Effect of Artificial Intelligence Tools on Achievement in Complex STEM Concepts among Senior Secondary School Students in Ilorin, Kwara State, Nigeria
| dc.contributor.author | Kehinde Muritala NUHU | |
| dc.contributor.author | Abdulkadir Ibrahim OBA | |
| dc.contributor.author | Opeyemi Abdullahi ALABI | |
| dc.contributor.author | Muhammed Abdullahi LAWAL | |
| dc.contributor.author | Adejoke Serah ADEWUMI | |
| dc.contributor.author | Charles Olubode OLUMORIN | |
| dc.date.accessioned | 2026-06-04T12:55:57Z | |
| dc.date.available | 2026-06-04T12:55:57Z | |
| dc.date.issued | 2026-04-19 | |
| dc.description.abstract | The integration of Artificial Intelligence (AI) into secondary education presents a significant opportunity to address persistent challenges in Science, Technology, Engineering, and Mathematics (STEM) instruction in Nigeria. This study investigated the effect of AI tools on the learning of complex STEM concepts among Senior Secondary School II (SS2) students in Ilorin, Kwara State. Using a quasi-experimental pre-test, post-test non-equivalent control group design, 360 SS2 students were drawn from six purposively selected schools across Ilorin West, East, and South Local Government Areas. The experimental group (n = 180) received AI-enhanced instruction using uLesson, PhET Interactive Simulations, and ChatGPT, while the control group (n = 180) was taught using conventional lecture-based methods. Data were collected using a validated 40-item STEM Achievement Test (SAT; KR-20 = 0.82) and an AI Integration Questionnaire (AIQ). Descriptive statistics (mean, standard deviation) and Analysis of Covariance (ANCOVA) were employed for data analysis at a 0.05 significance level. Findings revealed that the AI-enhanced group achieved a significantly higher post-test mean score (74.50) compared to the control group (56.20), yielding a mean gain of 32.35 against 14.40 for the control, with ANCOVA confirming statistical significance [F(1, 357) = 142.31, p < .05]. Students and teachers reported that virtual simulations effectively substituted for absent physical laboratory facilities. However, high internet data costs and frequent power outages were identified as critical barriers to sustained adoption. The study concludes that AI tools significantly demystify complex STEM topics by providing interactive scaffolding and personalised feedback and recommends targeted infrastructure investment, subsidised data access, and institutionalised AI-literacy training for STEM teachers in Kwara State.</jats:p> | |
| dc.identifier.doi | 10.64348/zije.2026383 | |
| dc.identifier.uri | https://doi.org/10.64348/zije.2026383 | |
| dc.identifier.uri | https://kwasuspace.kwasu.edu.ng/handle/123456789/7357 | |
| dc.language.iso | en | |
| dc.publisher | Zamfara international Journal of Educational Foundation, Faculty of Education, Federal University of Guzau | |
| dc.relation.ispartof | Federal University Gusau Faculty of Education Journal | |
| dc.title | Effect of Artificial Intelligence Tools on Achievement in Complex STEM Concepts among Senior Secondary School Students in Ilorin, Kwara State, Nigeria | |
| dc.type | Animation | |
| oaire.citation.issue | 3 | |
| oaire.citation.volume | 6 |