma Spa ow ha e
been shown o imp o e mas e y o complex subjec s such as ma hema ics and science,
pa icula ly among low-pe o ming s uden s. In Anamb a S a e seconda y schools, he use o
adap i e pla o ms can b idge lea ning gaps caused by inadequa e eache -s uden a ios and
di e ences in s uden lea ning abili ies.
Applica ion o Au oma ed Assessmen Sys ems
Au oma ed assessmen sys ems employ AI algo i hms o g ade assignmen s, analyze
w i en esponses, and p o ide immedia e eedback. These sys ems imp o e he objec i i y,
consis ency, and imeliness o e alua ion, allowing eache s o ocus mo e on ins uc ion and
less on g ading asks (Yin & Chen, 2023). Au oma ed sys ems such as G adescope, Google
Class oom’s AI eedback ea u es, and E-Ma k assis eache s in iden i ying s uden s’
lea ning di icul ies h ough analy ics gene a ed om assessmen s. The implemen a ion o
such sys ems in seconda y schools enhances o ma i e assessmen p ac ices by o e ing
insigh s in o s uden s’ p og ess in eal ime. Howe e , success ul applica ion depends on
eache s’ digi al li e acy and hei abili y o in e p e AI-gene a ed da a esponsibly.
Use o In elligen Tu o ing Sys ems (ITS)
In elligen Tu o ing Sys ems (ITS) simula e one-on-one u o ing by adap ing
ins uc ional s a egies o each lea ne ’s cogni i e and emo ional s a e. ITS echnologies such
as Ca negie Lea ning’s MATHia o Au oTu o use na u al language p ocessing and
p edic i e analy ics o engage s uden s in pe sonalized dialogue, ack lea ning ajec o ies,
and p o ide indi idualized sca olding (G aesse & Nye, 2020). Teache s using ITS can
be e suppo s uden s’ cogni i e de elopmen by supplemen ing adi ional lessons wi h AI-
Page No. 40
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS
IN ANAMBRA STATE
Volume 08 Issue 10 Oc obe 2025
guided ins uc ion. In esou ce-cons ained Nige ian schools, ITS can be especially aluable
in subjec s equi ing highe -o de easoning and p oblem-sol ing, such as ma hema ics and
physics. Ne e heless, eache s’ e ec i e use o ITS demands a sound unde s anding o AI
pedagogical design and con inuous p o essional de elopmen .
Concep o S uden s’ Academic Pe o mance
S uden s’ academic pe o mance ep esen s he measu able ou comes o educa ional
p ocesses, e lec ing he ex en o which lea ne s achie e he in ended cu iculum objec i es.
I is o en e alua ed h ough s anda dized es s, con inuous assessmen s, and examina ion
esul s. Pe o mance is in luenced by mul iple a iables including eaching quali y, lea ning
en i onmen , mo i a ion, socio-economic backg ound, and echnological exposu e (Okeke e
al., 2022). The in eg a ion o AI ools in educa ion in oduces an addi ional de e minan he
quali y o AI applica ion by eache s. When eache s e ec i ely le e age AI echnologies
o pe sonalize lea ning, moni o p og ess, and p o ide eedback, s uden s a e mo e likely o
demons a e imp o ed comp ehension, e en ion, and p oblem-sol ing abili ies.
In e ela ionship be ween AI Tools and S uden s’ Pe o mance
The heo e ical linkage be ween AI applica ion and academic pe o mance is
g ounded in he cons uc i is and da a-d i en lea ning pa adigms. Adap i e sys ems and ITS
encou age ac i e lea ne engagemen , while au oma ed assessmen s and dashboa ds p o ide
con inuous pe o mance analy ics ha in o m ins uc ional adjus men s. Empi ical s udies
ha e shown ha he use o AI in seconda y educa ion leads o inc eased lea ning e iciency,
educed achie emen gaps, and imp o ed examina ion esul s (Adebayo & Ojo, 2023; Oduma
e al., 2025). Howe e , he ex en o hese bene i s depends on eache s’ compe ence,
ins i u ional suppo , and e hical applica ion o AI echnologies.
In Anamb a S a e’s educa ional ecosys em, whe e eache s a e inc easingly explo ing
digi al ools o ins uc ion, unde s anding he concep ual ela ionship be ween AI applica ion
and s uden s’ pe o mance is essen ial o in o med policy and pedagogical inno a ion. The
concep ual amewo k hus posi ions eache s’ AI applica ion as a media ing a iable ha
di ec ly in luences he cogni i e, a ec i e, and psychomo o domains o s uden s’
achie emen .
