Project – Artificial Intelligence-Based Learning Tools and Students’ Academic Engagement from 6 Selected public secondary schools in Lagos Education District V

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The rapid advancement of digital technologies has transformed various sectors of society, including education, by introducing innovative approaches to teaching, learning, assessment, and educational management. Among these technological developments, Artificial Intelligence (AI) has emerged as one of the most influential innovations shaping contemporary educational practices. Artificial Intelligence refers to computer-based systems designed to perform tasks that traditionally require human intelligence, such as learning, reasoning, problem-solving, decision-making, language processing, and pattern recognition (Russell & Norvig, 2021). In education, AI has created new possibilities for personalised learning, intelligent tutoring, automated assessment, adaptive instruction, and improved access to educational resources.

The integration of Artificial Intelligence into education has given rise to Artificial Intelligence-Based Learning Tools (AI-BLTs), which are digital platforms and applications designed to support students’ learning experiences through intelligent and adaptive technologies. These tools include AI-powered tutoring systems, automated feedback platforms, intelligent learning management systems, educational chatbots, adaptive learning applications, and generative AI tools such as ChatGPT. Unlike traditional educational technologies that provide fixed learning content, AI-based tools analyse learners’ behaviours, identify individual learning needs, and provide personalised support to enhance understanding and academic participation (Holmes et al., 2019).

Globally, the application of Artificial Intelligence in education has gained increasing attention because of its potential to address some persistent challenges within traditional learning systems. Educational institutions are adopting AI technologies to support differentiated instruction, improve student motivation, provide immediate feedback, and enhance learner autonomy. According to Zawacki-Richter et al. (2019), AI applications in education have expanded significantly due to their ability to support adaptive learning environments, automate administrative tasks, and improve teaching effectiveness. Recent systematic reviews have also shown that AI and computational technologies can positively influence learning outcomes by providing personalised learning experiences and supporting students’ cognitive development (García-Martínez et al., 2023).

Student academic engagement is a critical factor influencing educational achievement and learning success. Academic engagement refers to the degree of students’ involvement, interest, motivation, participation, and commitment towards learning activities. It includes behavioural engagement, such as classroom participation and completion of assignments; emotional engagement, such as interest and sense of belonging; and cognitive engagement, which involves students’ willingness to invest effort in understanding complex concepts (Fredricks, Blumenfeld, & Paris, 2004). Highly engaged students are more likely to demonstrate improved academic performance, persistence, and positive learning behaviours.

The relationship between educational technology and student engagement has become an important area of educational research. Digital learning tools have the potential to increase students’ interaction with learning materials, encourage independent learning, and create more flexible learning environments. Artificial Intelligence-based learning tools extend these possibilities by providing real-time feedback, personalised recommendations, and interactive learning experiences that respond to individual student needs. Through these features, AI tools can increase students’ motivation and active participation in academic activities.

The emergence of AI in secondary education has particularly attracted attention because secondary school represents a critical stage where students develop foundational knowledge, critical thinking skills, and technological competencies necessary for higher education and future employment. AI literacy and responsible engagement with AI technologies have become increasingly important for students at the secondary school level because they will participate in societies where intelligent technologies are becoming part of everyday life. Research on AI literacy in K–12 education indicates that secondary schools need to prepare students to understand, evaluate, and effectively use AI technologies for learning and problem-solving (Casal-Otero et al., 2023).

In Nigeria, the education sector has increasingly embraced digital technologies as part of efforts to improve teaching and learning outcomes. The adoption of ICT facilities, online learning platforms, and digital resources has increased, particularly following the disruptions caused by the COVID-19 pandemic. The pandemic accelerated the need for alternative learning approaches and encouraged schools, teachers, and students to explore technology-supported education. Artificial Intelligence-based learning tools represent a further development in this digital transformation by offering opportunities for personalised and learner-centred education.

However, the adoption of AI-based learning tools within Nigerian secondary schools remains an emerging phenomenon. While students increasingly interact with AI-powered applications outside the classroom, many public schools face challenges relating to digital infrastructure, internet accessibility, teacher preparedness, and awareness of AI applications. These limitations may affect the extent to which AI tools can contribute effectively to students’ academic engagement.

Lagos State provides an important context for examining AI-based learning tools because it represents Nigeria’s most urbanised and technologically advanced educational environment. The Lagos Education District V covers several public secondary schools where students are increasingly exposed to digital technologies through government educational initiatives, private technology platforms, and personal devices. However, the extent to which AI-based learning tools influence students’ engagement within public secondary schools remains insufficiently examined.

