Project – Influence of Artificial Intelligence-Assisted Instruction on Students’ Critical Thinking and Problem-Solving Skills in Secondary Schools: A Study of Selected Secondary Schools in Owerri, Imo State.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education plays a central role in developing the knowledge, skills, attitudes, and values that enable learners to participate effectively in society. In contemporary education, the purpose of teaching extends beyond memorising facts and reproducing information to developing students’ capacity to analyse evidence, evaluate ideas, solve unfamiliar problems, and make reasoned decisions. These abilities are particularly important at the secondary school level, where learners encounter increasingly complex concepts across subjects such as mathematics, science, social studies, and languages. Critical thinking enables students to question assumptions, distinguish reliable evidence from unsupported claims, and draw logical conclusions, while problem-solving involves identifying challenges, considering alternative strategies, applying relevant knowledge, and evaluating outcomes. The Organisation for Economic Co-operation and Development (OECD, 2019) identifies reasoning, problem-solving, and the application of knowledge as important competencies for navigating complex situations. Similarly, the National Research Council (2012) emphasises that effective learning involves developing transferable knowledge and practices that enable learners to reason and address problems in different contexts.

Artificial intelligence (AI) has emerged as an important technological development with potential applications in teaching, learning, assessment, and educational administration. In education, AI refers to computer-based systems that perform tasks associated with functions such as language processing, pattern recognition, prediction, feedback generation, and personalised learning support. AI-assisted instruction involves the purposeful use of such tools to support teaching and learning activities under appropriate educational guidance. Examples include intelligent tutoring systems, adaptive learning platforms, automated feedback tools, educational chatbots, and generative AI applications that explain concepts, generate practice questions, or support guided inquiry. These tools can provide learners with additional opportunities to ask questions, practise skills, receive feedback, and explore alternative explanations. Miao and Holmes (2023), in UNESCO’s guidance on generative AI in education and research, explain that generative AI may support curriculum design, teaching, learning, and research, but stress that its use should be human-centred, appropriate to learners’ needs, and subject to safeguards. Consequently, AI-assisted instruction should be understood as a teaching approach in which technology supports educational objectives rather than replaces teachers or independent student thinking.

Critical thinking is a major learning outcome that AI-assisted instruction may support when it is integrated into well-designed classroom activities. Students who think critically can interpret information, analyse arguments, evaluate sources, identify assumptions, and justify conclusions with evidence. AI tools may provide opportunities to practise these abilities by presenting alternative explanations, asking follow-up questions, offering feedback on reasoning, and allowing students to compare different approaches to a question. For example, a teacher may ask students to evaluate an AI-generated explanation, identify factual weaknesses, compare it with textbook evidence, and defend their conclusions in a classroom discussion. Such activities can encourage learners to treat AI output as information requiring examination rather than as an unquestionable answer. However, the educational value of AI depends on how the tool is used. If students simply copy generated responses without examining their accuracy, they may engage in less independent analysis. Miao and Holmes (2023) therefore emphasise the protection of human agency and the need for educationally appropriate uses of generative AI. This suggests that the influence of AI-assisted instruction on critical thinking should be examined in relation to the teaching strategies used and the extent to which students are required to reason independently.

Problem-solving is another important educational competency because it enables students to apply knowledge to questions for which the answer may not be immediately obvious. Effective problem-solving may involve defining a problem, identifying relevant information, generating possible solutions, selecting a strategy, testing the solution, and reviewing the result. AI-assisted instructional tools may support these stages by offering hints, demonstrating alternative methods, generating practice exercises, or providing feedback when a learner makes an error. In mathematics, for instance, an AI-supported system may help a student examine the steps involved in solving an equation; in science, it may help learners compare explanations for an observed phenomenon. Nevertheless, receiving a solution from an AI system is not equivalent to developing the ability to solve a problem independently. Students need opportunities to explain their reasoning, apply methods to new situations, and justify why a proposed solution is appropriate. A systematic review by the OECD (2021) on digital technologies and learning highlights the importance of examining educational technology in relation to the learning activities and contexts in which it is used. In addition, the systematic review by the authors of The Application of Educational Technology to Develop Problem-Solving Skills found that technology-supported learning can be beneficial when combined with instructional guidance, training, and collaborative learning (Thinking Skills and Creativity, 2024).

