INFLUENCE OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN

PERSONALIZED LEARNING FOR SECONDARY SCHOOL COMPUTER

SCIENCE STUDENTS IN IJEBU-ODE OGUN STATE

BY

NAME
MATRIC NUMBER

2024

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is regarded globally as an essential instrument used by government of nations to

develop the intellectual minds of their citizens from their early age to adulthood so as to be

productive and creative citizens that would contribute immensely to the growth and development

of the nation as a whole. Also, the importance of education has motivated many countries to

embrace and invest in it so as to achieve the objectives of education which include building a

better society, advancement in science and technology, developing a productive economy where

businesses can strive with ease, among other things (Ross & Kim Issroff, 2018).

Also, secondary education being one of the levels of education especially in Nigeria, is regarded

crucial to the intellectual and emotional development of adolescents or teenagers in a learning

environment. Equally, this particular level of education helps adolescents develop their inertia

skills so as to be creative and innovative in their society and even country at large. In relations to

the subjects being taught in secondary schools, computer science education is a particular subject

that plays huge role in educating young students especially adolescents on the meaning of

computer science and its importance to all sectors of the country especially its impact on the

scientific and technological development that happens over time in the country (Iniobong, 2018).

Furthermore, computer science is an education that provides foundational knowledge to science,

engineering, and technological studies for students that helps in enhancing their technological

skills and competence that will be helpful for post-school activities and future career

The act of learning of computer science by students in secondary school classroom is believed to

play a significant part in the accumulation of knowledge relating to computer components and

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other advanced technologies which help students acquire information technology (IT) skills

through the subject’s curriculum especially the practical classes. Also, learning the subject

provides students with the knowledge to solve technical problems in IT within the classroom

setting or in real life scenario. After all, the development of a society largely depends on her

citizens’ IT knowledge; as it will contribute significantly to the technological growth and

business growth that developing countries experience (Lawrence & Tar, 2018).

Personalized learning process by secondary school students is regarded to be a teaching model

where each student gets a learning plan based on how they learn, what they know and what their

skills and interests are. In nutshell, it is the opposite of the approach used in most classrooms in

secondary schools. Some of the best examples of personalized learning among secondary school

students include: tutoring on an individual basis, mentoring, online course providers, search

engines, corporate training among other examples. Moreover, personalized learning helps

learners move at their own pace, take initiatives over their own education and learn from each

other. It also improves engagement, knowledge retention and the ability to apply what they have

learned in a practical context (Regan & Jesse, 2019).

There has been an increase in the number of secondary school students utilizing personalized

learning to improve their learning capability, understanding and even their academic

performance. In the process of learning computer science education effectively in secondary

schools, many students apply it knowingly or unknowingly to understand the basic concepts in

this subjects as well as to learn the technical IT skills embedded in the subject and the result from

this kind of learning process has produced significant improvement in students’ understanding of

the subject, enhancement of technical skills and even an improvement in the performance of

secondary school students in computer science (Conati, Barral, Putnam & Rieger, 2021).

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Though, the teaching and learning process carried out in four walls of the classroom contribute

significantly to the intellectual growth of secondary school students especially in relations to

computer science education. Also, in the classroom, computer science teachers play a pivotal

role in the intellectual development of secondary school students and equally have significant

impact on the learning interest as well as their achievement in the subject but teacher’s inability

to cover the contents of the subject’s curriculum negatively affects the senior secondary school

students in relation to their understanding of the basic concepts of the subject as well as their

achievement in the subject (Ayeni, Al-Hamad, Chisom, Osawaru & Adewusi, 2024). That is

why, a number of students have subscribed to the use of personalized learning process to cover

the remaining parts of the subject curriculum on their own and even develop necessary technical

skills to improve their intellectual capacity in the subject.

Another reason that has prompted the adoption of personalized learning by secondary school

students in many African countries is the fact that many students in the classroom do not

understand the basic concepts and even its technical skills of the subject at the same pace; for

instance, a computer science teacher teaching ten students in the four wall of the classroom and it

was discovered that only three students fully grasp what is being taught by the subject teachers

while other students have low understanding of the basic concepts of the subject being taught

which invariably affects the academic performance of secondary school students. As a result,

some of these students that are familiar with personalized learning will apply it to improve their

understanding and intellectual capacity so as to be at par with other colleagues that have full

understanding of what is being taught in class (Smith, 2018). However, many students that have

applied personalized learning in learning computer science education has shown significant

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improvement in the academic performance of secondary school students in the subject; though,

there is no doubt that personalized learning with all his advantages comes with some challenges.

According to Bahroun, Anane, Ahmed & Zacca (2023), many secondary school students that has

applied personalized learning in actively learning the subjects being taught to them by subject

teachers in the four walls of classroom due to a number of reasons that is well known to them

have experienced a number of challenges that has proven detrimental to the active learning of the

basic concepts of the subject by the students which in turn hamper the expected results to be

achieved from using this type of learning. Though, some of the challenges include: defining what

personalized learning is; getting buy-in from above; financial support to fully implement this

type of learning; finding time to implement this type of learning; reframing the learning process;

balancing the pacing of lessons among students; measuring the results from applying this type of

learning; motivating instructors; just to mention a few.

There is no gainsaying that the challenges mentioned above have somewhat overshadowed the

positive impact of personalized learning on students’ intellectual capacity and academic

performance in the subject. But, a number of steps have been taken to limit the challenges

affecting the full implementation of this type of learning; some of which are; the recognition of

this type of learning by learning institution and parents; provision of funds to fully back the

implementation of this type of learning; recruitment of teaching staff that can implement this

type of learning; provision of technological tools such as Artificial intelligence (AI) to enhance

the implementation of this type of learning and improve its impact on the performance of

students (Gardner, O'Leary & Yuan, 2021).

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Moreover, artificial intelligence (AI) is widely viewed as the development of systems and

machines that can simulate intelligent human behavior, such as learning, reasoning, and

problem-solving which involves the use of algorithms and complex mathematical models to

enable machines to learn and improve their performance autonomously. The fundamental

purpose of AI is to enable machines to exhibit traits specific to human intelligence; additionally,

it is viewed as the ability of machines or computers to think and act as humans do, represents the

efforts towards computerized systems to imitate the human mind and actions (Nja, Idiege, Uwe,

Meremikwu, Ekon, Erim, Ukah, Eyo, Anari & Cornelius-Ukpepi, 2023).

Also, this technology (AI) which is an innovative technical framework that encompasses the

creation of computer systems with the ability to execute activities that usually need human

intellect; and even helps with problem-solving, acquiring knowledge, comprehending language,

and seeing visual information. In recent years, this technology is becoming increasingly

prominent bringing about a revolutionary transformation in the methods by which jobs are

completed in numerous sectors especially the education sector (Ogwu, Ibegbulem, Nwachukwu,

2023). Within the realm of education, artificial intelligence (AI) offers a multitude of

possibilities to augment the teaching and learning process. This intelligent technology provides

the ability to adjust to the specific requirements of learner in having the expected learning

experiences as well as provide immediate feedback.

Ajinuhi and Onoge (2024) pointed out that this new forms of technology enhance the

dissemination of educational knowledge, captivate and enhance the learning process of

secondary school students which invariably improve the academic performance of students at the

educational institution. Besides, some of the tasks that has been delivered by teachers which has

recently been influenced by Artificial intelligence include: learning process, teaching process,

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classroom management, personal learning enhancement, assessment of students’ performance,

communication among students, among others.

Furthermore, this new technology has shown to significantly impact the learning process of

secondary schools students in their academic subjects both in the four walls of the classroom and

during personal study; also, the improvement in the learning process that a number of students

have enjoyed in the last decade has been due to the use of artificial intelligence technology which

brings with it the opportunity to transform and adapt the way the learning process is carried out.

Besides, the introduction of artificial intelligence (AI) into personalized learning has

significantly reduce the challenges that were faced by students and the educational institutions

previously; so, there is no gainsaying that the artificial intelligence has a huge role to play in

improving students’ learning process especially personalized learning (Adeyemi, 2020).

In Nigerian environment, the acceptance and usage of artificial intelligence in the educational

sector is still very new and at the early stages; as many educators and learners in secondary

schools still prefer the traditional personalize learning instead of the AI-enhanced personalized

learning in carrying out the learning process; though, they are aware of its positive impact but

their lack of understanding on how these AI tools works and how expensive it is for many

schools to acquire them makes them to ignore AI-tools and consistently use the traditional

personalized learning to steadily improve the intellectual capability of the students especially in

relations to computer science education (Obi, 2022).

Though, there is no gainsaying that artificial intelligence (AI) brings enormous contribution to

the development of the education system especially in relations to the learning process of

students with specific reference to personalized learning but little can be said about its

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applications in secondary schools in achieving an enhanced personalized learning among

secondary school students in many developing African countries including Nigeria; hence, for a

gap to be filled in this research. Therefore, there is need for investigation on the debated topic in

Ogun State, Nigeria.

1.2 Statement of the Problem

Computer science education is regarded as an important aspect of science and technology that

cannot be ignored in secondary school education; considering its influence on every sector of the

country bringing the necessary innovation and creativity it brings to the social and economic

development of the country. Also, the introduction of technology to young citizens through

computer science has provided the basic knowledge on computer science and technology which

has hugely develop the computer skills of students towards improving their performance in the

subject within the classroom environment.

Though, teaching and learning process of secondary school students in computer science in many

secondary schools across the country has not been fully enjoyed by students; as many of them

have experienced ineffective teaching from their teachers which has affected their understanding

of the basic concepts of the subject and even contribute to the inconsistent performance of

secondary school students in their academic subjects, most especially computer science. As a

result of these inconsistencies in the traditional learning process in the classroom space, many

secondary schools have introduced and adopted personalized learning to their students so as to

enhance their learning process which invariably reflect on their academic performance. But,

studies has shown that even with the positive impact of personalized learning on the learning

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capability of students, some students still experience ineffective learning which negatively affect

their understanding of the subject and even their performance in the subject.

Apparently, one of the solutions needed to enhance personalized learning so as to fully achieve

its goals on secondary schools is the implementation of Artificial intelligence in personalized

learning; as it has proven to contribute significantly to the education sector especially in the

teaching and learning process. Also, it has become increasingly important in the educational

sector in recent years, bringing about a revolutionary transformation at all levels of education

especially in relations to the teaching and learning which is used to execute the learning tasks of

students. In addition, students in secondary schools adopting personalized learning through the

use of artificial intelligence have the ability to construct dynamic and interactive learning

environments that accommodate the learning style needed by each students to effectively learn

computer science education which invariably contribute the effective learning process in a

learning environment.

Regrettably, the acceptance and adoption of Artificial intelligence in Nigerian secondary schools

has been facing a drawn back especially from the academic staff and students which can be

attributed to a number of reasons; some of which include its cost of acquiring this technology

and its availability to use by the academic staff especially in secondary schools. Also, the

academic staff’s lack of training on how to properly use this artificial intelligence technology

specifically to enhance personalized learning in the learning environment contribute to the low

usage of the AI tools.