The use of AI-based learning tools has the potential to transform students’ academic experiences in several ways. First, AI tools can provide personalised learning support by adapting educational materials according to individual students’ abilities and learning progress. Students who experience difficulties in specific subjects can receive additional explanations, practice exercises, and immediate feedback. Second, AI tools can encourage independent learning by allowing students to access educational assistance beyond classroom hours. Third, interactive AI systems can increase student motivation by creating engaging and learner-centred experiences.

Despite these benefits, concerns have been raised regarding the responsible use of AI in education. Excessive dependence on AI tools may reduce students’ independent thinking, creativity, and problem-solving abilities if students use technology as a substitute for learning rather than as a learning support mechanism. There are also concerns relating to academic integrity, inaccurate AI-generated information, privacy, and unequal access to technology. Therefore, effective integration of AI requires appropriate guidance from teachers, schools, and educational authorities.

Teachers remain essential in ensuring that AI-based learning tools contribute positively to educational outcomes. Although AI can provide instructional support, it does not replace the pedagogical role of teachers. Instead, teachers are expected to guide students in using AI responsibly, evaluate AI-generated content, and integrate AI resources into effective learning strategies. The success of AI adoption in schools therefore depends on teacher competence, school readiness, and supportive educational policies.

Recent studies within Nigeria have begun examining the influence of AI-assisted learning tools on students’ educational outcomes. Evidence from Nigerian secondary school contexts suggests that AI-supported learning platforms can improve academic achievement, learning habits, and engagement when appropriately implemented. For example, studies examining AI-assisted learning among secondary school students in Nigeria have reported positive relationships between AI tool usage and students’ learning experiences. However, there remains limited empirical evidence regarding how AI-based learning tools specifically influence academic engagement among students in public secondary schools in Lagos State.

The existing research gap is particularly important because academic engagement represents a process through which technology influences learning outcomes. While previous studies have examined AI adoption and academic performance, fewer studies have focused on how AI tools influence students’ participation, motivation, interaction, and commitment to learning activities. Furthermore, limited attention has been given to public secondary schools within specific educational districts in Lagos.

Therefore, this study seeks to examine Artificial Intelligence-Based Learning Tools and Students’ Academic Engagement among students from six selected public secondary schools in Lagos Education District V. The study aims to determine the extent of AI-based learning tool utilisation and assess its influence on students’ behavioural, emotional, and cognitive engagement in academic activities.

1.2 Statement of the Problem

The Nigerian secondary education system continues to face challenges associated with declining student motivation, limited individualised learning support, inadequate instructional resources, and variations in students’ academic participation. Although teachers remain central to classroom instruction, large class sizes and limited educational resources often make it difficult to provide personalised attention to every learner. These challenges have created the need for innovative educational approaches capable of improving students’ engagement and learning experiences.

Artificial Intelligence-based learning tools have emerged as potential solutions to some of these educational challenges. By providing personalised learning experiences, immediate feedback, and interactive educational support, AI tools can enhance students’ involvement in learning activities. However, despite the growing global adoption of AI in education, the extent to which these technologies influence students’ academic engagement in Nigerian public secondary schools remains unclear.

One major problem is the limited understanding of students’ actual interaction with AI-based learning tools within public secondary school environments. While some students may use AI applications for academic assistance, many schools lack structured approaches for integrating these technologies into teaching and learning processes. This creates uncertainty regarding whether AI tools are genuinely improving students’ engagement or merely providing additional sources of information.

Another challenge is the digital readiness gap among public secondary schools. Effective use of AI-based learning tools requires access to computers, smartphones, internet connectivity, electricity, and digital skills. Many public schools in Nigeria continue to experience infrastructural limitations that may restrict students’ ability to benefit from AI-supported learning environments. Without adequate preparation, the potential advantages of AI may not be fully realised.

Furthermore, concerns exist regarding students’ responsible use of AI technologies. Some students may rely excessively on AI-generated answers without developing critical thinking skills, creativity, and independent learning abilities. The absence of proper guidance and digital literacy education may reduce the effectiveness of AI tools as educational resources.

Although previous studies have examined technology integration and AI applications in education, limited research has specifically investigated the relationship between AI-based learning tools and students’ academic engagement in Nigerian public secondary schools. Existing studies have often focused on academic performance, technology acceptance, or general ICT adoption, leaving a gap regarding students’ behavioural, emotional, and cognitive engagement.