The influence of AI-assisted instruction also needs to be considered in relation to the role of teachers and the design of classroom learning. Teachers determine learning objectives, select appropriate instructional materials, monitor student participation, assess understanding, and provide guidance when learners experience difficulty. AI tools may assist teachers by generating practice materials, adapting explanations, providing supplementary feedback, and supporting differentiated instruction for students with different learning needs. Such support may create more opportunities for students to practise analytical reasoning and problem-solving, particularly where teachers deliberately design activities requiring explanation, comparison, and independent judgement. However, AI-generated information may be inaccurate, incomplete, biased, or unsuitable for a particular learner’s age and educational level. Students may also become dependent on automated assistance if classroom activities do not require them to demonstrate their own reasoning. Miao and Holmes (2023) caution that educational institutions need to consider ethical, pedagogical, and age-appropriate uses of generative AI, including privacy and the protection of learners’ agency. Effective AI-assisted instruction therefore requires teacher supervision, critical evaluation of AI-generated content, and assessment methods that distinguish students’ own understanding from answers produced by a tool.

In Nigeria, secondary education is expected to equip learners with foundational knowledge and the intellectual competencies needed for further education, employment, and responsible citizenship. The National Policy on Education identifies education as an instrument for national development and provides a framework for the organisation and delivery of education in the country (Federal Republic of Nigeria, 2013). The increasing availability of digital technologies creates opportunities to supplement conventional classroom teaching, provide additional learning resources, and expose students to new ways of engaging with educational content. Nevertheless, access to and effective use of AI-assisted instruction may be constrained by differences in electricity supply, internet connectivity, device availability, teacher digital competence, school funding, and students’ access to appropriate digital resources. UNESCO (2023) notes that the integration of generative AI into education requires institutional preparedness, teacher capacity development, attention to privacy, and policies that protect learners. These considerations are relevant to Nigerian secondary schools because the potential educational benefits of AI cannot be separated from the resources, skills, and safeguards needed to use it effectively.

In Owerri, Imo State, the use of AI-assisted instruction in selected secondary schools provides a relevant context for examining how emerging educational technologies may relate to students’ higher-order thinking skills. Schools may differ in their availability of digital devices, internet access, teacher training, instructional methods, and policies governing students’ use of AI tools. Students may also differ in their familiarity with digital learning, their willingness to question AI-generated answers, and their ability to apply information independently. These differences could influence whether AI-assisted instruction supports critical thinking and problem-solving or encourages superficial dependence on generated responses. Although international research and guidance discuss the potential and limitations of AI in education, findings from other countries or higher education settings cannot automatically be generalised to secondary school students in Owerri. A study of selected secondary schools in the area is therefore needed to examine the use of AI-assisted instructional approaches and their relationship with students’ critical thinking and problem-solving skills, taking account of the local teaching and learning environment (Miao & Holmes, 2023; OECD, 2021).

1.2 Statement of the Problem

The development of critical thinking and problem-solving skills is an important responsibility of secondary education because students need to do more than memorise facts or reproduce information presented by their teachers. They must be able to evaluate evidence, explain their reasoning, identify errors, and apply knowledge to unfamiliar situations. However, the extent to which classroom instruction consistently provides opportunities for students to practise these higher-order skills may vary across schools, subjects, and teaching methods. The National Research Council (2012) emphasises the importance of learning environments that enable students to develop and apply knowledge rather than merely recall information. This creates a need to examine instructional approaches that may provide learners with more opportunities to practise reasoning, independent judgement, and systematic problem-solving.

