IMPACT OF AI TECHNOLOGY ON TEACHING AND LEARNING OUTCOMES IN PUBLIC SCHOOLS OF OJO LGA LAGOS STATE
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IMPACT OF AI TECHNOLOGY ON TEACHING AND LEARNING OUTCOMES IN PUBLIC SCHOOLS OF OJO LGA LAGOS STATE
Abstract
The rapid advancement of Artificial Intelligence (AI) has introduced transformative opportunities in the education sector, reshaping teaching methodologies and learning experiences. In Nigeria, particularly in Lagos State, the integration of AI technologies into public schools is still at a developing stage, yet it holds significant potential for enhancing educational delivery and outcomes. This study investigates the impact of AI technology on teaching and learning outcomes in public secondary schools within Ojo Local Government Area. A mixed-methods research design was adopted, involving surveys of teachers and students, classroom observations, and key informant interviews with school administrators. Data were analyzed using both descriptive and inferential statistics to examine the relationship between AI-assisted tools (such as intelligent tutoring systems, adaptive learning platforms, and automated assessment tools) and academic performance, student engagement, and teacher effectiveness. Findings reveal that AI integration positively influences students’ comprehension, individualized learning, and problem-solving skills, while also supporting teachers in lesson planning and assessment. However, challenges such as inadequate infrastructure, limited digital literacy among teachers, and policy gaps were identified as major barriers to effective implementation. The study concludes that strategic investment in AI-driven educational technologies, teacher training, and infrastructural development is essential for maximizing the benefits of AI in public schools. Recommendations are made for policymakers, educators, and stakeholders to promote inclusive and sustainable adoption of AI for improved teaching and learning outcomes in Ojo LGA and beyond.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Education is the bedrock of national development, and innovations in technology have consistently transformed the way teaching and learning processes are conducted. In the 21st century, Artificial Intelligence (AI) has emerged as a disruptive technology with significant potential to reshape educational practices globally (Luckin et al., 2016). AI refers to the development of computer systems capable of performing tasks that typically require human intelligence, such as learning, reasoning, problem-solving, and decision-making (Russell & Norvig, 2021). Within the context of education, AI applications include intelligent tutoring systems, adaptive learning platforms, natural language processing for automated grading, and predictive analytics for student performance monitoring (Holmes et al., 2019).
Globally, AI has been integrated into classrooms to enhance personalized learning, improve teacher efficiency, and provide data-driven insights for educational administrators. For instance, adaptive learning systems can adjust the pace and difficulty of learning materials to suit individual students’ needs, thereby promoting inclusiveness and reducing learning gaps (Chen et al., 2020). Similarly, teachers benefit from AI-powered tools that assist in lesson planning, real-time assessment, and classroom management, allowing them to focus more on creative and interactive pedagogies (Zawacki-Richter et al., 2019).
In Nigeria, and particularly in Lagos State, the integration of AI in public schools remains at an early stage due to infrastructural limitations, inadequate teacher training, and policy gaps. However, Lagos, being a commercial and educational hub, has started witnessing initiatives aimed at leveraging digital tools to improve learning outcomes (Oyelere et al., 2020). Public schools in Ojo Local Government Area (LGA) face challenges such as overcrowded classrooms, insufficient teaching resources, and inconsistent student performance, making them suitable for investigating the potential impact of AI integration on teaching and learning outcomes.
1.2 Statement of the Problem
Despite the proven benefits of AI in education, its adoption in Nigerian public schools has been slow and fragmented. Teachers often rely on traditional teaching methods, which limit individualized instruction and struggle to meet the diverse needs of students in large classrooms (Adeleke & Joshua, 2021). Public schools in Ojo LGA are not exempt from these challenges, as they continue to grapple with limited instructional resources, high student-to-teacher ratios, and inadequate digital infrastructure.
Furthermore, while private schools in Lagos are increasingly experimenting with AI-based learning tools, public schools lag behind, potentially widening the educational inequality gap (Eke & Omodero, 2021). The absence of empirical research on how AI impacts teaching effectiveness and student learning outcomes in public schools creates a knowledge gap. It is, therefore, necessary to assess whether AI technologies can significantly improve teaching and learning outcomes in public schools within Ojo LGA.
1.3 Objectives of the Study
1.3.1 General Objective
To examine the impact of AI technology on teaching and learning outcomes in public schools of Ojo LGA, Lagos State.
1.3.2 Specific Objectives
To assess the extent of AI technology adoption in public schools of Ojo LGA.
To determine the impact of AI technology on teachers’ effectiveness in lesson delivery and assessment.
To evaluate the effect of AI technology on students’ learning outcomes and engagement.
To identify the challenges hindering the effective use of AI in public schools of Ojo LGA.
1.4 Research Questions
What is the level of AI technology adoption in public schools of Ojo LGA?
How does AI technology influence teachers’ effectiveness in lesson delivery and assessment?
What effect does AI technology have on students’ learning outcomes and engagement?
What challenges hinder the integration of AI technology in public schools of Ojo LGA?
1.5 Significance of the Study
This study is significant in several ways. First, it provides empirical evidence on the role of AI in enhancing teaching effectiveness and student learning outcomes in Nigerian public schools. Second, it contributes to policy discourse on digital transformation in the education sector, especially for underserved communities. Third, findings will serve as a reference for educators, school administrators, and policymakers on how to strategically integrate AI tools into the public school system. Finally, the study will add to the academic literature on the application of AI in education within developing countries, bridging the knowledge gap between global practices and local realities.
1.6 Scope of the Study
The study is limited to public secondary schools in Ojo Local Government Area of Lagos State. It focuses specifically on the adoption and use of AI technologies for teaching and learning. The scope covers teachers and students as primary respondents, examining their experiences, perceptions, and outcomes related to AI integration. Other aspects of educational technology that are not directly AI-driven will not be the focus of this research.
1.7 Definition of Key Terms
Artificial Intelligence (AI): The use of computer systems to perform tasks that require human intelligence, such as problem-solving, learning, and decision-making.
Teaching Outcomes: Improvements in teachers’ instructional effectiveness, assessment accuracy, and classroom management efficiency.
Learning Outcomes: Students’ academic performance, comprehension, engagement, and skill development as influenced by AI-assisted learning.
Public Schools: Government-owned and funded schools that provide free or subsidized education to students.
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