Moreover, there is no doubt that the coming-together of AI and personalized learning in the

effective teaching and learning computer sciences in the four walls of the secondary school

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classroom among other activities has brought about exceptional opportunities for tackling the

obstacles encountered by teachers and students in the teaching and learning process, even

though, it is yet to be fully embraced by academic staffs in many Nigerian secondary schools.

However, the studies previously researched did not clearly discuss the impact of AI adoption and

usage on personalized learning of computer science among secondary school students in Nigeria;

especially Ogun State; hence, form a huge literature gap. Therefore, this study sought to

investigate the influence of the use of artificial intelligence (AI) in personalized learning for

secondary school computer science students in Ijebu-Ode Ogun State, Nigeria.

1.3 Purpose of the Study

The general purpose of the research study was to carry out an investigation on the influence of

the use of artificial intelligence (AI) in personalized learning for secondary school computer

science students in Ijebu-Ode Ogun State, Nigeria.

The specific purposes are to:

i. Investigate the impact of personalized learning on effective learning of secondary school

computer science students in Ijebu-Ode Ogun State;

ii. Examine the impact of the challenges of personalized learning on effective learning of

secondary school computer science students in Ijebu-Ode Ogun State;

iii. Find out the impact of the Artificial Intelligence (AI) usage on personalized learning of

secondary school computer science students in Ijebu-Ode Ogun State;

iv. Ascertain the impact of Artificial Intelligence (AI) enhanced personalized learning on

effective learning of secondary school computer science students in Ijebu-

Ode Ogun State.

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1.4 Research Questions

The study will be researched using the following questions stated below:

i. What is the impact of personalized learning on effective learning of secondary school

computer science students in Ijebu-Ode Ogun State?

ii. What is the impact of the challenges of personalized learning on effective learning of

secondary school computer science students in Ijebu-Ode Ogun State?

iii. What is the impact of the Artificial Intelligence (AI) usage on personalized learning of

secondary school computer science students in Ijebu-Ode Ogun State?

iv. What is the impact of Artificial Intelligence (AI) enhanced personalized learning on

effective learning of secondary school computer science students in Ijebu-

Ode Ogun State?

1.5 Research Hypotheses

Ho1: There is no significant impact of personalized learning on effective learning of secondary

school computer science students in Ijebu-Ode Ogun State

Ho2: There is no significant impact of the challenges of personalized learning on effective

learning of secondary school computer science students in Ijebu-Ode Ogun State.

Ho3: There is no significant impact of the Artificial Intelligence (AI) usage on personalized

learning of secondary school computer science students in Ijebu-Ode Ogun State.

Ho4: There is no significant impact of Artificial Intelligence (AI) enhanced personalized

learning on effective learning of secondary school computer science students in Ijebu-

Ode Ogun State.

1.6 Significance of the Study

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This study is positioned to enlighten the secondary school management on the importance of

Artificial Intelligence (AI) towards teaching and learning process in every learning environment

and its major role in the improvement of computer science students’ learning process with

special reference to the use of personalized learning so as to meet the expected learning

objectives of students.

This study will enlighten the academic staff on the benefits of using Artificial Intelligence (AI)

in enhancing the implementation of personalized learning for the effective learning of secondary

school computer science students in a classroom environment so as to allow every computer

science students to enjoy a distinct type of learning that would improve students’ understanding

and learning capability which invariably improve their academic performance especially

computer science.

To curriculum developers and planners, the findings of the study will provide information that

will help decide whether or not to integrate Artificial Intelligence (AI) tools in personalized

learning of secondary school students in school curriculum. This will go a long way in improving

the students’ learning process in secondary schools.

To the society at large, this study will be of big benefit as it will help in enlightening the public

on the advantages of adopting AI technology in the education sector especially at the secondary

school level; and how individuals can partake of the positive impacts that comes with using AI

technology in the development of the society as well as the economy.

This study will enlighten the Government on the importance of Artificial Intelligence (AI) on

improving education especially the secondary education. Also, the findings of this study will

encourage the government to create policies that will help in implementing AI technology fully

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in the education and allows for effective delivery of personalized learning to computer science

students which invariably improve the academic performance of students in secondary schools.

1.7 Scope of the study

This research focuses on secondary schools in Ijebu Ode Local Government Area, Ogun State.

Also, the study is centered on an investigation of the influence of the use of artificial intelligence

(AI) in personalized learning for secondary school computer science students.

1.8 Operational Definition of Terms

Academic Staff: This is a person or group of persons who are under the direction of school

administration which transmits educational knowledge to students in a classroom setting in a

specified time frame.

Artificial Intelligence (AI): it can be expressed as the skilful imitation of human behaviour or

mind by tools or programs. It is also expressed as the ability of machines or computers to think

and act as humans do, represents the efforts towards computerized systems to imitate the human

mind and actions.

Computer science: It is the study of the theory, design, use and analysis of computer devices.

This entails “knowing” the computer itself, its operation, what it can do, how it can do it and

why it’s doing it, these form the basis of computer science curriculum in senior secondary

school.

Student: is a child who is a teenager between the age of 13 and 19 who is present in a classroom

environment in secondary school that is taught and imparted with educational knowledge by a

qualified teacher.

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Personalized learning: It is regarded to be a teaching model where each student gets a learning

plan based on how they learn, what they know and what their skills and interests are.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 Introduction

This chapter is expected the review the previous literature on influence of the use of artificial

intelligence (AI) in personalized learning for secondary school computer science students. This

chapter will focus on the following sub-heading:

1 Overview of Artificial Intelligence and its significance in contemporary education

2 Educational Technology Enhanced by AI

3 Overview of Personalized Learning

4 Personalized Learning using Artificial Intelligence

5 Theoretical Framework: Exploring relevant theories and frameworks that underpin

mobile learning, such as constructivism and the technology acceptance model

6 Empirical research studies

7 Conceptual Framework (Presenting a conceptual framework that synthesizes key

concepts, variables, and relationships relevant to the study's research objectives)

8 Appraisal of Literature Reviewed

2.1 Overview of Artificial Intelligence and its significance in contemporary education

Artificial Intelligence (AI) is a machine that thinks, understands languages, solves problems,

diagnoses medical conditions, keeps cars on the highways, plays chess, and paints

impressionistic imitations of van Gogh paintings. Also, AI is often defined as a computer system

with the ability to perform tasks commonly associated with intelligent beings. As this definition

somewhat problematically requires individuals to define intelligence and is inconveniently

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tautological, artificial intelligence is now commonly defined as a scientific discipline; as the

activity that creates machines that can function appropriately and with foresight in their

environment (Conati, Barral, Putnam & Rieger, 2021).

Artificial intelligence (AI) is defined as a machine's ability to perform a task that would have

previously required human intelligence such as self-driving cars, robots, ChatGPT or other AI

chatbots, and artificially created images (Diaz, 2023). Artificial Intelligence is a method of

making a computer, a computer-controlled robot, or a software think intelligently like the human

mind (Duggal, 2023). It leverages on computers and machines to mimic the problem-solving and

decision-making capabilities of the human mind. Artificial Intelligence (AI) according to

Nwakunor (2021), is the computer controlled robots that think intelligently like human beings.

These robots are controlled electronically with the aid of the computer by mimicking the

competences of the human mind. Ajinuhi and Onoge (2024) viewed AI as intelligent machines

or intelligent systems that simulate human intelligence activities and extend the science of

human intelligence.

Artificial Intelligence (AI) has become an increasingly prominent player in the field of

education, revolutionizing traditional teaching and learning methodologies. This paper provides a

comprehensive exploration of the general overview of AI in education, emphasizing the

profound significance of personalized learning and educational technology. The primary purpose

is to unravel the intricate roles and assess the impact of AI in shaping the educational landscape

(Pratama, Sampelolo & Lura, 2023, Chen, Chen & Lin, 2020). Artificial Intelligence is a branch

of computer science focusing on the development of intelligent machines capable of learning and

problem-solving, has found a unique niche in education. The integration of AI technologies in

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educational settings encompasses a diverse range of applications, from personalized learning

platforms to administrative automation.

One of the key aspects of AI in education is its ability to adapt to the individual needs and

learning styles of students. AI algorithms analyze vast amounts of data, including students'

progress, performance, and preferences, to tailor educational experiences. This adaptability goes

beyond the traditional one-size-fits-all model, creating a dynamic and personalized learning

environment. Moreover, AI facilitates real-time data analysis, enabling educators to gain insights

into student engagement, comprehension, and areas of struggle. Intelligent tutoring systems,

powered by AI, offer personalized guidance, adapting to the pace at which students grasp

concepts. This not only enhances the learning experience but also provides valuable feedback to

educators, aiding in the refinement of teaching strategies (Gardner, O'Leary & Yuan Kabudi,

2021, Pappas & Olsen, 2021).

2.2 Educational Technology Enhanced by AI

In the ever-evolving landscape of education, the fusion of Educational Technology (EdTech)

with Artificial Intelligence (AI) has emerged as a dynamic force, transforming traditional

teaching methodologies and redefining the learning experience. This paper delves into the

various dimensions of educational technology enhanced by AI, providing an overview of its

impact on curriculum development, content creation, assessment methods, virtual reality,

interactive technologies, and administrative processes (Jaiswal & Arun, 2021).

Educational technology in the AI era encompasses a diverse array of tools and applications

designed to enhance the teaching and learning process. From online platforms and digital

resources to interactive simulations and AI-driven software, the integration of technology in

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education has become ubiquitous. The overarching goal is to leverage AI to create a more

dynamic, adaptive, and effective learning environment that meets the needs of the modern

learner (Nja et al., 2023).

AI's integration in curriculum development represents a paradigm shift in education. Machine

learning algorithms analyze vast datasets to identify trends, learning patterns, and areas of

improvement. This data-driven approach enables educators and curriculum developers to tailor

instructional content, ensuring relevance and alignment with evolving educational standards. AI

aids in the identification of gaps in existing curricula, allowing for the creation of more targeted

and comprehensive learning experiences (Ahmad, et. al., 2023, Obi, 2022).

AI-driven content creation stands as a testament to the transformative power of technology in

education. Natural Language Processing (NLP) algorithms, for instance, enable the generation of

adaptive and personalized content. These algorithms can cater to diverse learning styles and

preferences, providing students with tailored materials that enhance engagement and

comprehension. The implications of AI-driven content creation extend beyond customization;

they include scalability, efficiency, and the potential to address individual learning needs on a

global scale (Mousavinasab et al., 2018).

AI has revolutionized assessment methods, moving beyond traditional forms of testing to more

dynamic and adaptive approaches. Machine learning algorithms analyze student performance

data, identifying strengths, weaknesses, and patterns of understanding. This information informs

the creation of personalized assessments that adapt to individual learning trajectories. AI-

powered assessment tools provide timely and actionable feedback, allowing educators to tailor

their instructional strategies and address specific learning gaps (Babitha, Sushma & Gudivada,

2022, Gardner, O'Leary & Yuan, 2021, Lawrence & Tar, 2018).

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The integration of virtual reality (VR) and interactive technologies has brought a new dimension

to the educational experience. AI-enhanced VR platforms offer immersive learning

environments, allowing students to explore concepts in a three-dimensional space. Interactive

technologies, bolstered by AI algorithms, provide real-time feedback and adapt to user

interactions, creating engaging and interactive learning experiences. This not only enhances

retention but also caters to various learning styles, making complex subjects more accessible.