The growing availability of AI tools introduces new opportunities for supporting students’ learning, including personalised explanations, immediate feedback, practice questions, and interactive problem-solving activities. However, these opportunities are accompanied by concerns about the accuracy of AI-generated information, students’ dependence on automated answers, and the possibility that learners may submit responses without understanding the underlying concepts. UNESCO’s guidance on generative AI warns that these technologies require appropriate pedagogical design, human supervision, and safeguards to protect learners’ agency and privacy (Miao & Holmes, 2023). Therefore, the presence or use of AI tools in a school should not automatically be interpreted as evidence of improved critical thinking or problem-solving. Their educational influence needs to be assessed by examining how they are used and whether students demonstrate genuine understanding and independent reasoning.

A further problem is that the benefits of AI-assisted instruction may depend on the resources and capabilities available within individual schools. Differences in electricity supply, internet access, digital devices, teacher competence, school policies, and students’ digital literacy may influence how effectively AI tools are incorporated into classroom activities. Schools with limited infrastructure may find it difficult to provide consistent access, while teachers who have not received appropriate training may struggle to design activities that use AI constructively. The OECD (2021) highlights the importance of educational technology policies and implementation conditions in determining how digital tools contribute to teaching and learning. These concerns make it necessary to investigate AI-assisted instruction within the actual context of secondary schools rather than assume that findings from better-resourced institutions will apply equally to schools in Owerri, Imo State.

The specific problem addressed by this study is the need for local empirical evidence on the influence of AI-assisted instruction on students’ critical thinking and problem-solving skills in selected secondary schools in Owerri. Although international guidance recognises the potential of AI to support teaching and learning, it also identifies risks that may arise when the technology is used without appropriate educational guidance (Miao & Holmes, 2023). The extent to which AI-assisted instructional approaches are associated with students’ analytical reasoning, evaluation of information, and ability to solve problems in the selected schools remains to be established through the proposed investigation. The study will therefore examine the use of AI-assisted instruction and its relationship with students’ critical thinking and problem-solving skills, with the aim of generating evidence that may assist teachers, school administrators, education policymakers, and other stakeholders in making informed decisions about AI-supported learning.

1.3 Aim and Objectives of the Study

The aim of this study is to examine the influence of artificial intelligence-assisted instruction on students’ critical thinking and problem-solving skills in selected secondary schools in Owerri, Imo State.

The specific objectives are to:

1. Determine the extent to which AI-assisted instruction is used in teaching and learning in selected secondary schools in Owerri.

2. Examine the influence of AI-assisted instruction on students’ critical thinking skills in the selected secondary schools.

3. Assess the influence of AI-assisted instruction on students’ problem-solving skills in the selected secondary schools.

4. Identify the major challenges affecting the effective use of AI-assisted instruction for developing students’ critical thinking and problem-solving skills in the selected secondary schools.

1.4 Research Questions

The study will be guided by the following research questions:

1. To what extent is AI-assisted instruction used in teaching and learning in selected secondary schools in Owerri?

2. How does AI-assisted instruction influence students’ critical thinking skills in the selected secondary schools?

3. How does AI-assisted instruction influence students’ problem-solving skills in the selected secondary schools?

4. What are the major challenges affecting the effective use of AI-assisted instruction for developing students’ critical thinking and problem-solving skills in the selected secondary schools?

1.5 Research Hypothesis

The following null hypothesis will guide the study:

H₀: There is no statistically significant relationship between the use of AI-assisted instruction and students’ critical thinking and problem-solving skills in selected secondary schools in Owerri, Imo State.

The hypothesis will be tested at the 0.05 level of significance using an appropriate statistical technique based on the research design and the data collected.

1.6 Significance of the Study

The findings of this study may be useful to the following groups.

Students: The study may help identify ways AI-assisted instructional activities can support analytical reasoning, independent judgement, and systematic problem-solving. It may also increase awareness of the need to verify AI-generated information rather than accept it without evaluation.

Teachers: The findings may provide information on how AI tools can be integrated into classroom activities to support explanation, guided inquiry, feedback, and problem-solving exercises. They may also highlight the need to supervise students’ use of AI and assess their individual understanding.

