ABSTRACT
This study examined Impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study. Population of the study comprised all the three hundred and thirty-five (335) public primary school teachers from the 21 public primary schools in Oshimili South Local Government Area of Delta State. One hundred (100) teachers were selected from 5 public primary schools in Oshimili South Local Government Area of Delta State to represent the entire population using simple random sampling technique. Instrument used for data collection was a structured questionnaire, titled “Impact of Artificial Intelligence (AI) on the Academic Performance of Pupils Questionnaire (IAIAPPQ).” Validated by two experts, one in School of Early Childhood Care, Primary, Adult and Non-Formal Education while the other in Educational Psychology Department, both from Federal College of Education (Technical) Asaba for face and content validation. One hundred copies of the validated questionnaire were administered to 100 teachers from the 5 selected public primary schools in Oshimili South Local Government Area of Delta State by the researcher with the help of two research assistants and ninety-eight (98) copies were retrieved and analyzed using frequency counts, percentage and mean statistics. Findings of the study among others revealed that utilization of AI influence pupils’ motivation towards learning in Oshimili South Local Government. It was recommended among others that teachers and school administrators in Oshimili South Local Government Area should promote the regular use of Artificial Intelligence tools that make learning more engaging and enjoyable to sustain pupils’ motivation towards learning.
CHAPTER ONE
INTRODUCTION
Background to the Study
Teaching and learning at the primary school level form the bedrock of pupils’ academic success and future intellectual development. At this stage, pupils acquire the foundational skills, attitudes, and dispositions that influence their long-term educational outcomes. In Nigeria, where the basic education system faces challenges such as overcrowded classrooms, limited instructional materials, and teacher-centered pedagogies, there is a growing call for innovative approaches to strengthen pupils’ learning experiences. One such innovation is the use of Artificial Intelligence (AI), which is increasingly recognized worldwide as a transformative tool in education, capable of personalizing instruction, improving engagement, and enhancing learning outcomes.
In response to these challenges, Artificial Intelligence (AI) is increasingly being introduced into educational systems as an innovative tool for enhancing teaching and learning. AI has the capacity to provide personalized learning experiences, adapt instruction to individual learners’ needs, and foster interactive engagement that goes beyond traditional classroom practices. Through applications such as intelligent tutoring systems, adaptive learning platforms, and gamified tasks, AI creates opportunities for pupils to remain motivated, participate actively in academic activities, and develop essential problem-solving competencies. Artificial Intelligence (AI) is the science and engineering of making intelligent machines, especially intelligent computer programs (McCarthy, 2020). AI is defined as “the study of agents that receive percepts from the environment and perform actions” (Russell & Norvig, 2018). It is a scientific and engineering discipline because it focuses on developing systems capable of autonomous problem-solving and information processing. This implies that AI is not solely about imitating human intelligence; instead, it involves understanding and modeling cognitive functions to create algorithms that enable autonomy. This approach highlights AI’s role as a transformative technology aimed at enhancing capabilities across fields, from robotics to data analysis. AI is described as a branch of computer science aimed at developing systems capable of performing tasks that would typically require human intelligence, such as perception, reasoning, and decision-making (Adetayo, 2019). This perspective underscores AI’s focus on replicating core human cognitive abilities to empower machines to make decisions in complex environments. This definition positions AI as a key tool in sectors like healthcare, finance, and education, where data-driven decision-making can significantly enhance outcomes.