In Lagos Education District V, where public secondary schools serve diverse student populations, there is a need to understand whether AI-based learning tools are contributing positively to students’ academic involvement. Without empirical evidence, educational stakeholders may lack sufficient information for making decisions regarding AI integration, teacher training, and digital learning policies.

Therefore, this study addresses the problem by examining the relationship between Artificial Intelligence-based learning tools and students’ academic engagement among students from six selected public secondary schools in Lagos Education District V. The study seeks to provide evidence on whether AI-based educational technologies enhance students’ participation, motivation, and commitment to learning.

1.3 Aim of the Study

The aim of this study is to examine the relationship between Artificial Intelligence-based learning tools and students’ academic engagement among students from six selected public secondary schools in Lagos Education District V.

1.4 Objectives of the Study

The objectives of the study are to:

1. Examine the extent of utilisation of Artificial Intelligence-based learning tools among students in selected public secondary schools in Lagos Education District V.
2. Determine the influence of AI-based learning tools on students’ behavioural engagement in academic activities.
3. Assess the influence of AI-based learning tools on students’ emotional and cognitive engagement.
4. Identify challenges affecting the effective use of AI-based learning tools among secondary school students.

1.5 Research Questions

The study seeks to answer the following questions:

1. What is the extent of utilisation of Artificial Intelligence-based learning tools among students in selected public secondary schools in Lagos Education District V?
2. How do AI-based learning tools influence students’ behavioural engagement in academic activities?
3. How do AI-based learning tools influence students’ emotional and cognitive engagement?
4. What challenges affect the effective use of AI-based learning tools among secondary school students?

1.6 Research Hypothesis

H₀: Artificial Intelligence-based learning tools have no significant influence on students’ academic engagement in selected public secondary schools in Lagos Education District V.

H₁: Artificial Intelligence-based learning tools have a significant influence on students’ academic engagement in selected public secondary schools in Lagos Education District V.

1.7 Significance of the Study

The increasing integration of Artificial Intelligence (AI) into educational practices has created new possibilities for improving teaching and learning processes. This study is significant because it provides empirical evidence on the relationship between Artificial Intelligence-based learning tools and students’ academic engagement among students in selected public secondary schools in Lagos Education District V. The findings will be beneficial to students, teachers, school administrators, educational policymakers, researchers, and other stakeholders interested in technology-supported education.

For students, the study will provide insight into how Artificial Intelligence-based learning tools can influence their participation, motivation, interest, and involvement in academic activities. Understanding the benefits and limitations of AI-supported learning will enable students to use digital learning tools more effectively for academic improvement. The study will also encourage responsible use of AI technologies by highlighting the importance of combining technological support with independent thinking and active learning.

For teachers, the study will provide valuable information on how AI-based learning tools can complement classroom instruction. Teachers may gain a better understanding of how artificial intelligence can support personalised learning, provide additional instructional resources, and enhance students’ academic participation. The findings may encourage teachers to develop digital competencies necessary for integrating AI tools into teaching practices while maintaining their essential pedagogical roles.

For school administrators, particularly principals and education managers in Lagos Education District V, the study will provide evidence for planning and implementing AI-supported educational initiatives. The findings may assist administrators in identifying the technological requirements, training needs, and organisational strategies necessary for effective AI integration in public secondary schools. This will support decision-making regarding digital infrastructure development and educational technology investments.

For the Lagos State Ministry of Education and educational policymakers, the study will provide useful information regarding the potential role of Artificial Intelligence in improving secondary education outcomes. The findings may guide the formulation of policies relating to AI adoption, digital literacy development, teacher training, and equitable access to emerging educational technologies. As educational systems increasingly embrace digital transformation, evidence-based policies are necessary to ensure that AI benefits all learners.

For curriculum planners and educational technology developers, this study will provide insights into the types of AI-based learning tools that may effectively support students’ academic engagement. Understanding students’ experiences and challenges with AI technologies can assist developers in designing educational platforms that are more suitable for Nigerian secondary school contexts.

For parents and guardians, the study will increase awareness of the opportunities and challenges associated with AI-supported learning. The findings may help parents understand how digital learning tools can support students’ academic development while also emphasising the need for appropriate supervision and responsible technology use.

For researchers and scholars, the study will contribute to the expanding body of knowledge on Artificial Intelligence in education, educational technology adoption, and student engagement. Although several studies have examined digital learning tools and academic achievement, limited attention has been given to the influence of AI-based learning tools on students’ behavioural, emotional, and cognitive engagement, particularly within Nigerian public secondary schools. This research will therefore provide a foundation for future studies.