School administrators: The study may help school leaders assess the opportunities and challenges associated with AI-assisted instruction. The findings may inform decisions concerning teacher training, digital infrastructure, school policies, and the appropriate use of AI tools in teaching and assessment.

Education policymakers: The findings may contribute to discussions about the responsible integration of AI into secondary education. They may help policymakers consider teacher capacity, access to digital resources, data privacy, and the need for appropriate guidance for schools and learners.

Parents and guardians: The study may improve understanding of how AI-assisted learning can support students when used responsibly, while highlighting concerns about overdependence, inaccurate information, and the need for adult guidance.

Researchers and students in education: The study may contribute to literature on educational technology, artificial intelligence, critical thinking, and problem-solving in Nigerian secondary schools. It may also provide a basis for future studies in other locations, subjects, and educational levels.

1.7 Scope of the Study

The study will focus on the influence of AI-assisted instruction on students’ critical thinking and problem-solving skills in selected secondary schools in Owerri, Imo State, Nigeria.

The content scope will cover the use of AI-assisted instructional tools, students’ critical thinking skills, students’ problem-solving skills, and challenges affecting the use of AI in teaching and learning. AI-assisted instruction may include the use of educational chatbots, generative AI applications, adaptive learning systems, and other AI-supported learning tools, where such tools are available and approved for educational use.

The geographical scope will be limited to selected secondary schools in Owerri. The schools, class levels, sample size, subjects, and study period will be specified in the research methodology.

The study will distinguish between the availability of AI tools and their actual instructional use. It will also recognise that students’ skills may be influenced by other factors, including prior academic achievement, teaching quality, access to learning resources, and individual differences. The conclusions will therefore be based on the design and evidence of the study rather than assumptions about AI’s effects.

1.8 Limitations of the Study

The study may encounter limitations relating to the availability of AI tools, access to reliable internet services, electricity supply, and differences in digital resources across the selected schools. These factors may affect the consistency with which AI-assisted instruction is used and may limit comparisons between schools.

Another possible limitation is that students and teachers may differ in their understanding of AI-assisted instruction. Some students may report using AI tools without using them for structured learning activities, while others may have limited experience with them. If the study relies on questionnaires, respondents’ answers may also be influenced by recall errors or a desire to provide socially acceptable responses.

To minimise these limitations, the researcher should define AI-assisted instruction clearly, use appropriate research instruments, and obtain information from relevant respondents. Where feasible, questionnaire responses may be supplemented with classroom observations, instructional records, or suitable assessments of critical thinking and problem-solving. The limitations should be acknowledged when interpreting the findings.

1.9 Operational Definition of Terms

Artificial intelligence (AI): Computer-based technology designed to perform tasks that commonly involve capabilities such as language processing, pattern recognition, prediction, and the generation of information or responses.

AI-assisted instruction: The use of artificial intelligence tools to support teaching and learning activities, including explanations, practice exercises, feedback, adaptive learning, and guided problem-solving.

Critical thinking: The ability to analyse information, evaluate evidence, identify assumptions, interpret ideas, and draw reasoned conclusions.

Problem-solving skills: The abilities involved in identifying a problem, analysing relevant information, considering possible solutions, applying an appropriate strategy, and evaluating the outcome.

Secondary school students: Learners enrolled in secondary schools within the geographical area selected for the study.

Generative artificial intelligence: AI technology capable of generating new content, such as text, explanations, questions, summaries, or other outputs in response to user instructions.

Digital literacy: The ability to access, understand, evaluate, and use digital technologies and information effectively and responsibly.

Human-centred AI use: The application of AI in ways that preserve human judgement, learner agency, privacy, inclusion, and appropriate human oversight.

Project – Influence of Artificial Intelligence-Assisted Instruction on Students’ Critical Thinking and Problem-Solving Skills in Secondary Schools: A Study of Selected Secondary Schools in Owerri, Imo State.