Administrative tasks within educational institutions often involve significant time and resource

investment (Okunade, 2024).

AI plays a crucial role in administrative automation, streamlining processes and optimizing

efficiency. From enrollment procedures to grading and scheduling, AI algorithms automate

routine tasks, allowing educators and administrators to focus on more strategic aspects of

education. The implementation of AI in administrative functions reduces workload, minimizes

errors, and enhances overall operational efficiency. In conclusion, the integration of AI into

educational technology represents a transformative force in the educational landscape. As

technology continues to advance, the synergy between AI and educational technology has the

potential to create a more adaptive, personalized, and engaging learning environment (Onaolapo

& Onifade, 2022). From revolutionizing curriculum development to enhancing assessment

methods, virtual reality experiences, and administrative efficiency, AI's impact is far-reaching,

shaping the future of education and preparing learners for the challenges of the 21st century.

2.3 Overview of Personalized Learning

Personalized learning is the customization and adaptation of educational methods and techniques

so that the learning process is better suited for each individual learner, with their own unique

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learning style, background, needs, and previous experiences. Personalized learning is an

educational approach that aims to customize learning for each student’s strengths, needs, skills,

and interests. Each student gets a learning plan that’s based on what they know and how they

learn best (Regan & Jesse, 2019).

In personalized learning, the teacher doesn’t lead all students through the same lessons. Instead,

the teacher guides each student on an individualized journey. The what, when, where and how of

learning is tailored to meet each student’s strengths, skills, needs, and interests. Students learn

skills at different paces but their learning plans still keep them on track to meet the required

school standards. Though, that kind of classroom isn’t the reality for most students but it’s the

end goal of personalized learning, which is already being used successfully in some schools

(Phillips, 2023).

Personalized learning is a teaching model based on that premise. Each student gets a “learning

plan” based on how they learn, what they know, and what their skills and interests are. It’s the

opposite of the “one size fits all” approach used in most schools. Students work with their

teachers to set both short-term and long-term goals. This process helps students take ownership

of their learning. Teachers make sure learning plans or project-based learning match up with

academic standards. And they check to see if students are demonstrating the skills they’re

expected to learn as they progress through their education (Akyuz, 2020).

Personalized learning is not a replacement for special education. It’s an approach to general

education that can work with an Individualized Education Program (IEP), a plan, response to

intervention, or other specialized intervention programs. But accommodations, supports, and

accessible learning strategies need to be essential parts of personalized learning. If done

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well, all students will be more engaged in their learning and struggling students will get help

sooner. If not done well, students with disabilities could fall further behind.

According to Ayeni, Al-Hamad, Chisom, Osawaru & Adewusi (2024), examples of personalized

learning include the following:

1. One-on-one Tutoring: In a situation where you have two individuals, a learner, and a

teacher, you need the teacher to understand exactly what the learner already knows, and

then tie that to new information.

2. Mentoring: One of the well-known ways of personalized learning is mentoring. The

more experienced employee is assigned as an adviser to the less experienced employee.

With all knowledge that the mentor gathered by experiencing something in the past, he

could understand the issues and difficulties that the mentee is facing and guide the

learning towards understanding.

3. Online course providers: Individuals have definitely seen these type of courses, and

very probably used one yourself. Coursera, edX, Linkedin Learning, OpenSesame, and

many, many others. In all of those services, you have a personal account that the system

tracks and stores all of your learning data in order to offer you new relevant courses.

4. Search engines: Search engines are the most popular way of personalized learning.

Google answers your questions with personalized answers. If you like to read, you might

order books online, or visit some publication sites to find a new book, Google will

remember that. So if you google “Harry Potter”, the system will offer you the best offers

from online book shops. At the same time, if you like to watch movies, and do it quite

often online, you will see movie-related answers.

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 5. Corporate training example: Air Methods, a Colorado-based helicopter medical

transport company used personalized learning to boost their pilot training program. Using

a cloud-based learning system, they turned to artificial intelligence to pinpoint the topics

in which pilots were struggling and present more information and differently worded

questions to ensure that pilots truly knew the topic. By using frequent, short quizzes and

games, the pilots were engaged and the organization was easily able to pinpoint areas

where more training was needed. This use of personalized learning allowed the company

to cut in-person, instructor-led training sessions in half, and also reduced the number of

days needed for on-boarding, from ten to five days

2.3.1 Characteristics of Personalized Learning

1. Schools that use learner profiles: This type of school keeps an up-to-date record that

provides a deep understanding of each student’s individual strengths, needs, motivations,

progress and goals. These profiles are updated far more often than a standard report card.

And these detailed updates help teachers make decisions to positively impact student

learning. A learner profile also helps students keep track of their own progress. It gives

the teacher, the student and, in many schools, the parent a way to know if they need to

change a learning method or make changes to goals before the student does poorly or

fails.

2. Schools that use personalized learning paths: This type of school helps each student

customize a learning path that responds or adapts based on progress, motivations, and

goals. For instance, a school might create a student’s schedule based on weekly updates

about academic progress and interests. Each student’s schedule is unique. But it’s likely

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 to include several learning methods. (These are often called modalities.) The mix might

include project-based learning with a small group of peers, independent work on certain

skills or complex tasks, and one-on-one tutoring with a teacher. A personalized learning

path allows a student to work on different skills at different paces. But that doesn’t mean

the school will let a student fall far behind in any area. Teachers closely monitor each

student and provide extra support as needed.

3. Schools that use competency-based progression: This type of school continually

assesses students to monitor their progress toward specific goals. This system makes it

clear to students what they need to master. These competencies include specific skills,

knowledge and mindsets like developing resilience. Students are given options of how

and when to demonstrate their mastery. For example, a student might work with a teacher

to weave certain math skills into an internship at a retail store. The student might work on

several competencies at the same time. When they master one, they move on to the next.

Each student gets the necessary support or services to help master the skills. The

emphasis isn’t on taking a test and getting a passing or failing grade. Instead, it’s about

continuous learning and having many chances to show knowledge.

4. Schools using flexible learning environments: This type of school adapts the

environment students learn in, based on how they learn best. That includes things like the

physical setup of the class, how the school day is structured and how the teachers are

allocated. For example, schools might look for ways to give teachers more time for small

group instruction. It’s not easy to redesign the way teachers use space, time and resources

in the classroom. But this type of design thinking can help student needs reshape the

learning environment.

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2.3.2 Benefits of Personalized Learning

1. Saves Time: Personalized learning cuts down on the time it takes a learner to engage

with and understand a new subject. It also serves to remove content that is no longer

relevant or would be redundant due to the experience level of the learner, saving time that

would otherwise be wasted on learning concepts that will not serve the learner.

2. Increases Engagement: When content is both relevant and personalized, learning is

more engaging. A learner is more likely to interact with, and remember content that

targets their current role, projects, or area of work.

3. Improves Knowledge Retention: When content is based on previous experience, the

learner will retain that information for a much longer period of time. When a

personalized learning path connects each piece of the puzzle together, with each piece

supporting each other to intertwine the information, the learner will be able to better

recall information by linking it to existing knowledge.

4. Increased Motivation: Learning that is connected to something relevant, be it the

learner, their job, or their hobbies will increase motivation for the learner. This is

especially true if the content contains tips or helpful information that is immediately

actionable.

5. Improves Learning Results: Studies have shown that a personalized learning approach

yields better learning results. This approach elevates learning and provides content that is

relevant, engaging, actionable, and memorable. The end result is a learner who is pleased

with their interaction with the material and is better at their job.

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2.3.3 Potential of Personalized Learning

Personalized learning isn’t widely used in schools yet. Many aspects still need to be explored.

But this approach has the potential to help reduce the stigma of special education and better meet

the needs of kids with learning and thinking differences. IEPs are too often focused mainly on

deficits. But personalized learning paths can balance that by focusing on students’ strengths and

interests. Together, IEPs and personalized learning can give kids the supports to work on

weaknesses and a customized path that engages their interests and helps them “own” their

learning (Ayeni et al., 2024).

Personalized learning can also give students the chance to build self-advocacy skills. It

encourages them to speak up about what interests them. It also allows them to be equal partners

in their learning experience. Personalized learning has a lot of potential, but it also has some

risks. Teachers might not have enough inclusion training to make this approach accessible to all

students. They might not know how to support kids with executive function challenges. They

might not know how to track competencies or analyze other kinds of student data. The key is to

make sure that when schools start using personalized learning, teachers have the training to meet

your child’s needs and the more you know, the more involved you can be in the conversation

(Akyuz, 2020).

2.3.4 Challenges of Personalized Learning

The challenges school authorities experience in implementing personalized learning include the

following highlighted below:

1. Inability to comprehend or understand the components of Personalized Learning

2. Getting acceptance from the school leaders or management on its application in

classroom

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 3. Finding time to fully implement Personalized Learning in the classroom

4. Inability to reframe the learning process to suit Personalized Learning

5. Shortage of teachers or instructors to fully implement Personalized Learning

6. Lack of funding to acquire technological tools to fully implement Personalized Learning

7. Not able to balance the pace of lessons being taught using Personalized Learning to every

student.

2.4 Personalized Learning using Artificial Intelligence

In the realm of education, the integration of Artificial Intelligence (AI) has ushered in a paradigm

shift, paving the way for personalized learning experiences that cater to the individual needs,

learning styles, and preferences of students (Rane, Choudhary & Rane, 2023, Singh, 2023). This

paper explores the multifaceted aspects of personalized learning with AI, elucidating its

definition, principles, and the profound impact it has on student performance and academic

achievement.

Personalized learning represents a student-centric approach to education, acknowledging and

accommodating the unique attributes of each learner. At its core, personalized learning tailors

instructional content, pacing, and assessment to the specific needs of individuals, moving away

from the traditional one-size-fits-all model. The principles of personalized learning include

flexibility, adaptability, and a focus on student agency, fostering a dynamic educational

environment. AI algorithms play a pivotal role in enabling adaptive content delivery, a

cornerstone of personalized learning. These algorithms analyze vast datasets, including students'

historical performance, engagement patterns, and preferences, to dynamically adjust the

difficulty and format of instructional materials. By continuously assessing individual progress,

25
AI ensures that learners receive content that aligns with their current proficiency levels,

preventing boredom or frustration and promoting optimal learning conditions (Anis, 2023,

Khonturaev, 2023, Tapalova & Zhiyenbayeva, 2022).

In the realm of personalized learning, real-time feedback mechanisms powered by AI contribute

significantly to the enhancement of learning outcomes. AI systems can provide immediate and

targeted feedback on students' assignments, assessments, and overall performance. This timely

feedback not only helps students identify and rectify mistakes but also allows educators to adjust

their teaching strategies based on individual and collective needs, creating a continuous feedback

loop that fosters iterative improvement. Intelligent tutoring systems (ITS) represent a

sophisticated application of AI in personalized learning. These systems leverage AI algorithms to

emulate human tutors, providing tailored instruction and support. ITS adapt to individual

learning styles, offering personalized feedback, guidance, and additional resources as needed.

The effectiveness of intelligent tutoring systems lies in their ability to address specific learning

gaps, reinforce concepts, and adaptively respond to the evolving needs of each student (Akyuz,

2020, Conati, et. al., 2021, Kim & Kim, 2020).