Academic performance at the primary school level is often measured not only by test scores but also by pupils’ ability to remain motivated, participate effectively in classroom activities, and apply knowledge to solve problems. These dimensions of performance provide a more holistic view of learning outcomes and are critical indicators of pupils’ readiness for higher levels of education. Understanding how AI influences these dimensions within the Nigerian context, particularly in Oshimili South Local Government Area of Delta State, is therefore essential for determining its potential to improve the quality of basic education. Academic performance is seen as the achievement of students in educational contexts, measured through grades, assessments, and other evaluative tools. It has to do with measurable outcomes highlights the importance of standardized assessments in evaluating student success. According to Akinola and Adeyemo (2022), academic performance should be viewed as the holistic development of learners, encompassing cognitive, emotional, and social dimensions. This shifts the focus from solely grades to include the overall growth and learning experiences of students. Ogunyemi (2020) describes academic performance as a key indicator of student success, reflecting their ability to meet academic expectations and learning objectives. This underscores that academic performance is not only about individual achievement but also about students’ ability to navigate the educational system successfully. Good academic performance can open doors to further education and career opportunities, highlighting its significance in shaping future prospects. In Nigeria, where competition for university admission is high, academic performance becomes a crucial determinant of students’ academic trajectories. According to Dada and Babalola (2019) academic performance is defined as the outcome influenced by various environmental factors, including socioeconomic status, parental involvement, and school resources. This definition acknowledges that academic performance is not solely a product of individual effort but is significantly shaped by the context in which students learn. Factors such as access to educational materials, parental support, and quality of school facilities play critical roles in determining students’ success.
Effective utilization of Artificial Intelligence (AI) as the potential of enhancing pupils’ motivations towards learning, participation and problem-solving ability. Motivation towards learning is one of the critical dimensions of academic performance that AI has the potential to improve. Scholars within Nigeria have consistently highlighted that motivated pupils are more likely to demonstrate perseverance, attentiveness, and greater enthusiasm for classroom activities (Okoye, 2021). Findings from studies in Delta and Anambra States indicate that technology-based interventions significantly improve pupils’ intrinsic motivation and interest in learning (Eze & Obi, 2022). Adewale (2023) further observes that digital tools sustain learners’ attention by making lessons interactive and enjoyable. These insights suggest that AI, with its capacity to individualize and gamify learning experiences, could play a vital role in enhancing pupils’ motivation towards learning.
Another dimension is pupils’ participation in learning activities, which is a crucial indicator of academic success. Nigerian researchers argue that learners’ active involvement in classroom interactions fosters deeper understanding and retention of knowledge (Ibrahim & Musa, 2021). In addition, interactive teaching strategies have been shown to significantly increase participation, particularly in schools where traditional teaching methods dominate (Ugwu & Okonkwo, 2022). Adeyemi (2023) adds that technology-enhanced learning environments can bridge participation gaps by encouraging learners to engage at their own pace, even in large and overcrowded classrooms. AI-powered platforms, through adaptive feedback and interactive simulations, therefore hold great promise for improving pupils’ participation in learning activities.
Problem-solving ability also represents a vital dimension of academic performance, as it prepares pupils to apply acquired knowledge to real-life challenges and academic tasks. Within the Nigerian context, scholars emphasize that building problem-solving skills at the primary school level is crucial for equipping pupils with higher-order thinking abilities necessary for future success (Oladipo, 2020). Studies show that instructional scaffolding significantly improves pupils’ reasoning and analytical abilities, enabling them to tackle academic problems more effectively (Chukwu & Ede, 2021). Similarly, Adebayo (2023) underscores the role of technology-supported instruction in enhancing problem-solving competence by offering learners adaptive tasks and timely feedback. Given these perspectives, AI’s unique ability to simulate real-world scenarios and provide structured guidance positions it as a valuable tool for strengthening pupils’ problem-solving ability in Nigerian schools.
While there’s a growing global conversation about the role of artificial intelligence in education, concrete evidence from Nigeria—especially regarding primary school pupils remains quite scarce. Focusing on how AI imapcts motivation, engagement, and problem-solving skills among students in Oshimili South, Delta State, could genuinely contribute to the field. Such research wouldn’t just support improved teaching and learning strategies, but could also guide policymakers in thoughtfully weaving AI into basic education.
Statement of the Problem
The integration of artificial intelligence (AI) in education has undeniably generated considerable interest, particularly regarding its potential to enhance learning experiences at various academic levels. Tools such as intelligent tutoring systems, adaptive practice software, and interactive platforms have been lauded for their ability to tailor instruction, increase student motivation, facilitate classroom engagement, and foster problem-solving abilities. Notably, while much of the existing literature explores these applications in technologically advanced contexts, there remains a significant gap concerning their tangible effects within Nigerian primary schools, where foundational learning and student attitudes are critically shaped.
