TEACHERS' APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS' PERFORMANCE IN SECONDARY SCHOOLS IN ANAMBRA STATE

Artificial intelligence (AI) is redefining pedagogical practice globally, offering teachers tools to personalize learning, assess performance efficiently, and make data-informed instructional decisions. However, the application of AI-driven technologies in Nigerian secondary schools remains in its infancy, with limited empirical evidence from Anambra State. This study investigated the relationship between teachers’ application of AI tools and students’ academic performance in secondary schools in Anambra State. Four research questions guided the study and four null hypotheses were tested. The study adopted a descriptive survey research design using a population of 4,562 teachers and 89,740 students across 266 public secondary schools. A sample size of 380 teachers and 720 students was selected using a multi-stage sampling technique. A structured questionnaire developed by the researchers was used for data collection. Cronbach Alpha method was used to establish the reliability which yielded coefficient values of 0.82, 0.79, 0.85 and 0.83 for the four clusters. Out of 380 teacher questionnaires distributed, 367 were completed and returned, giving a 96.6% return rate. Data collected were analyzed using both descriptive and inferential statistics: Descriptive statistics (mean and standard deviation) were used to answer the research questions. Inferential statistics such as Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis were employed to test the hypotheses at a 0.05 level of significance. The result s showed that teachers’ in Anambra State moderately apply adaptive learning platforms, automated assessment systems and intelligent tutoring systems in instructional delivery. There is a strong positive and significant relationship between teachers; application of AI tools and students’ academic performance. The study concluded that teachers’ effective application of AI tools enhances instructional quality, student engagement and learning outcomes. Therefore, it was recommended among others that educational authorities and ministries should organize continuous professional development workshops to enhance teachers’ competencies in using adaptive learning platforms and intelligent tutoring systems.