EFFECTS OF AI-ASSISTED LEARNING PLATFORMS ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS AND PHYSICS IN NIGERIA.

Abstract

The integration of Artificial Intelligence (AI) into educational practice has created new opportunities for improving teaching and learning outcomes, particularly in Science, Technology, Engineering, and Mathematics (STEM) education. This study investigated the effects of AI-assisted learning platforms on secondary school students’ achievement in Mathematics and Physics in Nigeria. The study adopted a quasi-experimental pretest-posttest control group design involving 300 Senior Secondary School II students selected from public secondary schools across Ogun, Oyo, and Lagos States. Participants were assigned to experimental (n = 150) and control (n = 150) groups. The experimental group received instruction through AI-assisted learning platforms incorporating adaptive learning algorithms, intelligent tutoring systems, automated assessments, and personalized feedback, while the control group was taught using conventional instructional methods. Data were collected using the Mathematics Achievement Test (MAT) and Physics Achievement Test (PAT), with reliability coefficients of 0.87 and 0.84 respectively. Data were analyzed using mean, standard deviation, independent-samples t-test, multiple regression analysis, and Cohen’s effect size statistics at the 0.05 level of significance. Findings revealed that students exposed to AI-assisted learning achieved significantly higher scores in Mathematics (M = 78.40, SD = 8.50) and Physics (M = 76.20, SD = 7.90) than their counterparts in the control group (Mathematics: M = 65.10, SD = 9.20; Physics: M = 63.40, SD = 8.70). Independent samples t-test results indicated significant differences in Mathematics achievement (t = 12.14, p < .05) and Physics achievement (t = 11.27, p < .05) in favour of the experimental group. Multiple regression analysis further revealed that AI usage significantly predicted academic achievement (β = 0.57, p < .05), accounting for approximately 32% of the variance in students’ performance. Large effect sizes were observed for Mathematics (d = 1.50) and Physics (d = 1.42), indicating substantial educational impact. The study concluded that AI-assisted learning platforms significantly enhance students’ achievement in Mathematics and Physics and represent an effective strategy for improving STEM education in Nigerian secondary schools. The study recommends increased investment in AI-enabled educational technologies, teacher capacity development, and digital infrastructure to support effective implementation.