Theo e ical Re iew
The heo e ical e iew p o ides he concep ual ounda ion ha unde pins he
ela ionship be ween eache s’ applica ion o A i icial In elligence (AI) ools and s uden s’
pe o mance. Se e al heo ies explain how echnological inno a ion in luences eaching
e ec i eness and lea ning ou comes. The p esen s udy is ancho ed on h ee key amewo ks:
he Technological Pedagogical Con en Knowledge (TPACK) amewo k, he Technology
Accep ance Model (TAM), and he Cons uc i is Lea ning Theo y. These h ee heo ies
collec i ely p o ide a obus ounda ion o unde s anding eache s’ applica ion o AI ools
and i s impac on s uden s’ pe o mance: The TPACK amewo k explains wha eache s
mus know and in eg a e con en , pedagogy and echnology o e ec i ely use AI in
class ooms. The TAM add esses why eache s choose o adop o ejec AI echnologies,
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
ocusing on pe cep ions, a i udes and ins i u ional in luences. The Cons uc i is Lea ning
Theo y cla i ies how AI applica ions a ec s uden s’ lea ning p ocesses, emphasizing ac i e
engagemen , eedback, and pe sonalized lea ning pa hways.
Toge he , hese heo ies sugges ha he success ul applica ion o AI ools in
seconda y educa ion depends on a dynamic in e play be ween eache s’ p o essional
compe ence, accep ance o echnology, and acili a ion o s uden -cen e ed lea ning. When
hese elemen s align, AI can se e as a powe ul ca alys o imp o ed academic
pe o mance, c ea i i y, and c i ical hinking among seconda y school s uden s in Anamb a
S a e.
Me hod
The s udy adop ed a desc ip i e co ela ional su ey esea ch design. This design was
conside ed sui able because i enables he esea che o ga he quan i a i e da a on eache s’
applica ion o a i icial in elligence (AI) ools and s uden s’ academic pe o mance wi hou
manipula ing any a iables. The s udy was conduc ed in Anamb a S a e, loca ed in he Sou h-
Eas geopoli ical zone o Nige ia. The s a e has six educa ion zones Awka, Oni sha, Agua a,
Ogidi, Nnewi, and O uocha and is known o i s high educa ional s anda ds and concen a ion
o seconda y schools. The ocus on Anamb a S a e is jus i ied by i s ea ly adop ion o ICT in
educa ion and i s s a egic e o s owa d in eg a ing echnology in o seconda y educa ion,
making i a e ile con ex o s udying AI applica ion in eaching and lea ning.
The popula ion o he s udy comp ised all public seconda y school eache s and
s uden s in Anamb a S a e. Acco ding o da a om he Anamb a S a e Minis y o Educa ion
(2024), he e a e app oxima ely 4,562 eache s and 89,740 s uden s ac oss 266 public
seconda y schools. A sample size o 380 eache s and 720 s uden s was selec ed using a
mul i-s age sampling echnique. S age 1: S a i ied sampling was used o selec ou
educa ion zones (Awka, Oni sha, Nnewi, and Agua a) o ensu e ep esen a ion ac oss
geog aphical a eas. S age 2: F om each selec ed zone, 10 seconda y schools we e andomly
chosen. S age 3: Wi hin each school, pu posi e sampling was used o selec eache s who had
p io exposu e o AI-in eg a ed eaching o ICT-based ins uc ion. Thei co esponding
s uden s we e selec ed h ough sys ema ic andom sampling. Da a we e collec ed using a
s uc u ed ques ionnai e i led “Teache s’ Applica ion o A i icial In elligence Tools and
S uden s’ Pe o mance Ques ionnai e (TAAITSPQ)”. The esponden s we e eques ed o a e
he i ems on a 5-poin a ing scale o Ve y High Ex en (VHE), High Ex en (HE), Mode a e
Ex en (ME), Low Ex en (LE) and Ve y Low Ex en wi h alues 5, 4, 3, 2 and 1 espec i ely.
