Project – Influence of Artificial Intelligence-Based Learning Tools on Students’ Academic Engagement in Selected Public Secondary Schools in Lagos Education District V

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Education remains one of the most important instruments for human development, social transformation, and national advancement. The effectiveness of any educational system largely depends on its ability to provide learners with meaningful learning experiences that promote knowledge acquisition, creativity, critical thinking, collaboration, and problem-solving abilities. In the contemporary digital era, educational institutions across the world are increasingly adopting emerging technologies to improve teaching and learning processes. Among these technologies, Artificial Intelligence (AI) has emerged as one of the most influential innovations capable of transforming traditional educational practices by providing personalised learning experiences, intelligent tutoring, automated feedback, and adaptive learning environments (Chen, Chen, & Lin, 2020).

Artificial Intelligence refers to the capability of computer-based systems to perform tasks that traditionally require human intelligence, including reasoning, learning, decision-making, language understanding, and problem-solving. In education, AI applications have evolved from simple computer-assisted instruction systems to sophisticated learning platforms capable of analysing learners’ behaviours, identifying individual learning needs, generating instructional materials, and providing immediate feedback. These developments have positioned AI as a significant component of educational technology, particularly in supporting learner-centred approaches and improving students’ academic experiences (Holmes et al., 2019).

The emergence of AI-based learning tools has introduced new possibilities for improving students’ academic engagement. Academic engagement refers to the degree of students’ involvement, participation, commitment, motivation, and psychological investment in learning activities. It encompasses behavioural engagement, such as classroom participation and completion of assignments; emotional engagement, including interest and enthusiasm toward learning; and cognitive engagement, involving deep thinking, self-regulation, and meaningful understanding of academic content (Fredricks, Blumenfeld, & Paris, 2004). Students who demonstrate high academic engagement are more likely to achieve better academic outcomes because they actively participate in learning processes and develop stronger learning behaviours.

AI-based learning tools have the potential to enhance academic engagement by creating interactive, adaptive, and personalised learning environments. Unlike conventional classroom approaches where instruction is often designed around the average learner, AI-powered systems can analyse individual students’ strengths, weaknesses, learning pace, and preferences to provide customised learning experiences. For instance, intelligent tutoring systems can identify areas where students experience difficulties and provide targeted explanations, exercises, and feedback. This personalised approach may increase students’ confidence, motivation, and willingness to participate actively in academic activities (Luckin et al., 2016).

Furthermore, AI-powered educational platforms such as intelligent tutoring systems, automated assessment tools, adaptive learning applications, virtual assistants, and generative AI platforms have changed how students access and interact with educational resources. Generative AI tools, including conversational AI systems, can support students by assisting with explanations, brainstorming, summarising academic materials, language improvement, and problem-solving activities. According to UNESCO (2023), generative AI presents significant opportunities for improving education but requires responsible integration, ethical consideration, teacher preparation, and policies that protect learners’ interests.

The global adoption of AI in education has accelerated due to increased digital transformation and the demand for flexible learning systems. During and after the COVID-19 pandemic, educational institutions increasingly relied on digital technologies to sustain learning continuity. This experience highlighted the importance of technology-supported education and encouraged schools, governments, and researchers to explore innovative approaches that combine human teaching expertise with intelligent digital tools. AI has therefore become increasingly recognised as a means of supporting teachers, improving instructional delivery, and enhancing students’ learning experiences (Zawacki-Richter et al., 2019).

In developing countries, particularly Nigeria, the integration of AI-based learning tools represents both an opportunity and a challenge. Nigeria’s education sector has experienced persistent challenges, including overcrowded classrooms, inadequate instructional resources, teacher shortages, unequal access to learning materials, and variations in educational quality. AI-based technologies could provide additional learning support by enabling students to access educational resources beyond classroom limitations and receive personalised assistance. However, successful adoption requires adequate infrastructure, digital literacy among teachers and students, reliable internet access, and appropriate educational policies.

Within Lagos State, Nigeria’s most economically developed and technologically active state, digital transformation has increasingly influenced educational practices. Public secondary schools within Lagos Education District V serve diverse student populations and are expected to prepare learners for participation in a technology-driven society. The increasing availability of digital devices, internet connectivity, and online educational resources provides opportunities for integrating AI-based learning tools into secondary education. However, the extent to which these tools influence students’ academic engagement remains an important empirical question.

The use of AI-based learning tools among secondary school students may influence different dimensions of academic engagement. Behaviourally, AI tools may encourage students to participate more actively through interactive exercises, immediate feedback, and accessible learning resources. Emotionally, personalised learning experiences may increase students’ confidence and interest in academic activities. Cognitively, AI systems may encourage deeper understanding by allowing learners to explore concepts, receive explanations, and engage in self-directed learning. However, concerns have also emerged regarding excessive dependence on AI, reduced independent thinking, academic dishonesty, unequal access, and inadequate teacher supervision (UNESCO, 2023).