Personalized learning, a cornerstone of AI in education, is a pedagogical approach that tailors

instructional content, pace, and assessment to meet the specific needs of each learner. This

approach recognizes and accommodates diverse learning styles, aptitudes, and preferences,

fostering a more inclusive and effective educational environment. AI-driven personalized

learning platforms utilize adaptive algorithms to deliver content that aligns with the proficiency

level of individual students. This not only prevents students from feeling overwhelmed by

material that is too advanced but also challenges those who require more accelerated learning

experiences. Educational technology infused with AI elements, such as interactive simulations

26
and virtual reality, captures students' attention and enhances engagement. These tools provide

immersive learning experiences, making complex concepts more accessible and appealing to

diverse learning preferences.

The overarching purpose of this review is to delve into the multifaceted roles played by AI in

education, with a particular focus on personalized learning and educational technology. By

examining the current state of AI integration in education, we aim to decipher the impact of these

technologies on teaching methodologies, student outcomes, and the overall educational

landscape. Through a critical analysis of AI-driven personalized learning platforms, we seek to

evaluate their impact on student performance and academic achievement. This includes

exploring the effectiveness of adaptive content delivery and intelligent tutoring systems in

fostering improved learning outcomes. The review will also address the ethical considerations

and challenges associated with the widespread adoption of AI in education. Issues such as

privacy concerns, algorithmic biases, and the digital divide will be scrutinized to ensure that the

integration of AI aligns with ethical standards and promotes equitable educational opportunities.

As AI continues to evolve, understanding its role in education becomes paramount for guiding

future developments. By synthesizing existing research and trends, this review aims to provide

insights into potential areas for improvement, innovation, and collaboration among educators,

policymakers, and technologists.

The integration of personalized learning with AI has demonstrated a transformative impact on

student performance and academic achievement. Research indicates that personalized learning

experiences lead to increased student engagement, motivation, and a deeper understanding of the

material. AI algorithms that adaptively deliver content contribute to improved retention and

comprehension, ultimately translating into enhanced academic outcomes. Students are

27
empowered to take ownership of their learning journey, fostering a sense of self-efficacy and

autonomy. One of the remarkable aspects of personalized learning with AI is its ability to

address diverse learning styles and individual needs. Traditional classrooms may struggle to

cater to the varied ways in which students absorb and process information. AI-driven

personalized learning platforms, however, can offer a range of instructional modalities, including

visual, auditory, and kinesthetic approaches. This versatility ensures that each student can access

and engage with the content in a manner that aligns with their preferred learning style, fostering

a more inclusive and effective educational experience (Kabudi, Pappas & Olsen, 2021, Luan &

Tsai, 2021, Regan & Jesse, 2019).

In conclusion, personalized learning with AI represents a transformative force in education,

redefining the way knowledge is imparted and acquired. By embracing the principles of

flexibility, adaptability, and student agency, AIdriven personalized learning not only enhances

academic outcomes but also addresses the diverse needs of learners. As technology continues to

evolve, the fusion of AI and personalized learning holds the potential to revolutionize education,

creating an inclusive and dynamic learning environment that prepares students for the challenges

of the future. Also, the integration of AI in education, with a focus on personalized learning and

educational technology, holds immense promise for transforming the educational landscape.

Through this comprehensive review, we seek to contribute to the ongoing discourse surrounding

AI in education, fostering a deeper understanding of its potential impact and guiding the

responsible implementation of these technologies for the benefit of learners worldwide.

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2.5 Theoretical Framework

It involves exploring relevant theories and frameworks that underpin artificial intelligence and

learning such as constructivism and the technology acceptance model.

2.5.1 Constructivism Theory

Constructivism is a learning theory that emphasizes the active role of learners in building their

own understanding. Rather than passively receiving information, learners reflect on their

experiences, create mental representations, and incorporate new knowledge into their schemas.

This promotes deeper learning and understanding. Also, it is a theory which states that learners

construct knowledge rather than just passively take in information. As people experience the

world and reflect upon those experiences, they build their own representations and incorporate

new information into their pre-existing knowledge (Ajinuhi & Onoge, 2024).

Constructivism is an approach to learning that holds that people actively construct or make their

own knowledge and that reality is determined by the experiences of the learners. In elaborating

on constructivists’ ideas, Sletten and Montebello (2021) states that constructivism believes in the

personal construction of meaning by the learner through experience and that meaning is

influenced by the interaction of prior knowledge and new events.

Constructivism Philosophy

Knowledge is constructed rather innate or passively absorbed: Constructivism’s central idea

is that human learning is constructed, that learners build new knowledge upon the foundation of

previous learning. However, this prior knowledge influences what new or modified knowledge

an individual will construct from new learning experiences (Bahroun, Anane, Ahmed & Zacca,

2023).

29
Learning is an active process: The second notion is that learning is an active rather than a

passive process. The passive view of teaching views the learner as ‘an empty vessel’ to be filled

with knowledge, whereas constructivism states that learners construct meaning only through

active engagement with the world (such as experiments or real-world problem-solving).

Information may be passively received, but understanding cannot be, for it must come from

making meaningful connections between prior knowledge, new knowledge, and the processes

involved in learning. John Dewey valued real-life contexts and problems as an educational

experience. He believed that if students only passively perceive a problem and do not experience

its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and

revise their habits or construct new habits, or will only do so superficially (Conati, Barral,

Putnam & Rieger, 2021).

All knowledge is socially constructed: Learning is a social activity; it is something we do

together, in interaction with each other, rather than an abstract concept (Dewey, 1938). For

example, Vygotsky (1978) believed that community plays a central role in the process of

“making meaning.” For Vygotsky, the environment in which children grow up will influence

how they think and what they think about. Thus, all teaching and learning is a matter of sharing

and negotiating socially constituted knowledge. For example, Vygotsky (1978) states cognitive

development stems from social interactions from guided learning within the zone of proximal

development as children and their partners co-construct knowledge (Akyuz, 2020).

All knowledge is personal: Each individual learner has a distinctive point of view, based on

existing knowledge and values. This means that same lesson, teaching or activity may result in

different learning by each pupil, as their subjective interpretations differ. This principle appears

to contradict the view the knowledge is socially constructed. Edgar, Carr, Connaughton &

30
Celenza (2019) argues that although individuals have their own personal history of learning,

nevertheless they can share in common knowledge, and although education is a social process

powerfully influenced by cultural factors, cultures are made up of sub-cultures, even to the point

of being composed of sub-cultures of one. Cultures and their knowledge base are constantly in a

process of change and the knowledge stored by individuals is not a rigid copy of some socially

constructed template. In learning a culture, each child changes that culture.

Learning exists in the mind: The constructivist theory posits that knowledge can only exist

within the human mind, and that it does not have to match any real-world reality (Hachfeld &

Lazarides, 2020). Learners will be constantly trying to develop their own individual mental

model of the real world from their perceptions of that world. As they perceive each new

experience, learners will continually update their own mental models to reflect the new

information, and will, therefore, construct their own interpretation of reality.

In social constructivism, knowledge is created through social interactions and collaboration with

others. The learner is an active participant in the construction of knowledge and learning is a

social process. Also, the teacher facilitates learning by providing opportunities for social

interaction and collaboration. Learning is a social process that involves collaboration, negotiation

and reflection. Reality is socially constructed and subjective and there is no one objective truth.

For example: collaborative group work in a classroom setting (Jaiswal & Arun, 2021).

In cognitive constructivism, knowledge is constructed through mental processes such as

attention, perception and memory. The learner is an active problem-solver who constructs

knowledge through mental processes. The teacher provides information and resources for the

learner to construct their own understanding. Learning is an individual process that involves

mental processes such as attention, perception and memory. Reality is objective and exists

31
independently of the learner but the learner constructs their own understanding of it. For

example; solving a math problem using mental processes (Makhambetova, Zhiyenbayeva &

Ergeshev, 2021).

In radical constructivism, knowledge is constructed by the individual through their subjective

experiences and interactions with the world. The learner is the sole constructor of knowledge and

meaning and their reality is subjective and constantly evolving. The teacher encourages the

learner to question and reflect on their experiences to construct their own knowledge. Learning is

an individual and subjective process that involves constructing meaning from one’s experiences.

Reality is subject and constantly evolving and there is no one objective truth; for example,

reflecting on personal experiences to construct meaning and understanding (Obi, 2022).

Consequences of constructivist theory are that students learn best when engaged in learning

experiences rather passively receiving information; learning is inherently a social process

because it is embedded within a social context as students and teachers work together to build

knowledge; because knowledge cannot be directly imparted to students, the goal of teaching is to

provide experiences that facilitate the construction of knowledge (Goundar & Kumar, 2021).

A traditional approach to teaching focuses on delivering information to students, yet

constructivism argues that you cannot directly impart this information. Only an experience can

facilitate students to construct their own knowledge. Therefore, the goal of teaching is to design

these experiences.

As educators, they are well aware of the many delays in bringing this theory to practice; whether

it is through delayed pedagogical recommendations in adjusting the learning spaces, conceptual

challenges encountered in effectively leveraging distance and remote learning opportunities, or

in identifying creative ways of providing students with the learning experiences sufficient to

32
actively construct and add meaning to their own learning that they are constantly dealing with

the overarching problem of delayed practical application of theory (Ogwu, U., Ibegbulem, F. &

Nwachukwu, 2023).

There are many consequences for teaching in the classroom if they are to adhere to constructivist

principles.

The chart below compares traditional and constructivist classrooms across several components

S/N Traditional Classroom Constructivist Classroom

1 Curriculum begins with the parts of the Curriculum emphasizes big concepts,
whole. Emphasizes basic skills beginning with the whole and expanding
to include the parts

2 Strict adherence to fixed curriculum is highly Pursuit of student questions and interests
valued is valued

3 Materials are primarily textbooks and Materials include primary sources of

workbooks material and manipulative materials.

4 Learning is based on repetition Learning is interactive, building on what

the student already knows.

5 Teachers disseminate information to Teachers have a dialogue with students,

students. Students are recipients of helping students construct their own
knowledge knowledge.

6 Teacher's role is directive, rooted in authority Teacher's role is interactive, rooted in

negotiation

7 Assessment is through testing and correct Assessment includes student works,

answers. observations and points of view, as well as
tests. Process is as important as product.

8 Knowledge is seen as inert. Knowledge is seen as dynamic, ever

changing with our experiences.

9 Students work primarily alone Students work primarily in groups.

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There are several main components to include if a teacher plans on adhering to constructivist

principles in the classroom or when designing the lessons. The following are from Lawrence and

Tar (2018):

i. Elicit prior knowledge: New knowledge is created in relation to learner’s pre-existing

knowledge. Lessons, therefore, require eliciting relevant prior knowledge. Activities

include: pre-tests, informal interviews and small group warm-up activities that require

recall of prior knowledge.

ii. Create cognitive dissonance: Assign problems and activities that will challenge

students. Knowledge is built as learners encounter novel problems and revise existing

schemas as they work through the challenging problem.

iii. Apply Knowledge with Feedback: Encourage students to evaluate new information and

modify existing knowledge. Activities should allow for students to compare pre-existing

schema to the novel situation. Activities might include presentations, small group or class

discussions, and quizzes.

iv. Reflect on learning: Provide students with an opportunity to show you (and themselves)

what they have learned. Activities might include: presentations, reflexive papers or

creating a step-by-step tutorial for another student.