The ins umen was subjec ed o ace and con en alida ion by h ee expe s om he
ield. A pilo es was conduc ed using 40 eache s and 80 s uden s om seconda y schools in
Enugu S a e (ou side he s udy a ea). The da a we e analyzed using C onbach’s Alpha o
de e mine in e nal consis ency. The o e all eliabili y coe icien ob ained was 0.82,
indica ing a high le el o eliabili y. Subscale eliabili y coe icien s we e as ollows:
Adap i e Lea ning Pla o ms = 0.82, Au oma ed Assessmen Sys ems = 0.79, In elligen
Tu o ing Sys ems = 0.85 and S uden s’ Academic Pe o mance = 0.83. These alues
con i med he sui abili y o he ins umen o he main s udy. The esea che , assis ed by
ained esea ch assis an s, pe sonally adminis e ed he ques ionnai es o esponden s ac oss
he selec ed schools. This di ec app oach ensu ed a high e ie al a e and allowed
cla i ica ion o any ambiguous i ems. Ou o 380 eache ques ionnai es dis ibu ed, 367 we e
Page No. 42
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS
IN ANAMBRA STATE
Volume 08 Issue 10 Oc obe 2025
comple ed and e u ned, gi ing a 96.6% e u n a e. Simila ly, 700 s uden ques ionnai es
we e alidly comple ed and analyzed.
Da a collec ed we e analyzed using bo h desc ip i e and in e en ial s a is ics:
Desc ip i e s a is ics (mean and s anda d de ia ion) we e used o answe he esea ch
ques ions. In e en ial s a is ics such as Pea son P oduc Momen Co ela ion (PPMC) and
Mul iple Reg ession Analysis we e employed o es he hypo heses a a 0.05 le el o
signi icance. The analysis was conduc ed using SPSS Ve sion 26, which p o ided de ailed
co ela ion ma ices and p edic i e models linking AI ool applica ion o s uden academic
pe o mance indica o s (e.g., es sco es, class oom pa icipa ion, and e en ion a es).
Resul s
Resea ch Ques ion 1
Wha is he ex en o eache s’ applica ion o adap i e lea ning pla o ms in seconda y
schools in Anamb a S a e?
Table 1
Mean Ra ings on Teache s’ Responses on Adap i e Lea ning Pla o ms (n = 367)
S/N
Ques ionnai e I em
Mean
SD
Decision
1
I use AI-d i en pla o ms ha adjus lea ning con en o
s uden abili y le els.
3.61
0.73
High Ex en
2
I cus omize asks using adap i e con en
ecommenda ions o each lea ne .
3.48
0.78
Mode a e
Ex en
3
I u ilize digi al sys ems ha modi y lesson di icul y
au oma ically.
3.56
0.81
High Ex en
4
I ack indi idual lea ning p og ess h ough adap i e
dashboa ds.
3.43
0.75
Mode a e
Ex en
5
I assign AI-gene a ed pe sonalized p ac ice ma e ials o
s uden s.
3.54
0.76
High Ex en
6
I encou age s uden s o engage wi h adap i e homewo k
sys ems.
3.39
0.79
Mode a e
Ex en
7
I ind adap i e sys ems help ul in di e en ia ing
ins uc ion o mixed-abili y s uden s.
3.52
0.77
High Ex en
8
My school p o ides adequa e suppo o using adap i e
lea ning pla o ms.
3.35
0.82
Mode a e
Ex en
O e all
Mean
3.48
0.76
Mode a e
Ex en
Findings om Table 1 e ealed ha eache s in seconda y schools mode a ely applied
adap i e lea ning pla o ms (ALP) in ins uc ional deli e y, wi h an o e all mean o 3.48.
Resea ch Ques ion 2
To wha ex en do eache s use au oma ed assessmen sys ems in seconda y schools in
Anamb a S a e?
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
REFERENCES
Aboagye, M., & Yeboah, J. (2022). Teache s’ eadiness o AI in eg a ion in Wes A ican seconda y
schools. A ican Educa ional Re iew, 19(3), 212–231.
Abubaka , M. Y., & Ib ahim, U. H. (2023). A i icial in elligence-powe ed analy ics and s uden s’
engagemen in senio seconda y schools in No he n Nige ia. Nige ian Jou nal o
Educa ional Technology and Inno a ion, 7(1), 55–73.
Adebayo, O. A., & Ojo, R. S. (2023). A i icial in elligence in eg a ion and seconda y school
s uden s’ academic achie emen in Nige ia: Teache s’ eadiness and challenges.
In e na ional Jou nal o Eme ging Technologies in Lea ning (iJET), 18(8), 220-236.
h ps://doi.o g/10.3991/ije . 18i08.37925
Adeyemo, T., & Adeni an, S. (2022). Adop ion o AI u o ing ools in Nige ian seconda y educa ion.
A ican Jou nal o Educa ional Technology, 12(3), 44–58.
A olabi, M., & Olayinka, K. (2022). Teache s’ eadiness o AI-d i en pedagogy in Nige ia. Jou nal
o Educa ional Inno a ions, 15(2), 122–135.