Although international studies have examined AI applications in education, limited empirical evidence exists regarding how AI-based learning tools affect students’ academic engagement within Nigerian public secondary schools. Much of the existing literature focuses on higher education institutions or developed countries where digital infrastructure and technological readiness are more advanced. Consequently, there is a need to investigate the relationship between AI-based learning tools and students’ engagement within the specific context of Lagos public secondary schools.

Therefore, this study seeks to examine the influence of Artificial Intelligence-based learning tools on students’ academic engagement in selected public secondary schools in Lagos Education District V. The study aims to provide evidence on whether AI-supported learning practices contribute positively to students’ participation, motivation, and cognitive involvement in academic activities.

1.2 Statement of the Problem

The rapid advancement of Artificial Intelligence has created new possibilities for improving educational delivery; however, its adoption within Nigerian secondary schools remains at an emerging stage. While AI-based learning tools have demonstrated potential benefits in enhancing personalised learning, providing immediate feedback, and supporting independent learning, there remains insufficient understanding of their actual influence on students’ academic engagement, particularly within public secondary schools.

Public secondary schools in Lagos Education District V continue to experience challenges associated with traditional teaching approaches, including limited instructional resources, large classroom sizes, variations in students’ learning abilities, and insufficient opportunities for individualised academic support. These challenges may negatively affect students’ participation, motivation, and commitment to learning activities. Although AI-based learning tools provide opportunities for addressing some of these limitations, their effectiveness depends on students’ access, teachers’ ability to integrate them into instruction, and the availability of supportive educational infrastructure.

A major concern is that despite the growing popularity of AI tools among students, many schools lack structured frameworks for their educational application. Students may use AI platforms informally for completing assignments, searching for information, or generating academic responses without adequate guidance from teachers. Such uncontrolled use may reduce critical thinking, encourage dependency, and weaken genuine learning engagement. UNESCO (2023) emphasised that AI integration in education requires human-centred approaches, ethical guidelines, teacher capacity development, and appropriate regulation to ensure that technology supports rather than replaces meaningful learning.

Furthermore, there is uncertainty regarding whether AI-based learning tools genuinely improve students’ academic engagement or merely increase technological dependence. While some scholars argue that AI enhances motivation through personalised and interactive learning experiences, others highlight possible risks such as reduced learner autonomy, unequal access, privacy concerns, and academic integrity challenges. These competing perspectives indicate the need for context-specific research that examines how AI tools affect students within particular educational environments.

In Lagos Education District V, limited empirical studies have investigated the extent to which AI-based learning tools influence secondary school students’ behavioural, emotional, and cognitive engagement. Without evidence-based understanding, educational stakeholders may struggle to develop effective policies, teacher training programmes, and implementation strategies for responsible AI integration.

Therefore, the problem of this study is the insufficient empirical knowledge regarding the influence of Artificial Intelligence-based learning tools on students’ academic engagement in selected public secondary schools in Lagos Education District V. This study addresses this gap by examining whether the adoption and utilisation of AI-based learning tools significantly affect students’ involvement, motivation, and participation in learning activities.

1.3 Aim and Objectives of the Study

The main aim of this study is to examine the influence of Artificial Intelligence-based learning tools on students’ academic engagement in selected public secondary schools in Lagos Education District V.

The specific objectives of the study are to:

1. examine the level of availability and utilisation of Artificial Intelligence-based learning tools among students in selected public secondary schools in Lagos Education District V;
2. determine the influence of Artificial Intelligence-based learning tools on students’ behavioural engagement in learning activities;
3. investigate the influence of Artificial Intelligence-based learning tools on students’ emotional engagement, including interest, motivation, and enthusiasm towards learning;
4. assess the influence of Artificial Intelligence-based learning tools on students’ cognitive engagement, including critical thinking, independent learning, and problem-solving abilities; and
5. identify the challenges affecting the effective integration and utilisation of Artificial Intelligence-based learning tools in selected public secondary schools in Lagos Education District V.

1.4 Research Questions

The study seeks to answer the following research questions:

1. What is the level of availability and utilisation of Artificial Intelligence-based learning tools among students in selected public secondary schools in Lagos Education District V?
2. To what extent do Artificial Intelligence-based learning tools influence students’ behavioural engagement in learning activities?
3. How do Artificial Intelligence-based learning tools influence students’ emotional engagement towards academic activities?
4. What influence do Artificial Intelligence-based learning tools have on students’ cognitive engagement and learning experiences?
5. What challenges hinder the effective utilisation of Artificial Intelligence-based learning tools in selected public secondary schools in Lagos Education District V?

1.5 Research Hypothesis

The following null hypothesis will guide the study:

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

1.6 Significance of the Study

This study will be significant to students, teachers, school administrators, policymakers, educational technology developers, and researchers by providing empirical evidence on the role of Artificial Intelligence-based learning tools in improving students’ academic engagement.