Examples of constructivist classroom activities include:

i. Reciporcal teaching/learning: Allow pairs of students to teach each other.

ii. Inquiry-based learning: Learners pose their own questions and seek answers to their

questions via research and direct observation. They present their supporting evidence to

answer the questions. They draw connections between their pre-existing knowledge and

34
 the knowledge they’ve acquired through the activity. Finally, they draw conclusions,

highlight remaining gaps in knowledge and develop plans for future investigations.

iii. Problem-based learning (PBL): The main idea of PBL is similar to IBL: learners

acquire knowledge by devising a solution to a problem. PBL differs from IBL in that

PBL activities provide students with real-world problems that require students to work

together to devise a solution. As the group works through the challenging real-world

problem, learners acquire communication and collaboration skills in addition to

knowledge.

iv. Cooperative learning: Students work together in small groups to maximize their own

and each other's learning. Cooperative learning differs from typical group work in that it

requires interdependence among group members to solve a problem or complete an

assignment

2.5.2 Technology Acceptance Theory (TAM)

Technology acceptance theory (TAM) is one of the most used theoretical model for predicting

and explaining users’ intentions to use ICT learning systems (Hsu, 2016; Lai et al., 2016; Mittal

& Alavi, 2020), including teachers’ intentions (Beteille et al., 2020). In the TAM framework,

perceived usefulness (PU) and perceived ease of use (PEU) are two key determinants of a

particular technology adoption, such as mobile learning systems. Hsu (2016) used PU and PEU

as the two determinants of mobile-assisted language learning use, while Lai et al. (2016)

adopted PEU as one predictive factor of high education teachers’ mobile learning environment

use. Recently, Mittal and Alavi (2020) found that both PU and PEU were significant factors in

the context of university teachers’ mobile learning acceptance.

35
In addition to TAM, Lai (2020) adopted the unified theory of acceptance and use of technology

(UTAUT) to examine the use of mobile learning devices by older adults. Four antecedents in the

model were found: performance expectancy, effort expectancy, social influence, and facilitating

conditions. Note that perceived usefulness shares similar concepts with performance expectancy

(Chiu & Wang, 2008), and perceived ease of use could be used to represent effort expectancy

(Hsu, 2016).

In the field of educational research, the technology acceptance model (TAM) is widely employed

to explain teachers’ intentions to use new technology-enhanced teaching activities (Sánchez-

Prieto et al., 2017; Teo, 2019; Wang & Wang, 2009). Whether to integrate technology into

teaching is a complex decision that is influenced by various factors. In addition to individual

beliefs (Bai et al., 2019; Dweck, 2006; Seaton, 2018) and social influences (Chiu & Tsai, 2014;

Huang et al., 2019; Zhao et al., 2018), the acceptance factors of technology are especially

addressed in the current study.

According to Hsu (2016), perceived usefulness (PU) and perceived ease of use (PEU) are

fundamental determinants of technologies/systems adoption. While PU refers to the degree to

which the individual believes that using the technologies/systems will improve their job

performance, perceived PEU refers to the degree to which the individual considers that using the

technologies/systems will be free of effort (Seaton, 2018). In this sense, users will proactively

adopt technology when they believe it to be helpful. From the perspective of utilitarianism,

perceived usefulness is considered to be a key influencing factor of the behavioral intention to

use innovative self-service technology (Hsiao et al., 2020). Moreover, when users think that a

specific technology can be used more easily and efficiently to complete their tasks, they are more

likely to adopt it (Sánchez-Prieto et al., 2017; Hsu, 2016).

36
Recent studies have used TAM to explain teachers’ intentions and behaviors to integrate

technology into teaching, and to predict its explanatory power (Al-Emran et al., 2018; Teo, 2019;

Teo et al., 2016). Some researchers have indicated the importance of teachers’ perceptions of

using technology-based platforms for teaching, and concluded that PEU and PU of mobile

technology directly influence teachers’ behavioral intentions to adopt mobile technology

(Chavoshi & Hamidi, 2019; Hsieh & Tsai, 2017). When teachers are more familiar with or more

confident in using mobile technology, they will fnd that it is easier to use it to assist with online

teaching (Motaghian et al., 2013), which in turn will affect their perceptions and behavior

regarding continued adoption of the technology (Al-Emran et al., 2018).

2.6 Empirical Research Studies

Okunade (2024) examined the influence of incorporating Artificial Intelligence (AI) into the

instruction of scientific education in secondary schools in Nigeria. The primary objective is to

investigate how AI technologies might improve the overall quality and efficacy of scientific

teaching, leading to enhanced learning outcomes for secondary school students. The study

employs a retrospective research approach, analyzing past data to gain insights into the

development and impact of AI in scientific teaching in Nigerian secondary schools. The research

design involves a comprehensive collection and analysis of secondary data from educational

databases, government papers, academic journals, and other relevant repositories. Results from

the study highlight the role of AI in teaching science, emphasizing Adaptive Learning Systems

(ALS), Intelligent Tutoring Systems (ITS), and Virtual Laboratories and Simulations. ALS

personalizes the learning process, ITS provides interactive and individualized instruction, and

virtual laboratories offer immersive digital experiments. Challenges and barriers to the effective

37
adoption of AI in scientific education include infrastructural limitations, teacher preparation and

competence, and ethical considerations. Opportunities for successful integration involve

government support, teacher training, and industry partnerships. Future prospects anticipate

developments in personalized learning environments, improved data analytics, integration of

virtual and augmented reality, enhanced natural language processing, and global cooperation in

education.

Ayeni et al. (2024) explored the multifaceted role of AI in education, with a particular focus on

personalized learning and educational technology. The synergy between AI and education

promises to address individualized needs, enhance student engagement, and optimize learning

outcomes. Personalized learning, enabled by AI algorithms, tailors educational experiences to the

unique needs, preferences, and pace of each student. This approach goes beyond a one-size-fits-

all model, fostering a more inclusive and effective learning environment. The review delves into

the diverse applications of AI-driven personalized learning, ranging from adaptive content

delivery and real-time feedback to intelligent tutoring systems. It analyzes the impact of these

technologies on student performance, highlighting the potential to narrow educational gaps and

cater to diverse learning styles. Educational technology, powered by AI, extends beyond the

classroom, encompassing online platforms, virtual reality, and interactive tools. The review

explored the integration of AI in curriculum development, content creation, and assessment

methods, offering insights into how these technologies augment the teaching and learning

experience. Furthermore, the review examined the role of AI in automating administrative tasks,

allowing educators to redirect their focus towards personalized instruction. Challenges and

ethical considerations associated with the adoption of AI in education are also scrutinized.

Privacy concerns, algorithmic biases, and the digital divide are discussed, emphasizing the

38
importance of responsible AI implementation. The review underscored the need for collaborative

efforts among educators, policymakers, and technologists to establish ethical guidelines and

ensure the equitable distribution of AI-enhanced educational resources.

Ajinuhi and Onoge (2024) explored the deployment of Artificial Intelligence for teaching and

learning of mathematics programme in tertiary institutions in Nigeria. Secondary data were used

in the study. The data were collected from print and online publications. The paper concluded

that deployment of Artificial Intelligence for teaching and learning of mathematics programme in

tertiary institutions aid presentation of mathematics lectures, preparation of mathematics students

result report, construct instructional resources of mathematics (Smart Content), mapping,

modelling, method for automated simulation, implementation of the method for automated

modelling, mathematics research development, effective conduct of mathematics examinations,

improved mathematics student engagement and motivation and enhanced personalized learning.

Nja et al. (2023) investigated the factors infuencing science teachers’ ’Artifcial Intelligence’ (AI)

utilization by using the ’Technology Acceptance Model’ (TAM). The population of this study

comprised all science teachers (170) in the Calabar Education Zone of Cross River State,

Nigeria. The sample was made up of 79 science teachers comprising (58.22%) 46 females and

(41.77%) 33 males. The descriptive and analytical research design was used in this study. A

questionnaire named ’ Approval of Artificial Intelligence: The Teachers’ Eye’ Questionnaire

(AAITEQ) was used for the study. This study raised 3 research questions. The reliability for

AAITEQ was from 0.72 to 0.81 using Cronbach’s alpha. Findings indicated that the approval for

the utilization of AI was high. The highest predicting value for behaviour intent using TAM

variables was the ease of usage. Science teachers’ sex, age and teachers’ residence location did

not influence the behaviour of science teachers’ intention of the utilization of AI.

39
Ogwo, Ibegbulem and Nwachukwu (2023) expounded the application and perceived impact of

Artificial Intelligence (AI) in academic libraries in Nigeria. Libraries especially in developing

countries may become moribund in the 21 century unless they begin to harness new, smart and

intelligent technologies for improved operations and service delivery. Through a systematic

analysis and review of literature, the study brought to limelight the current state of AI integration

in academic libraries in Nigeria and its possible impact on library services, collections, users,

professionals and general library operations and services. The application of Artificial

Intelligence (AI) in academic libraries has the potential to revolutionize library operations and

services. Some of the identifies AI tools include: Natural Language Recognition, Robotics, Big

Data, Data Mining, Chatbot, Machine Learning, Pattern Recognition and Expert system.

Findings from the study revealed that the application of AI in academic libraries have the

potentials to increases productivity, improved customer satisfaction through personalization,

easy availability and accessibility of information, easy collaboration and knowledge sharing,

virtual assistance and chatbots, and ultimately increase overall operational effectiveness. This

study also explored some of the challenges associated with the application of AI technologies in

academic libraries in Nigeria such as poor ICT skills and technical expertise, high initial costs of

implementation, phobia for job displacement, epileptic power supply, poor maintenance culture,

resistance to change, poor network connectivity, privacy and ethical implications, etc.

Jaiswal and Arun (2021) investigated the Potential of Artificial Intelligence for transformation of

the education system in India. The study conducted in-depth interviews with four subject matter

experts working on AI-related technologies and four senior managers from leading Indian

educational technology firms that have developed AI-based applications for schools. Deploying

grounded theory, we found that personalized learning, recommendation systems, and adaptive

40
assessments are helping students and supporting teachers. In an emerging country context, we

demonstrate the educational technology firms’ view of AI and the experts’ view of AI. The gaps

between these views indicated the immense potential of AI which can be tapped by educational

technology firms in their future applications.

Ayanwale, Sanusi, Adelana, Aruleba and Oyelere (2022) investigated teachers’ readiness and

intention to teach artificial intelligence in schools. As a result, this study presents an insight into

factors influencing the behavioural intention and readiness of Nigerian in-service teachers to

teach artificial intelligence. A total of 368 teachers, from elementary to high school participated

in the study. We utilised quantitative methodology using variance-based structural equation

modelling to understand the relationship among the eight variables (AI anxiety, perceived

usefulness, AI for social good, Attitude towards using AI, perceived confidence in teaching AI,

relevance of AI, AI readiness, and behavioural intention) considered in the study. The result

indicated that confidence in teaching AI predicts intention to teach AI while AI relevance

strongly predicts readiness to teach AI. While other factors influence the teaching of AI, anxiety

and social good could not predict teachers’ intention and readiness to implement AI in

classrooms respectively.

