THE IMPACT OF ARTIFICIAL INTELLIGENCE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA

Abstract

Artificial Intelligence (AI) has increasingly permeated the educational landscape globally, offering new pathways to personalize learning, increase engagement, and optimize educational outcomes. This study explored the impact of AI-driven tools and systems on students’ academic performance in public secondary schools across Anambra State, Nigeria. As the world shifts towards a digital and knowledge-driven society, integrating AI into the educational process presents both transformative opportunities and challenges, particularly in developing contexts where infrastructure and digital literacy vary widely. The study adopted a qualitative research design to gain in-depth insights from key educational stakeholders, including school administrators, teachers, ICT coordinators, and students across urban and rural public secondary schools. Using a population of 146,635 students and a purposive sample of 820 participants, the study employed in-depth interviews, focus group discussions, and document analysis to gather rich, context-specific data. The findings reveal that while AI applications such as intelligent tutoring systems, automated grading, adaptive learning platforms, and AI-assisted administrative tools are being piloted in some schools, the level of integration remains minimal and uneven due to issues such as inadequate funding, poor digital infrastructure, teacher resistance, and lack of training. Notably, where AI tools were in use, there was observable improvement in students’ comprehension, retention, and critical thinking abilities. Teachers reported that AI-enabled learning platforms helped personalize lessons and assessments, enabling them to identify learning gaps early and respond more effectively. Students also expressed increased motivation and engagement with interactive and gamified AI tools. However, disparities in access between urban and rural schools remain a significant barrier, with urban schools having more opportunities to benefit from such technological innovations. The study concludes that while AI has the potential to significantly enhance academic performance in public secondary schools, its successful implementation in Anambra State requires a systemic approach. This includes strategic government investment in infrastructure, teacher professional development, policy formulation, and community sensitization. Furthermore, ethical considerations, such as data privacy and algorithmic bias, must be addressed as part of the broader digital transformation agenda. The paper recommends the development of a state-wide AI in Education (AIED) framework to ensure equitable access, standardization, and sustainability of AI-driven educational innovations. These findings have practical implications for policymakers, education administrators, and technology developers interested in leveraging AI to boost student performance and close learning gaps in Nigeria and similar contexts.