Students

The findings of this study will help students understand the educational benefits and responsible use of AI-based learning tools. As learners increasingly interact with digital technologies, understanding how AI can support independent learning, motivation, and academic participation will enable students to maximise technological resources effectively. The study may also encourage students to develop digital literacy skills necessary for academic success in a technology-driven society.

Teachers

The study will provide teachers with insights into how AI-based learning tools can support classroom instruction and improve students’ involvement in learning activities. Since teachers remain central to effective educational delivery, understanding the relationship between AI and student engagement will assist educators in adopting appropriate strategies for integrating AI tools into teaching practices. The findings may also highlight areas where teachers require professional development in artificial intelligence literacy and digital pedagogy.

School Administrators

The findings will assist school administrators in making informed decisions regarding the adoption and management of AI-supported educational technologies. School leaders may use the findings to develop guidelines for responsible AI usage, improve digital infrastructure, and create supportive environments where technology enhances rather than replaces traditional teaching methods.

Educational Policymakers

The study will provide useful information for government agencies, education ministries, and policymakers involved in planning digital education initiatives. Evidence from the study may support the development of policies that promote equitable access to AI-based educational resources, teacher training programmes, and ethical frameworks for AI application in Nigerian secondary schools.

Artificial Intelligence Developers and Educational Technology Providers

The findings may benefit developers of educational AI platforms by identifying the needs and challenges experienced by secondary school learners and teachers. Understanding students’ engagement patterns can guide the creation of AI tools that are more suitable, accessible, culturally relevant, and aligned with Nigerian educational realities.

Researchers and Scholars

The study will contribute to existing literature on artificial intelligence and educational technology, particularly within the Nigerian secondary school context. It will serve as a reference material for future researchers investigating AI adoption, digital learning environments, student motivation, and educational innovation.

1.7 Scope of the Study

This study focuses on the influence of Artificial Intelligence-based learning tools on students’ academic engagement in selected public secondary schools in Lagos Education District V.

The study is limited to selected public secondary schools within Lagos Education District V, Lagos State, Nigeria. The geographical scope is restricted to this education district because it represents an important public education environment where digital transformation and technology-supported learning initiatives are gradually emerging.

The conceptual scope of the study covers two major variables: Artificial Intelligence-based learning tools as the independent variable and students’ academic engagement as the dependent variable.

Artificial Intelligence-based learning tools will be examined through dimensions such as:

• intelligent tutoring systems;
• adaptive learning platforms;
• AI-powered educational applications;
• automated feedback and assessment systems; and
• generative AI tools used for learning support.

Students’ academic engagement will be assessed through:

• Behavioural engagement: participation in classroom activities, completion of assignments, attendance, and involvement in learning tasks;
• Emotional engagement: students’ interest, motivation, confidence, and positive attitudes towards learning; and
• Cognitive engagement: students’ critical thinking, self-regulated learning, problem-solving, and deeper understanding of academic content.

The study population will consist of students in selected public secondary schools in Lagos Education District V. The study does not examine AI applications in private schools, tertiary institutions, or professional training centres.

1.8 Operational Definition of Terms

For clarity and consistency, the following terms are operationally defined as used in this study:

Artificial Intelligence (AI)

Artificial Intelligence refers to computer-based technologies capable of performing tasks associated with human intelligence, including learning, reasoning, analysing information, and providing solutions. In this study, AI refers specifically to educational technologies designed to support students’ learning processes.

Artificial Intelligence-Based Learning Tools

Artificial Intelligence-based learning tools refer to digital educational applications and platforms that use AI technologies to provide personalised learning experiences, automated feedback, intelligent tutoring, adaptive instruction, and academic support for students.

Academic Engagement

Academic engagement refers to the level of students’ involvement, participation, motivation, and psychological commitment towards learning activities. In this study, it includes behavioural, emotional, and cognitive dimensions of student involvement.

Behavioural Engagement

Behavioural engagement refers to students’ observable participation in academic activities, including attending classes, completing assignments, contributing during lessons, and actively participating in learning tasks.

Emotional Engagement

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

Cognitive Engagement

Cognitive engagement refers to students’ mental investment in learning, including critical thinking, problem-solving, self-regulated learning, and efforts to understand academic concepts deeply.

Intelligent Tutoring Systems

Intelligent tutoring systems are AI-driven educational platforms that provide personalised instruction, guidance, and feedback based on individual students’ learning needs and performance.

Adaptive Learning

Adaptive learning refers to AI-supported learning systems that modify educational content, difficulty level, and instructional approaches according to students’ abilities, progress, and learning preferences.

Generative Artificial Intelligence

Generative Artificial Intelligence refers to AI systems capable of creating new content such as text, explanations, summaries, questions, and learning materials based on user instructions.

Public Secondary Schools

Public secondary schools refer to government-owned and government-managed educational institutions providing secondary education to students in Lagos State.

Project – Influence of Artificial Intelligence-Based Learning Tools on Students’ Academic Engagement in Selected Public Secondary Schools in Lagos Education District V