Onaolapo and Onifade (2022). Teaching and Learning in the Cloud: Prospects and Challenges of

Artificial Intelligence for Education in Africa. The study used qualitative literature review and

documentary analysis to answer the question. AI is new in Africa’s education field, so we mostly

rely on global studies. Nonetheless, Facebook, Google and other industry players are already

exploring and supporting AI opportunities in the continent, including education-related aspects.

Synthesizing the global studies on AI for education and reports on recent industry leadership on

AI, we distill the prospects and challenges of AI for T&L in Africa. The findings of study

41
revealed that four learning and two teaching prospects, but there are potentially others. AI allows

smart learning. Students can have personalized instruction. Apart from allowing them to go at

their own pace, there might be diverse learning options, some of which may also tackle learning

disabilities. Also, AI reinforces student learning by combining technology interface with face-to-

face interaction as blended learning. Blended learning is richer for many reasons, for instance in

allowing for diversity in learning pathways and reinforcing learning sessions. Additionally, AI

provides a means to build a learning community. AI applications that allow participant

interaction create a platform to build relationships that could enhance learning, for instance study

groups across different educational systems.

Schmid, Pauli, Stebler, Reusser and Petko (2022) investigated the implementation of technology-

supported personalized learning and its impact on instructional quality. The study focuses on two

theoretical dimensions of technology-supported personalized learning to investigate the impact

on instructional quality. For this purpose, our study has analyzed data from a survey of N=860

students (8th grade) from 31 Swiss schools with personalized learning concepts. Results show

that student-centered teaching methods in the context of technology-supported personalized

learning stimulate the cognitive activation of the students, and the supportive climate increases

slightly with a higher degree of students’ voice and choice on the computer.

Walkington and Bernacki (2020) appraised the research on personalized learning: Definitions,

theoretical alignment, advancements, and future directions. The study introduced the articles in

the special issue by examining their alignment to extant theories of learning, the instructional

design features that personalize the learning experience based on a learner characteristic, and the

relationships between PL design and outcomes achieved in an educational context. Based on

observations of contemporary PL research, we identify key issues to be addressed by the field

42
and recommendations for future researchers to undertake to advance a PL theory. Chief among

issues with PL are the role of technology, the agency of the learner, and the absence of a

consistent theoretical grounding to motivate PL design choices.

Phillips (2023) investigated the effects of personalized learning on student achievement. The

study utilized data from three school districts located in Western Kentucky for the 2016-2017,

2017-2018, and 2018-2019 school years. The data were collected from Renaissance Learning for

math and reading. In addition to examining the students’ achievement scores, the study also

included interview responses from teachers in one school district who taught personalized

learning and traditional learning. The information collected from the interviews focused on the

teaching strategies used in each model and the professional development each teacher attended.

There was no significant statistical difference between the achievement of students who received

instruction in the personalized learning classrooms versus those who were taught in traditional

learning classrooms. Results also showed that the teachers of both models used similar teaching

strategies to increase student achievement and engaged with similar professional development

opportunities that they felt increased student achievement.

Makhambetova, Zhiyenbayeva and Ergeshev (2021) explored personalized learning strategy as a

tool to improve academic performance and motivation of students. The study involved 65

teachers and 700 students of various specialties from three Russian and Kazakhstan universities.

The survey analysis showed that the modern generation of students is no longer motivated to

receive standardized educational services, and in this context, personalized strategies as a form

of personalized learning are a key trend that has permeated all aspects of professional training.

Unfortunately, currently, universities find it difficult to implement such an approach as

43
personalized learning makes educational modules highly adapted and individualized to meet the

needs of each particular student.

Akyuz (2020) investigated personalized learning in education which focuses on aptitudes,

interests, and needs of a learner. Owing to its importance in the teaching and learning world, it

has availed manifold popularity. The findings of the study revealed that personalized learning

customizes learning as per a specific student‘s needs, skills, strengths as well as interests in these

techniques. Each scholar is given an erudition scheme which is as per his/her best process of

learning as well as knowledge. However, personalized learning cannot replace other strategies

like a 504 plan, IEP or an intervention program. This article tends to deal with all aspects of

personalized learning which comprises a brief introduction of the subject matter of personalized

learning, and some of the reviews of the literature on personalized learning.

Ronilo (2023) investigated the potential of artificial intelligence (AI) in personalized learning in

education. Participants included 100 students from diverse educational backgrounds and levels.

Surveys, interviews, and observations were used to collect data. Results demonstrated that AI has

several applications in personalized learning and was found to be more effective in improving

student learning outcomes than traditional teaching methods. However, the study identified some

potential drawbacks, including the need for adequate training for educators and concerns about

data privacy and algorithmic bias. The study underscores the significance of ethical

considerations when using AI in education.

44
2.7 Conceptual Framework (Presenting a conceptual framework that synthesizes key

concepts, variables, and relationships relevant to the study's research objectives)

The study adopted the constructivism theory of learning for the study on the argument that

artificial intelligence has huge influence on the personalized learning of secondary school

students as well as their academic performance in Nigeria. Although, Nigerian education system

has experienced slow development in the personalized learning of students due to the usage of

the traditional method of learning which has existed for many years and it has been largely

discouraging. Given this scenario, it is obvious that artificial intelligence contribute significantly

to the improvement of personalize learning of students in Nigerian secondary schools and there

is need for effective usage of artificial intelligence to improve personalized learning and

academic performance of students in Nigerian secondary schools. However, the diagram below

depicts a pictorial representation of the relationship between the artificial intelligence,

personalized learning and Effective learning of students in Nigerian secondary schools.

Artificial Intelligence Personalized Learning

*Natural language processing * Student’s Ownership of Learning
* Machine Learning * Emphasis on Learning rather than
* Problem Solving assessment
* Computer vision * Mastery-based student progress
* Robotics * Learning Anytime, Anywhere
* Learning
* Perception
* Expert System
* Decision Making
* Logical Reasoning
* AI Reasoning Effective Learning
* Knowledge Representation
* Speech Recognition

Source: Ayeni, Al-Hamad, Chisom, Osawaru and Adewusi (2024)

Figure 1: Conceptual Model of the Relationship between Artificial Intelligence and
Personalized Learning of Secondary School Students

45
2.8 Appraisal of Literature Reviewed

The empirical review indicates that the vast majority of literature on the influence of the use of

artificial intelligence (AI) in personalized learning for secondary school computer science

students has been carried out in many developed and developing countries around the world. But

there are limited research works done in developing countries in Africa; as a result, there is need

carry out more similar research in Africa, especially Nigeria (Olalere, 2022). Considering the

fact that artificial intelligence (AI) plays a pivotal role in enhancing the learning process of

students in the classroom which invariably improves the academic performance of students in

secondary school. Also, in the education system, Nigerian teachers are faced with different

problems relating to the lack of instructional materials for effective teaching among others as

discovered by few researchers who have worked on the topic. The related literature reviewed

above on the study suggested that secondary school system should provide technology-enhanced

instructional materials such as Artificial intelligence and even create personalized learning for

every students to have adequate individualized learning in the four-wall of the classroom by

teachers provided by school authority or independently, so the learning capability of students can

improve drastically; hence, improving the academic performance of secondary school students.

There is no doubt that Artificial Intelligence enhanced personalized learning is important in

student’s learning capability and academic performance in secondary schools but regrettably

there factors that hinder its effective use to achieve the necessary result in the secondary school.

Consequently, the review expresses the importance of artificial intelligence usage on improving

personalized learning for students to have better learning capacity, improved learning

engagement and better academic performance in the classroom. Therefore, artificial intelligence

should be regarded as very important for student’s improvement in learning capability and

46
academic performance of students in secondary schools. According to literature reviewed, it

showed that scanty study relating to the influence of the use of artificial intelligence (AI) in

personalized learning for secondary school computer science students in Ogun State has been

conducted. Therefore, a research gap was evident in investigating the influence of the use of

artificial intelligence (AI) in personalized learning for secondary school computer science

students in Ogun State, Nigeria. Therefore the study speculated the information related to

research gap.

47
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

The researcher adopted a descriptive survey design that utilized questionnaires to obtain data

from the respondents. This design enabled the researcher to establish the relationships among the

three variables used in the research work. In other words, the research design is the step aimed at

designing the research study in such a way that the essential data can be gathered and analyzed to

arrive at a possible solution.

3.2 Population of the Study

The population of the study comprises of computer science students in secondary schools in

Ijebu Ode Local Government Area, Ogun State, Nigeria.

3.3 Sample and Sampling techniques

Stratified sampling technique will be used to select ten (10) secondary schools from all the

secondary schools in Ijebu Ode Local Government Area of Ogun State. Also, purposive

sampling technique will be used to select thirty-five (35) computer science students from all the

secondary school students in each of the ten (10) secondary schools to be used in this study. As a

result, a total of three hundred and fifty (350) computer science students will be targeted in the

specified area of study.

3.4 Instrumentation for Data Collection

Data will be collected using an instrument which is divided into the following four sub-

instruments:

48
 1. Questionnaire on Personalized Learning on Effective Learning of Secondary School

Computer Science Students (PLELSSCSS)

2. Questionnaire on Challenges of Personalized Learning on Effective Learning of

Secondary School Computer Science Students (CPLELSSCSS)

3. Questionnaire on Artificial Intelligence (AI) usage on personalized learning of secondary

school computer science students (AIPLSSCSS).

4. Questionnaire on AI-enhanced personalized learning on effective learning of secondary

school computer science students (AIPLELSSCSS).

3.4.1 Questionnaire on Personalized Learning on Effective Learning of Secondary School

Computer Science Students (PLELSSCSS)

This sub-instrument will be adopted for the study. 5-item instrument will be tagged

'‘Personalized Learning on Effective Learning of Secondary School Computer Science Students

(PLELSSCSS)” with reliability coefficient of .91. The instrument has two sub-variables:

personalize learning and Effective Learning. These sub-variables have a total of five items. The

items of this instrument will be adopted for this study. All items on Personalized Learning on

Effective Learning of Secondary School Computer Science Students (PLELSSCSS) are

structured on a four point Likert Scale response form of SA=Strongly Agree, A=Agree,

D=Disagree, SD=Strongly Disagree with scores of 4, 3, 2 and 1 respectively.

3.4.2 Questionnaire on Challenges of Personalized Learning on Effective Learning of

Secondary School Computer Science Students (CPLELSSCSS)

This instrument will be adopted for the study. 10-item instrument will be tagged '‘Challenges of

Personalized Learning on Effective Learning of Secondary School Computer Science Students

49
(CPLELSSCSS)” with reliability coefficient of .91. The instrument has two variables:

Personalized learning and Effective learning. These sub-variables have a total of five items. The

items of this instrument will be adopted for this study. All items on Personalized Learning on

Effective Learning of Secondary School Computer Science Students (CPLELSSCSS)are

structured on a four point Likert Scale response form of SA=Strongly Agree, A=Agree,

D=Disagree, SD=Strongly Disagree with scores of 4, 3, 2 and 1 respectively.