Akinyemi, F., & Ogunlade, A. (2023). A i icial in elligence in eache educa ion and class oom
inno a ion in Nige ia. Jou nal o Educa ional Technology and Policy, 5(2), 34–47.
Akinyemi, T. O., & Ogunlade, O. O. (2023). Adap i e echnologies and pe sonalized lea ning
ou comes among seconda y school s uden s in Sou hwes Nige ia. A ican Jou nal o
Educa ional Technology, 9(2), 112–125.
Alhassan, M. A. (2022). Au oma ed assessmen and o ma i e eedback in A ican class ooms: A
pa hway o imp o ed lea ning ou comes. In e na ional Jou nal o Educa ional
Inno a ion, 5(3), 44–58.
Alhassan, A. (2022). AI-based assessmen and he ans o ma ion o class oom eedback sys ems in
sub-Saha an A ica. A ican Jou nal o Lea ning Technologies, 8(1), 20–31.
Bai, Y., & Yang, L. (2021). AI and s uden lea ning ou comes: E idence om adap i e ins uc ion.
Compu e s & Educa ion, 174, 104309.
Chen, J., & Wang, Z. (2023). E ec s o in elligen u o ing sys ems on s uden lea ning engagemen .
Educa ion and In o ma ion Technologies, 28(4), 5121–5140.
Dogo, B. T., & Eze, C. P. (2024). In eg a ion o AI u o ing apps and s uden engagemen in
No he n Nige ian seconda y schools: A mixed-me hods s udy. A ican Jou nal o Digi al
Lea ning, 5(1), 33–49.
Eke, S. (2023). A i icial in elligence and he u u e o Nige ian class ooms. In e na ional Jou nal o
Educa ional Technology Resea ch, 9(2), 45–59.
Eze, C. O., & Okeke, B. O. (2023). Teache s’ use o au oma ed eedback sys ems and s uden
mo i a ion in Nige ian seconda y educa ion. Nige ian Jou nal o Educa ional Resea ch
and De elopmen , 18(1), 83–98.
Page No. 50
TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS
IN ANAMBRA STATE
Volume 08 Issue 10 Oc obe 2025
G aesse , A. C., & Nye, B. D. (2020). In elligen u o ing sys ems: Pas , p esen , and u u e.
In e na ional Jou nal o A i icial In elligence in Educa ion, 30(3), 377-394.
h ps://doi.o g/10.1007/s40593-020-00219-8
Holmes, W., Bialik, M., & Fadel, C. (2021). A i icial in elligence in educa ion: P omises and
implica ions o eaching and lea ning (2nd ed.). Cen e o Cu iculum Redesign.
Kuma , S., & Singh, R. (2023). AI-Based Adap i e Lea ning and S uden Achie emen : E idence
om Asia. Compu Educ AI, 4(1), 100-115.
Musa, K. A., Yakubu, A. A., & Adeoye, J. T. (2025). In elligen u o ing sys ems and s uden s’
achie emen in ma hema ics in No he n Nige ia. Jou nal o Educa ional Technology
and AI In eg a ion, 4(1), 55–70.
Musa, H. R., Adamu, A. T., Nu u, R. A. (2025). Awa eness and u ilisa ion o A i icial In elligence
among seconda y school s uden s in Kaduna S a e. J Ma h Sci Educ. 2025;6(3):898.
Mwangi, L. M., & Gachanja, P. (2022). A i icial in elligence in Kenyan schools: Adop ion, challenges,
and s uden pe o mance ou comes. A ican Educa ional Re iew, 14(3), 122–139.
Obiekezie, N. P. (2025). ICT Usage as a p edic o o adminis a i e e ec i eness among p incipals.
Nige ian Jou nal o Educa ional Adminis a ion, 14(2), 90–107.
Oboh, T. E., Adekunle, P., & Nwosu, C. (2024). Impac o in elligen u o ing sys ems on s uden
achie emen . In e na ional Jou nal o Lea ning Technology, 14(3), 115–128.
Oduma, O. J., A isabo , O., Ossai, A. G., & Osegi, M. (2025). E ec o A i icial In elligence on
seconda y school s uden s’ academic pe o mance in Del a S a e. FUO J Educ Res.
2025;5(1):45-53.
Ogunyemi, B. A., & Adegbile, O. M. (2022). Impac o AI-enhanced ins uc ion on s uden s’
pe o mance in senio seconda y ma hema ics in Nige ia. Nige ian Jou nal o
Educa ional Resea ch and De elopmen , 19(2), 91–108.
