Project – Influence of Artificial Intelligence Tools on Students’ Academic Engagement in five Selected Secondary Schools in Lekki, Lagos

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education in the 21st century is undergoing rapid transformation driven by digital technologies and emerging innovations such as Artificial Intelligence (AI). Artificial Intelligence refers to computer-based systems capable of performing tasks that normally require human intelligence, such as learning, reasoning, problem-solving, and decision-making. In the educational context, AI tools include intelligent tutoring systems, chatbots, adaptive learning platforms, automated grading systems, and virtual assistants that support both teaching and learning processes.

Globally, AI is increasingly being integrated into education to improve instructional delivery and enhance students’ academic engagement. Studies have shown that AI-powered tools can personalize learning experiences, provide instant feedback, and support learners based on their individual needs and pace of learning (Perkins et al., 2023). This shift is contributing to a more interactive and learner-centred educational environment, where students actively participate in their learning process rather than being passive recipients of knowledge.

Recent literature indicates that AI tools such as ChatGPT and other generative systems are becoming common in secondary and higher education settings. These tools are widely used for summarizing lessons, answering academic questions, generating study materials, and assisting students in completing assignments. Research by Obineche et al. (2025) revealed that students’ engagement with AI tools significantly improves their academic participation and understanding when properly guided and ethically used.

In developed and developing countries alike, AI is reshaping classroom engagement by promoting personalized learning. AI systems can analyze student performance in real time and adjust instructional content accordingly, thereby improving comprehension and retention (Zhen-Qun et al., 2024). Furthermore, AI enhances accessibility by providing learners with additional academic support outside the classroom environment.

In Nigeria, the adoption of AI in education is still emerging but rapidly gaining attention. Schools in urban areas such as Lagos, especially in Lekki, are beginning to integrate digital learning tools, including AI-based platforms, into teaching and learning processes. These tools are expected to bridge learning gaps, improve student engagement, and enhance academic outcomes. However, the extent to which students actively engage with these tools remains a subject of concern.

Studies have also shown that AI tools encourage interactive learning by making lessons more engaging through simulations, instant feedback, and conversational learning systems (Kehinde et al., 2024). Despite these benefits, issues such as lack of proper guidance, overdependence on AI, and unequal access to digital resources still influence how effectively students engage with AI tools.

In secondary schools, academic engagement is a critical factor in determining students’ success. Academic engagement refers to the level of students’ involvement, participation, and emotional commitment to learning activities. AI tools are believed to enhance behavioral, emotional, and cognitive engagement by making learning more interactive and personalized (Ubabudu, 2025).

However, concerns have been raised about how students use AI tools. While some students use AI responsibly to enhance learning, others may misuse it for academic shortcuts, reducing critical thinking and independent learning skills. This dual effect makes it necessary to investigate how AI tools influence students’ academic engagement in real classroom settings.

In Lagos State, particularly in Lekki, where there is relatively higher exposure to technology and digital infrastructure, secondary school students are increasingly exposed to AI tools through smartphones, computers, and online platforms. Despite this exposure, there is limited empirical evidence on how these tools influence students’ academic engagement in selected secondary schools.

Therefore, this study seeks to examine the influence of Artificial Intelligence tools on students’ academic engagement in five selected secondary schools in Lekki, Lagos State.

1.2 Statement of the Problem

Despite the growing adoption of Artificial Intelligence tools in education, there is still uncertainty about their actual impact on students’ academic engagement, particularly in secondary schools. While AI tools are designed to enhance learning through personalized instruction, instant feedback, and interactive learning experiences, their effectiveness depends on how students use them.

In many secondary schools in Lekki, Lagos State, students are increasingly exposed to AI tools such as ChatGPT, online tutors, and educational apps. However, there are concerns that these tools may not always be used for meaningful learning. Some students may rely excessively on AI-generated answers, which can reduce independent thinking, creativity, and problem-solving skills.

Teachers and school administrators have also observed varying levels of student engagement despite the availability of digital learning tools. While some students show improved participation and interest in learning activities, others appear distracted or overly dependent on technology for academic tasks. This inconsistency raises questions about the actual influence of AI tools on academic engagement.

Furthermore, there is limited empirical evidence on the extent to which AI tools influence behavioral, emotional, and cognitive engagement among secondary school students in Lagos State. Most existing studies focus on higher education or general ICT usage rather than specific AI tools in secondary education.

If this issue is not properly addressed, there is a risk that students may misuse AI tools, leading to poor academic discipline and reduced learning outcomes. Therefore, it becomes necessary to investigate the influence of Artificial Intelligence tools on students’ academic engagement in selected secondary schools in Lekki, Lagos State.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of Artificial Intelligence tools on students’ academic engagement in five selected secondary schools in Lekki, Lagos State.

Specifically, the study seeks to:

1. determine the extent of students’ exposure to AI tools in secondary schools in Lekki;
2. examine how AI tools influence students’ behavioral engagement in learning;
3. assess the effect of AI tools on students’ cognitive engagement in academic activities;
4. investigate how AI tools affect students’ emotional engagement in learning.

1.4 Research Question

The following research questions guided the study:

1. What is the extent of students’ exposure to Artificial Intelligence tools in secondary schools in Lekki?
2. How do AI tools influence students’ behavioral engagement in learning?
3. What effect do AI tools have on students’ cognitive engagement in academic activities?
4. How do AI tools affect students’ emotional engagement in learning?

1.5 Research Hypothesis

The following null hypothesis was formulated and tested at 0.05 level of significance:

H₀: There is no significant relationship between the use of Artificial Intelligence tools and students’ academic engagement in secondary schools in Lekki, Lagos State.

1.6 Significance of the Study

The findings of this study will be beneficial to students, teachers, school administrators, policymakers, and researchers. Students will benefit by understanding how to use AI tools effectively for academic improvement. Teachers will gain insights into how AI tools can enhance instructional delivery and student engagement.

School administrators will use the findings to improve digital learning policies and promote effective integration of AI in classrooms. Policymakers will benefit by understanding the implications of AI adoption in secondary education, which will guide educational reforms. The study will also serve as a reference for future researchers in the field of educational technology and Artificial Intelligence in education.

1.7 Scope of the Study

This study is limited to five selected secondary schools in Lekki, Lagos State. It focuses on the influence of Artificial Intelligence tools on students’ academic engagement. The study does not cover private tutoring centres or higher institutions.

1.8 Operational Definition of Terms

Artificial Intelligence Tools: Digital systems or applications that simulate human intelligence, such as ChatGPT, intelligent tutoring systems, and adaptive learning platforms.

Academic Engagement: The level of students’ participation, interest, and involvement in academic activities, including behavioral, emotional, and cognitive engagement.

Secondary Schools: Post-primary institutions offering education to students between junior and senior secondary levels.

Influence: The effect or impact of AI tools on students’ learning behavior and engagement.

Lekki: A rapidly developing educational and residential area in Lagos State, Nigeria.

Project – Influence of Artificial Intelligence Tools on Students’ Academic Engagement in five Selected Secondary Schools in Lekki, Lagos