3.4.3 Questionnaire on Artificial Intelligence (AI) usage on personalized learning of

secondary school computer science students (AIPLSSCSS).

This instrument will be adopted for the study. 10-item instrument will be tagged '‘Artificial

Intelligence (AI) usage on personalized learning of secondary school computer science students

(AIPLSSCSS).” with reliability coefficient of .91. The instrument has two variables: Artificial

Intelligence (AI) and Personalized learning. These sub-variables have a total of five items. The

items of this instrument will be adopted for this study. All items on Artificial Intelligence (AI)

usage on personalized learning of secondary school computer science students (AIPLSSCSS)

are structured on a four point Likert Scale response form of SA=Strongly Agree, A=Agree,

D=Disagree, SD=Strongly Disagree with scores of 4, 3, 2 and 1 respectively.

3.4.4 Questionnaire on AI-enhanced Personalized Learning on Effective Learning of

Secondary School Computer Science Students (AIPLELSSCSS).

This instrument will be adopted for the study. 10-item instrument will be tagged '‘AI-enhanced

personalized learning on effective learning of secondary school computer science students

(AIPLELSSCSS)” with reliability coefficient of .91. The instrument has two variables: AI-

Personalized learning and Effective learning. These sub-variables have a total of five items. The

50
items of this instrument will be adopted for this study. All items on AI-enhanced personalized

learning on effective learning of secondary school computer science students (AIPLELSSCSS)

are structured on a four point Likert Scale response form of SA=Strongly Agree, A=Agree,

D=Disagree, SD=Strongly Disagree with scores of 4, 3, 2 and 1 respectively.

3.5 Validity of the Instrument

In determining the content validity of the instruments, the three instruments will be given to the

researcher’s supervisor and two experts in the Department of Educational Management to

determine if the items of the instruments would actually serve the purpose it was designed. They

are expected to review the items in terms of their clarity, appropriateness of language and

expressions. Based on their observations and corrections, items of the instruments will be

modified to form the final draft of the three instruments.

3.6 Reliability of the Instrument

To enhance reliability of the instruments, a pilot study will be conducted in one (1) secondary

school in a different Local Government Area which share the same characteristics with the

secondary schools under study. Test retest method will be used to examine the reliability of the

instruments. Similar questions will be administered and repeated after one week. The

relationship between the two tests in the pilot study will be calculated using the Pearson product

moment correlation coefficient. A correlation coefficient between 0.75 and 0.99 will be deemed

reliable for the instrument.

51
3.7 Procedure for Data Administration/Collection

In the course of this research, the researcher applied due process to ensure professionalism and

efficiency throughout the process. The participants of the research were typical representations

of the students in secondary schools in Ogun State, but to be precise Ijebu Ode Local

Government Area. The researcher selected participants who are willing to participate in the

process through the random sampling technique. The entire data collection will be scheduled to

take about four (4) weeks to allow the researcher adequate time to cover all the participants that

are part of the study. After that, about another 2 weeks will be required for collation, data

analysis and write-up. The researcher adopts the use of questionnaire to collect data from the

participants.

In order to attract diverse participants, the researcher arranged with the computer science teacher

in the selected classes in the secondary schools to allow the easy distribution of questionnaires to

the participants in the secondary schools; as they are necessary to obtain rich data that will

provide information regarding a cross-section of the secondary schools in the area. Moreover, the

information provided by each participant from different secondary schools will make it possible

to analyze and draw an inference. However, from the level of support that the researcher will

receive from administrators of participating institutions, it is obvious that more students will be

willing to participate in the study; as such participants will be drawn from the several secondary

schools within Ijebu Ode Local Government Area of Ogun State.

52
3.8 Method of Data Analysis

The data collected will be analyzed using tabulations, simple frequencies count and percentage

for the purpose of clarify of the research questions, whereas, Chi-square will be used to test the

null hypotheses of the study.

53
 CHAPTER FOUR

DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter reviewed the analysis and interpretation of the data gathered from the distributed

questionnaires. Also, the summary of the quantitative data was presented using tables that

incorporates descriptive and inferential statistical tool. Additionally, the qualitative data was

structured according to the themes, analyzed and used to elaborate more on the quantitative data.

Though, a total of 350 questionnaires were distributed to secondary school students but 313

questionnaires were properly filled and returned for analysis; as 37 questionnaires were lost or

improperly filled by the respondents; thus making the response rate 89.4%. The data collected

was analyzed using Statistical Package for Social Sciences (SPSS).

4.1 Analysis of Respondents’ Demographics

Table 4.1: Sex Distribution

Sex Frequency Percentage Cumulative Frequency Cumulative Percent

Male 171 54.6 171 54.6

Female 142 45.4 313 100

Total 313 100

Source: Field Survey, 2024

The table 4.1 indicates that 171 (54.6%) of the respondents were male students while 142

(45.4%) of the respondents were female students. However, the result shows that there were

more male secondary school students among the respondents.

54
Table 4.2: Age Group Distribution

Age Group Frequency Percentage Cumulative Frequency Cumulative Percent

Below 15 years 42 13.4 42 13.4

15 – 17 years 192 61.3 234 74.7

18 – 20 years 79 25.2 313 100

Total 313 100

Source: Field Survey, 2024

Table 4.2 indicates that 42 (13.4%) of the respondents were below 15 years of age, 192 (61.3%)

of the respondents were between 15 – 17 years of age while 79 (25.2%) of the respondents were

between 18 – 20 years of age. However, the result shows that most of the secondary school

students were between 15 and 17 years of age.

Table 4.3: Class Level Distribution

Class Level Frequency Percentage Cumulative Frequency Cumulative Percent

SS I 96 30.7 96 30.7

SS II 153 48.8 249 79.5

SS III 64 20.4 313 100

Total 313 100

Source: Field Survey, 2024

Table 4.3 indicates that 96 (30.7%) of the respondents were in SS I class, 153 (48.4%) of the

respondents were in SS II class while 64 (20.4%) of the respondents were in SS III. However, the

result shows that more of the secondary school students were in SS II class.

55
Table 4.4: Awareness of Artificial Intelligence (AI)

Awareness of Frequency Percentage Cumulative Frequency Cumulative Percent

AI
Low 61 19.4 61 19.4

Average 168 53.7 229 73.1

High 93 29.7 313 100.0

Total 313 100

Source: Field Survey, 2024

Table 4.4 indicates that 61 (19.4%) of the respondents who have low awareness of artificial

intelligence, 168 (53.7%) of the respondents who have average awareness of artificial

intelligence, while 93 (29.7%) of the respondents who have high awareness of artificial

intelligence. However, the result shows that most of the secondary school students have average

awareness of artificial intelligence.

56
4.2 Data Analysis and Findings

4.2.1 Analysis of Research Questions

Research Question 1: What is the impact of personalized learning on effective learning of

secondary school computer science students?

Table 4.5
S/N STATEMENTS SA A D SD Mean Std. Dev
Personalized Learning helps to save 69 154 58 32 2.83 0.53
1 time required for a learner to
understand the subject

Personalized Learning increases 98 140 55 20 3.01 0.52

2 students’ engagement in learning
computer science

Personalized Learning improves 103 122 71 17 2.99 0.46

3 student’ knowledge retention in the
subject

Personalized Learning increases 55 188 46 24 2.88 0.74

4 students’ motivation to learn the
subject

Personalized Learning improves 35 93 161 24 2.44 0.63

5 learning results of computer science
students

Total: 360 697 391 117 2.83 0.58

Source: Field Survey, 2024

From table 4.5 above, it is revealed that 360 respondents strongly agreed, 697 respondents

agreed, 391 respondents disagreed while 117 respondents strongly disagreed that there is a

significant impact of personalized learning on effective learning of secondary school computer

science students. In sum, it indicates that 67.5 percent positively agreed that there is a significant

57
impact of personalized learning on effective learning of secondary school computer science

students. Therefore, it was concluded that personalized learning has significant impact on

effective learning of secondary school computer science students.

Research Question 2: What is the impact of the challenges of personalized learning on

effective learning of secondary school computer science students?

Table 4.6
S/N STATEMENTS SA A D SD Mean Std. Dev
Inability to comprehend 65 159 68 21 2.86 0.58
6 personalized learning by teachers
affects its effectiveness in the
learning process

Lack of sufficient time to 78 158 41 36 2.89 0.56

7 implement personalized learning
affects its effectiveness in the
learning process

Inability to reframe the learning 56 181 53 23 2.86 0.70

8 process to suit personalized
learning affects its effectiveness
in the learning process

Shortage of teachers or instructors 67 178 47 21 2.93 0.69

9 to fully implement personalized
learning affects its effectiveness in
the learning process

Lack of funding to acquire 69 73 145 26 2.59 0.49

technological tools to fully
10 implement personalized learning
affects its effectiveness in the
learning process

Total: 335 749 354 127 2.83 0.61

Source: Field Survey, 2024

58
From table 4.6 above, it is revealed that 335 respondents strongly agreed, 749 respondents

agreed, 354 respondents disagreed while 127 respondents strongly disagreed that there is a

significant impact of the challenges of personalized learning on effective learning of secondary

school computer science students. In sum, it indicates that 69.3 percent positively agreed that

there is significant impact of the challenges of personalized learning on effective learning of

secondary school computer science students. However, it was concluded that the challenges

faced while implementing personalized learning have huge impact on the effective learning of

secondary school computer science students.

Research Question 3: What is the impact of the Artificial Intelligence (AI) usage on

personalized learning of secondary school computer science students?

Table 4.7
S/N STATEMENTS SA A D SD Mean SD
Artificial Intelligence makes the 56 169 53 35 2.79 0.61
11 implementation of personalized
learning to easier
Artificial Intelligence increases its 27 101 149 36 2.38 0.58
12 coverage among learners from
different regions of the world
Artificial Intelligence enhances the 82 171 49 11 3.04 0.68
13
productivity of personalized learning
Artificial Intelligence improves the 79 166 54 14 2.99 0.64
14 efficiency and effectiveness when
used among students
Artificial Intelligence increases the 33 192 63 25 2.74 0.78
15 speed and accuracy of personalized
learning among students
Total: 277 799 368 121 2.79 0.66

59
Source: Field Survey, 2024

From table 4.7 above, it is revealed that 277 respondents strongly agreed, 799 respondents

agreed, 368 respondents disagreed while 121 respondents strongly disagreed that there is a

significant impact of artificial intelligence (AI) usage on personalized learning of secondary

school computer science students. In sum, it indicates that 68.1 percent positively agreed that

there is a significant impact of artificial intelligence (AI) usage on personalized learning of

secondary school computer science students. Therefore, it can be affirmed that artificial

intelligence (AI) usage has significant impact on personalized learning of secondary school

computer science students.

Research 4: What is the impact of Artificial Intelligence (AI) enhanced personalized

learning on effective learning of secondary school computer science students?

