ARTIFICIAL INTELLIGENCE AS A CORRELATE OF STUDENTS’ ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN AWKA EDUCATION ZONE OF ANAMBRA STATE

Abstract

This study investigated artificial intelligence as a correlate of academic engagement of students in public secondary schools in Awka Education Zone, Anambra State. Three research questions and three null hypotheses guided the study. A correlational research design was adopted for the study. The population of the study consisted of 11,931 students in 267 public secondary schools in Awka Education Zone, Anambra State. A sample of 600 students was selected using a multistage sampling procedure. The researchers used two researcher-developed instruments, the Artificial Intelligence Questionnaire (AIQ) and the Academic Engagement Questionnaire (AEQ), to collect data. Experts assessed the instruments for face and construct validity. Cronbach's alpha was used to assess instrument reliability, yielding coefficients of 0.855, 0.812, and 0.871 for the A sections of the AIQ, while the AEQ yielded 0.811. The dThe data were analysed using the Pearson product-moment correlation coefficient to answer the research questions, and regression analysis was used to test the hypotheses at the 0.05 level of significance. The findings revealed strong, positive, and significant relationships between AI-personalized learning, AI-assisted classroom interaction, and AI virtual learning assistants and students’ academic engagement. The study concluded that artificial intelligence enhances students’ academic engagement in public secondary schools. Based on these findings, the study recommended providing AI-based instructional technologies, regular teacher training on AI use, and integrating AI virtual learning assistants into secondary school learning processes.