Impact of Artificial Intelligence Tools on Teaching Effectiveness and Academic Performance of Secondary School Students

Abstract

This study adopted a descriptive survey research design to examine the use of AI tools, teaching effectiveness, and students’ academic performance. The study was conducted in Obio-Akpor Local Government Area of Rivers State, Nigeria, involving public and private secondary schools. The population consisted of 5,000 secondary school students while a sample of 370 students was selected using the Taro Yamane formula. A multistage sampling technique involving simple random and stratified sampling was used. Data was collected using a structured questionnaire titled “Impact of AI Tools on Teaching Effectiveness and Academic Performance Questionnaire (AITTEAPQ),” designed on a 4-point Likert scale. The instrument was validated by experts, and its reliability was determined using Cronbach Alpha with a coefficient of 0.70 or above. The questionnaire was administered directly to respondents and collected immediately. Data was analyzed using mean and standard deviation for research questions, and Pearson Product Moment Correlation (PPMC) and t-test for hypotheses at 0.05 level of significance. The findings of this study revealed that AI tools are utilized to a high extent in teaching and learning among secondary school students. Based on the findings, it was recommended that School administrators should encourage and support the use of these tools to enhance instructional delivery and improve student engagement.