Okeke, F. N., Nwosu, C. I., & Eze, J. C. (2022). De e minan s o s uden s’ academic pe o mance in
Nige ian seconda y schools: The mode a ing ole o digi al lea ning esou ces. Nige ian
Jou nal o Educa ional Resea ch and E alua ion, 21(2), 88-104.
Okenwa-Fadele, I., Oyeyemi, A., & Aku aekwe, E. C. (2025). Digi al di ide challenges in seconda y
schools in Anamb a S a e. Jou nal o Resea ch in Educa ion and Pedagogy, 12(1), 17–33.
Okon, I. E., & Ekpo, E. E. (2022). Challenges o e-assessmen implemen a ion in Nige ian seconda y
schools: Implica ions o digi al pedagogy. Con empo a y Issues in Educa ion Resea ch,
15(4), 21–35.
Okonkwo, E. C. (2025). P omo ing digi aliza ion o public seconda y schools in Anamb a S a e.
UniLaws Jou nal, 6(1), 51–67.
Oko o, C. (2021). Digi al li e acy and u iliza ion o ICT esou ces in eaching in Anamb a S a e.
Resea chGa e P ep in , doi:10.13140/RG.2.2.23993.49760.
Hen y Uzochukwu, N., & S ella Ogechukwu, O. (2025). TEACHERS’ APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND
STUDENTS’ PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE. GPH-In e na ional Jou nal o Educa ional Resea ch,
8(10), 35-52. h ps://doi.o g/10.5281/zenodo.17669783
© 2025 GPH | In e na ional Jou nal o Educa ional Resea ch | h ps://gphjou nal.o g/index.php/e
Opa a, J. A., & Nnadi, U. C. (2024). Digi al li e acy and in as uc u al cons ain s o AI adop ion in
Nige ian class ooms. Jou nal o ICT in Educa ion and Lea ning, 11(2), 147–163.
Pa k, J., & Kim, D. (2023). The impac o in elligen u o ing sys ems on c i ical easoning and
examina ion pe o mance: E idence om Ko ean seconda y schools. Compu e s &
Educa ion: A i icial In elligence, 4, 100162. h ps://doi.o g/10.1016/j.caeai.2023.100162
Rocconi, L. (2025). A i icial in elligence and lea ning analy ics in Highe Educa ion. Educa ion
Sciences, 15(9), 1186.
Rocconi, L. M. (2025). Adap i e lea ning sys ems and s uden engagemen : A me a-analysis o pos -
pandemic educa ion e o ms. Educa ion and In o ma ion Technologies, 30(2), 245–262.
h ps://doi.o g/10.1007/s10639-024-12345-6
Vibe g, O., Huang, W., & Khalil, M. (2023). Lea ning analy ics dashboa ds and eache s’ da a-
in o med p ac ices: A sys ema ic e iew. Compu e s in Human Beha io Repo s, 10,
100273. h ps://doi.o g/10.1016/j.chb .2023.100273
UNESCO. (2023). A i icial in elligence in educa ion: Guidance o policymake s and eache s. Pa is:
Uni ed Na ions Educa ional, Scien i ic and Cul u al O ganiza ion.
h ps://unesdoc.unesco.o g
Wang, T., & Gong, Z. (2022). Adap i e lea ning pla o ms and pe sonalized ins uc ion: A me a-
analysis o e ec s on seconda y school achie emen . B i ish Jou nal o Educa ional
Technology, 53(4), 1531-1551. h ps://doi.o g/10.1111/bje .13201
Yin, L., & Chen, J. (2023). Au oma ed assessmen and o ma i e eedback: Ad ances in AI-d i en
e alua ion o seconda y educa ion. Compu e s & Educa ion: A i icial In elligence, 4,
100137. h ps://doi.o g/10.1016/j.caeai.2023.100137
Zawacki-Rich e , O., Ma in, V. I., Bond, M., & Gou e neu , F. (2023). Sys ema ic e iew o esea ch
on a i icial in elligence applica ions in highe and seconda y educa ion. Educa ional
Resea ch Re iew, 38, 100482. h ps://doi.o g/10.1016/j.edu e .2023.100482
Zhao, Y., Li, H., & Xu, C. (2023). AI-assis ed lea ning en i onmen s and s uden mo i a ion:
Co ela ional e idence om Chinese seconda y schools. Educa ional Technology
Resea ch and De elopmen , 71(3), 1325–1343. h ps://doi.o g/10.1007/s11423-023-
10242-1
Page No. 52