Efforts to incorporate digital technologies into educational settings persist. Nonetheless, these initiatives often encounter significant barriers, including inadequate infrastructure, limited teacher preparedness, and disparities in resource availability (Sanusi, 2025). As a result, the transformative promise of AI in enhancing student motivation, participation, and problem-solving skills has yet to be fully realized. Although certain students may access AI-driven educational tools via mobile devices or school laboratories, there is a scarcity of empirical data examining whether such exposure correlates with improved engagement or higher-order thinking abilities.
It is against this backdrop that this study seeks to determine the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State.
Purposes of the Study
The main purpose of the study is to determine the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. The study specifically aims to:
- examine the effect of AI utilization on pupils’ motivation towards learning in Oshimili South Local Government Area.
- determine how AI utilization influences pupils’ participation in learning activities in Oshimili South Local Government Area.
- assess the impact of AI utilization on pupils’ problem-solving ability in Oshimili South Local Government Area.
Research Questions
- How does AI utilization influence pupils’ motivation towards learning in Oshimili South Local Government Area?
- How does AI utilization influence pupils’ participation in learning activities in Oshimili South Local Government Area?
- How does AI utilization impact pupils’ problem-solving ability in Oshimili South Local Government Area?
Significance of the Study
The study will be of immense benefit to pupils, teachers, school administrators, policy makers and future researchers.
The study is significant to pupils because it demonstrates how artificial intelligence can enhance learning motivation, foster active engagement in class activities, and strengthen their capacity for problem-solving. Exposure to AI-based tools could encourage learners to develop a sustained interest in academic tasks, improve their self-confidence in handling complex learning challenges, and nurture creativity in approaching different subjects. These benefits have long-term implications for pupils’ academic achievement and their ability to adapt to the demands of a knowledge-driven society.
The study is equally significant to teachers as it provides empirical insights into how AI can be harnessed to improve teaching effectiveness and classroom dynamics. Teachers could gain practical knowledge on integrating AI into instructional practices in ways that not only capture pupils’ attention but also promote deeper participation and critical thinking. The findings will also encourage teachers to strengthen their professional competence in digital pedagogy, adapt lesson delivery to diverse learners, and adopt evidence-based strategies for fostering innovation in the classroom.
The significance of this study to school administrators lies in its potential to inform administrative decisions on technology adoption and school improvement planning. Understanding the role of AI in enhancing motivation, participation, and problem-solving enables administrators to make informed choices regarding investment in infrastructure, teacher training, and curriculum support. Such insights will assist in creating enabling environments where technology complements traditional methods, thereby improving the quality of teaching and learning within the school system.
For policy makers, the study offers credible evidence that can guide the design and implementation of educational policies that integrate AI into basic education. The findings will inform national and state-level strategies on digital literacy, equitable access to learning technologies, and curriculum innovation aimed at strengthening pupils’ competencies. Furthermore, insights from the research will help shape funding priorities, capacity-building programs, and regulatory frameworks that ensure AI deployment enhances, rather than disrupts, the goals of education in Delta State and Nigeria at large.
The study holds significance for future researchers as it expands the body of knowledge on the intersection between artificial intelligence and academic performance in Nigerian primary schools. It provides a foundation for comparative studies across regions, longitudinal investigations into long-term impacts of AI, and interdisciplinary research that connects educational technology with psychology, curriculum studies, and school management. The study will serve as a valuable resource for scholars seeking to advance understanding of AI’s role in improving teaching and learning outcomes.
Scope of the Study
This study focused on the impact of Artificial Intelligence (AI) on the academic performance of pupils in Oshimili South Local Government Area of Delta State. With particular emphasis on motivation, participation in learning activities and problem-solving ability.
Pages: 62
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
