AI-POWERED ADAPTIVE LEARNING: ENHANCING PERSONALIZED EDUCATION IN NIGERIA SECONDARY SCHOOLS

Abayomi Ayodeji Adedokun, Toyibat Wuraola Makanjuola

Abstract


This study examines the impact of AI-powered adaptive learning on students’ academic achievement and engagement in secondary schools in Nigeria. It also explores the moderating effects of gender and technology acceptance using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A quantitative survey research design was adopted, and data were collected from secondary school students in private schools with access to the uLesson AI adaptive learning tool. A structured questionnaire, consisting of the Adaptive Learning Engagement Scale (ALES) (r = .75) and the Technology Acceptance and Academic Performance Scale (r =.78), was used to gather responses. Descriptive and inferential statistics, including multiple regression analysis, were employed to analyze the data. Findings indicate a significant positive relationship between AI-powered adaptive learning and students’ academic achievement and engagement. Also, technology acceptance (UTAUT factors) significantly influenced students’ learning outcomes, with performance expectancy and effort expectancy emerging as key predictors. While gender had a notable effect on academic performance, its impact on engagement was not statistically significant. The study highlights the importance of integrating AI-driven learning tools with Supportive technology acceptance strategies to enhance student outcomes. It is recommended that educators and policymakers promote AI adoption, provide necessary training, and develop policies that foster a technology-friendly learning environment in Nigerian secondary schools.

Keywords


AI-powered learning, adaptive learning, academic achievement, student engagement, UTAUT framework

Full Text:

PDF

References


Chen, L., Chen, P. and Lin, Z. (2020). Artificial Intelligence in Education: A Review. Retrieved from https://ieeexplore.ieee.org/document/9069875

Jacob, O.N., & Ahaotu G.N. (2020). Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward. International Journal on Integrated Education, 3(9), pp. 189-197, https://doi.org/10.31149/ijie.v3i9.619

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education 57(4). https://doi.org/10.1111/ejed.12533

Khosravi, H., Sadiq, S., & Gašević, D. (2022). Explainable Artificial Intelligence in education. Computers and Education: Artificial Intelligence, vol 3. https://doi.org/10.1016/j.caeai.2022.100074

Luckin, R., Holmes, W., Griffiths, M. & Forcier, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. Pearson. Retrieved from https://www.researchgate.net/publication/299561597_Intelligence_Unleashed_An_argument_for_AI_in_Education

Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, vol. 90. https://doi.org/10.1016/j.futures.2017.03.006

Okonkwo, U. C., & Ugwuanyi, C. S. (2023). Revolutionizing Education Through AI: A Comprehensive Review of Enhancing Learning Experiences. International Journal of Applied Research in Social Sciences 6(4):589-607. https://doi.org/10.51594/ijarss.v6i4.1011

Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Doss, C. J. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects. RAND Corporation. Retrieved from https://www.rand.org/pubs/research_reports/RR2042.html

Russell, S. J., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach. Pearson. Retrieved from https://books.google.ro/books/about/Artificial_Intelligence.html?id=koFptAEACAAJ&redir_esc=y

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000385723.page=271

World Bank. (2021). Demand for Digital Skills in Sub-Saharan Africa: Key Findings from a Five-Country Study. World Bank. Retrieved from https://documents1.worldbank.org/curated/en/099614312152318607/pdf/IDU0b36e9e030767f0417e0afb806e2ffdf1e8bf.pdf




DOI: http://dx.doi.org/10.46827/ejes.v13i7.6855

Refbacks

  • There are currently no refbacks.


Copyright (c) 2026 Abayomi Ayodeji Adedokun, Toyibat Wuraola Makanjuola

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).