The study is also significant because it addresses the growing need to understand how emerging technologies can support educational improvement in developing countries. While AI offers considerable opportunities for personalised and learner-centred education, its effectiveness depends on proper implementation, digital readiness, and alignment with educational objectives. The findings will contribute to discussions on how Nigerian secondary schools can responsibly integrate AI technologies to improve learning experiences.

1.8 Scope of the Study

This study focuses on Artificial Intelligence-Based Learning Tools and Students’ Academic Engagement among students from six selected public secondary schools in Lagos Education District V.

The conceptual scope of the study covers two major variables:

Artificial Intelligence-Based Learning Tools (Independent Variable)

The study examines AI-based learning tools through the following dimensions:

• AI-powered educational applications;
• Intelligent tutoring systems;
• Adaptive learning platforms;
• AI-based feedback systems;
• Generative AI tools for learning support;
• Automated educational assistants and chatbots.

Students’ Academic Engagement (Dependent Variable)

Students’ academic engagement is examined through the following dimensions:

• Behavioural engagement: participation in classroom activities, completion of assignments, attendance, and involvement in learning tasks.
• Emotional engagement: students’ interest, motivation, enthusiasm, and positive attitudes toward learning.
• Cognitive engagement: students’ willingness to apply effort, think critically, solve problems, and develop deeper understanding of academic concepts.

The geographical scope of the study is limited to six selected public secondary schools within Lagos Education District V. The district is selected because it represents an important educational zone within Lagos State with a significant population of public secondary school students.

The population scope consists of students enrolled in the selected public secondary schools. The study focuses on students who have access to or awareness of digital learning technologies and can provide information regarding their experiences with AI-based educational tools.

The methodological scope involves the use of a descriptive survey research design. Data will be collected through structured questionnaires administered to selected students. The collected data will be analysed using descriptive and inferential statistical methods to determine the relationship between AI-based learning tools and students’ academic engagement.

The study is limited to examining the educational influence of AI-based learning tools and does not investigate the technical development, programming, or engineering aspects of Artificial Intelligence systems. It also does not examine AI adoption among teachers or educational administrators as independent subjects. The focus is specifically on students’ academic engagement within selected public secondary schools.

1.9 Definition of Terms

Artificial Intelligence (AI)

Artificial Intelligence refers to computer systems and technologies designed to perform tasks that typically require human intelligence, including learning, reasoning, decision-making, language processing, and problem-solving. In this study, AI refers to digital educational technologies that support students’ learning activities.

Artificial Intelligence-Based Learning Tools

Artificial Intelligence-Based Learning Tools are educational technologies that use AI techniques to provide personalised instruction, learning support, feedback, assessment, and academic assistance to students.

Students’ Academic Engagement

Students’ academic engagement refers to the level of students’ involvement, participation, interest, motivation, and commitment towards academic activities and learning processes.

Behavioural Engagement

Behavioural engagement refers to students’ observable participation in learning activities, including attending classes, completing assignments, participating in discussions, and actively engaging with learning materials.

Emotional Engagement

Emotional engagement refers to students’ feelings, attitudes, interest, motivation, and sense of connection towards academic activities and the learning environment.

Cognitive Engagement

Cognitive engagement refers to the mental effort, critical thinking, self-regulation, and willingness of students to invest in understanding and mastering academic content.

Adaptive Learning

Adaptive learning refers to an educational approach where technology uses information about students’ abilities, progress, and learning patterns to personalise learning materials and activities according to individual needs.

Intelligent Tutoring System

An intelligent tutoring system is an AI-based educational application designed to provide personalised instruction, explanations, feedback, and guidance similar to the support provided by a human tutor.

Digital Learning

Digital learning refers to the use of electronic technologies, online platforms, and digital resources to support teaching and learning activities.

Educational Technology

Educational technology refers to the application of technological tools, systems, and resources to improve teaching effectiveness, learning experiences, and educational outcomes.

Public Secondary Schools

Public secondary schools are government-owned educational institutions that provide post-primary education to students under the supervision of state education authorities.

Lagos Education District V

Lagos Education District V refers to one of the administrative educational divisions of Lagos State responsible for managing and supervising public secondary schools within its jurisdiction.

Project – Artificial Intelligence-Based Learning Tools and Students’ Academic Engagement from 6 Selected public secondary schools in Lagos Education District V