Table 4.8
S/N STATEMENTS SA A D SD Mean SD
Artificial Intelligence increases the 88 164 43 18 3.03 0.64
16 speed at which students understand the
concepts of the subject
Artificial Intelligence improves the 61 172 56 24 2.86 0.65
17
learning capability of students in class
Artificial Intelligence reduces the 54 187 51 21 2.88 0.74
18 time taken for the learning pace of
every student to align
Artificial Intelligence enhances 36 94 156 27 2.44 0.60
19
students’ ability to develop their skills
20 Artificial Intelligence encourages 74 159 63 17 2.93 0.59
group study among students without

60
 teacher’s intervention

Total: 313 776 369 107 2.83 0.64

From table 4.8 above, it is revealed that 313 respondents strongly agreed, 776 respondents

agreed, 369 respondents disagreed while 107 respondents strongly disagreed that there is a

significant impact of artificial Intelligence (AI) enhanced personalized learning on effective

learning of secondary school computer science students. In sum, it indicates that 69.6 percent

positively agreed that there is a significant impact of artificial Intelligence (AI) enhanced

personalized learning on effective learning of secondary school computer science students.

Therefore, it can be affirmed that artificial Intelligence (AI) enhanced personalized learning has

tremendous impact on effective learning of secondary school computer science students.

4.2.2 Testing of Hypotheses

Null Hypothesis 1: There is no significant impact of personalized learning on effective learning

of secondary school computer science students in Ijebu-Ode Ogun State.

Table 4.9: Chi-square Co-efficient (r) showing the relationship between personalized learning
and effective learning of secondary school computer science students

S/N SA A D SD Sig Tab x2 Df Cal x2 P value Decision

1 69 154 58 32

2 98 140 55 20

3 103 122 71 17 0.05 42.48 3 1057 0.0000 REJECTED

4 55 188 46 24

5 35 93 161 24

Source: Field Survey 2024

61
The result presented in table 4.9 showed that there is a significant impact of personalized

learning on effective learning of secondary school computer science students where Chi-square

(X2) = 42.48 and the P value = 0.0000. The alternate hypothesis (H1) was accepted because the

calculated P value = 0.0000 was less than 0.05 and within the level of significant. It translate that

there is a significant impact of personalized learning on effective learning of secondary school

computer science students. This implies personalized learning has significant impact on effective

learning of secondary school computer science students.

Null Hypothesis 2: There is no significant impact of the challenges of personalized learning on

effective learning of secondary school computer science students in Ijebu-Ode Ogun State.

Table 4.10: Chi-square Co-efficient (r) showing the relationship between the challenges of
personalized learning and effective learning of secondary school computer science students

S/N SA A D SD Sig Tab x2 Df Cal x2 P value Decision

6 65 159 68 21

7 78 158 41 36

8 56 181 53 23 0.05 33.30 3 1084 0.0000 REJECTED

9 67 178 47 21

10 69 73 145 26

Source: Field Survey 2024

The result presented in table 4.10 showed that there is a significant impact of the challenges of

personalized learning on effective learning of secondary school computer science students where

Chi-square (X2) = 33.30 and the P value = 0.0000. The alternate hypothesis (H1) was accepted

because the calculated P value = 0.0000 was less than 0.05 and within the level of significant. It

translate that there is a significant impact of the challenges of personalized learning on effective

62
learning of secondary school computer science students. This implies that the challenges faced

while implementing personalized learning have huge impact on the effective learning of

secondary school computer science students.

Null Hypothesis 3: There is no significant impact of the Artificial Intelligence (AI) usage on
personalized learning of secondary school computer science students in Ijebu-Ode Ogun State.

Table 4.11: Chi-square Co-efficient (r) showing the relationship between Artificial Intelligence
(AI) usage and personalized learning of secondary school computer science students

S/N SA A D SD Sig Tab x2 Df Cal x2 P value Decision

11 56 169 53 35

12 27 101 149 36

13 82 171 49 11
0.05 46.99 3 1076 0.0000 REJECTED

14 79 166 54 14

15 33 192 63 25

Source: Field Survey 2024

The result presented in table 4.11 showed that there is a significant impact of the artificial

intelligence (AI) usage on personalized learning of secondary school computer science students

where Chi-square (X2) = 46.99 and the P value = 0.0000. The alternate hypothesis (H1) was

accepted because the calculated P value = 0.0000 was less than 0.05 and within the level of

significant. It translate that there is a significant impact of the artificial intelligence (AI) usage on

personalized learning of secondary school computer science students. This implies that artificial

intelligence (AI) usage has significant impact on personalized learning of secondary school

computer science students.

63
Null Hypothesis 4: There is no significant impact of Artificial Intelligence (AI) enhanced
personalized learning on effective learning of secondary school computer science students in
Ijebu-Ode Ogun State.

Table 4.12: Chi-square Co-efficient (r) showing the relationship between Artificial Intelligence
(AI) enhanced personalized learning on effective learning of secondary school computer science
students

S/N SA A D SD Sig Tab x2 Df Cal x2 P value Decision

16 88 164 43 18

17 61 172 56 24

18 54 187 51 21 0.05 45.36 3 1089 0.0000 REJECTED

19 36 94 156 27

20 74 159 63 17

Source: Field Survey 2024

The result presented in table 4.12 showed that there is a significant impact of Artificial

Intelligence (AI) enhanced personalized learning on effective learning of secondary school

computer science students where Chi-square (X2) = 45.36 and the P value = 0.0000. The

alternate hypothesis (H1) was accepted because the calculated P value = 0.0000 was less than

0.05 and within the level of significant. It translate that there is a significant impact of Artificial

Intelligence (AI) enhanced personalized learning on effective learning of secondary school

computer science students. This implies that artificial Intelligence (AI) enhanced personalized

64
learning has significant impact on effective learning of secondary school computer science

students.

4.3 Discussion of Findings

Research question 1 stated that what is the impact of personalized learning on effective learning

of secondary school computer science students? It was concluded from the analysis using the

high positive response (67.5%) that there is a significant impact of personalized learning on

effective learning of secondary school computer science students. It was further discovered that

personalized learning helps to save time required for a learner to understand the subject;

increases students’ engagement in learning computer science; improves student’ knowledge

retention in the subject; increases students’ motivation to learn the subject; and even improves

learning results of computer science students. However, it was concluded that personalized

learning has significant impact on effective learning of secondary school computer science

students. Based on findings from previous literature, Iniobong (2018) admitted that personalized

learning has significant impact on effective learning of secondary school computer science

students. In the same light, Lawrence and Tar (2018) supported the statement that personalized

learning has significant impact on effective learning of secondary school computer science

students. Similarly, Regan and Jesse (2019) concurred that personalized learning has significant

impact on effective learning of secondary school computer science students. In addition, Regan

and his colleague admitted that personalized learning helps learners move at their own pace, take

initiatives over their own education and learn from each other. It also improves engagement,

knowledge retention and the ability to apply what they have learned in a practical context.

65
Furthermore, Umar (2020) affirmed the statement that personalized learning has significant

impact on effective learning of secondary school computer science students. As well, the

researcher confirmed that there has been an increase in the number of secondary school students

utilizing personalized learning to improve their learning capability, understanding and even their

academic performance.

Research question 2 stated that what is the impact of the challenges of personalized learning on

effective learning of secondary school computer science students? It was concluded from the

analysis using the high positive response (69.3%) that there is significant impact of the

challenges of personalized learning on effective learning of secondary school computer science

students. Some of the challenges that affect the effective learning of secondary school computer

science students include the inability to comprehend personalized learning by teachers affects its

effectiveness in the learning process; lack of sufficient time to implement personalized learning

affects its effectiveness in the learning process; inability to reframe the learning process to suit

personalized learning affects its effectiveness in the learning process; shortage of teachers or

instructors to fully implement personalized learning affects its effectiveness in the learning

process; lack of funding to acquire technological tools to fully implement personalized learning

affects its effectiveness in the learning process. However, it can be concluded that the challenges

faced while implementing personalized learning have huge impact on the effective learning of

secondary school computer science students. Based on findings from previous literature, Conati,

Barral, Putnam and Rieger (2021) admitted that the challenges faced while implementing

personalized learning have huge impact on the effective learning of secondary school computer

science students. In the same light, Ayeni, Al-Hamad, Chisom, Osawaru and Adewusi (2024)

supported the statement that the challenges faced while implementing personalized learning have

66
huge impact on the effective learning of secondary school computer science students.

Furthermore, Smith (2018) affirmed the statement that the challenges faced while implementing

personalized learning have huge impact on the effective learning of secondary school computer

science students.

Research question 3 stated that what is the impact of the Artificial Intelligence (AI) usage on

personalized learning of secondary school computer science students? It was revealed from the

analysis using the high positive response (68.1%) that there is a significant impact of artificial

intelligence (AI) usage on personalized learning of secondary school computer science students.

Particularly, it was discovered that artificial intelligence makes the implementation of

personalized learning to easier; increases its coverage among learners from different regions of

the world; enhances the productivity of personalized learning; improves the efficiency and

effectiveness when used among students; and increases the speed and accuracy of personalized

learning among students. However, it can be affirmed that artificial intelligence (AI) usage has

significant impact on personalized learning of secondary school computer science students.

Based on findings from previous literature, Bahroun, Anane, Ahmed & Zacca (2023) admitted

that artificial intelligence (AI) usage has significant impact on personalized learning of

secondary school computer science students. In the same light, Gardner, O'Leary and Yuan

(2021) supported the statement that artificial intelligence (AI) usage has significant impact on

personalized learning of secondary school computer science students. Nja et al. (2023) asserted

that artificial intelligence (AI) usage has significant impact on personalized learning of

secondary school computer science students. Furthermore, Ogwu, Ibegbulem and Nwachukwu

67
(2023) affirmed the statement that artificial intelligence (AI) usage has significant impact on

personalized learning of secondary school computer science students.

Research question 4 stated that what is the impact of Artificial Intelligence (AI) enhanced

personalized learning on effective learning of secondary school computer science students? It

was revealed from the analysis using the high positive response (69.9%) that there is a significant

impact of artificial Intelligence (AI) enhanced personalized learning on effective learning of

secondary school computer science students. Furthermore, it was discovered that artificial

intelligence increases the speed at which students understand the concepts of the subject;

improves the learning capability of students in class; reduces the time taken for the learning pace

of every student to align; enhances students’ ability to develop their skills; and encourages group

study among students without teacher’s intervention. As a result, it can be established that

artificial Intelligence (AI) enhanced personalized learning has tremendous impact on effective

learning of secondary school computer science students. Based on findings from previous

literature, Ajinuhi and Onoge (2024) admitted that artificial Intelligence (AI) enhanced

personalized learning has tremendous impact on effective learning of secondary school computer

science students. Similarly, Adeyemi (2020) supported the statement that artificial Intelligence

(AI) enhanced personalized learning has tremendous impact on effective learning of secondary

school computer science students. Furthermore, Obi (2022) affirmed the statement that artificial

Intelligence (AI) enhanced personalized learning has tremendous impact on effective learning of

secondary school computer science students.

68
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter provides the summary of the study extracted from the research study. As well, this

chapter provides conclusion on the findings of study and give necessary recommendations to the

conclusion provided in the study. Lastly, the study is meant to provide concise information on

important suggestions for further study on the research topic.

5.1 Summary of the Findings

This study investigated the influence of the use of artificial intelligence (AI) in personalized

learning for secondary school computer science students in Ijebu-Ode Ogun State, Nigeria. The

design was descriptive in nature and it involved 313 respondents who were 313 secondary school

computer science students. The primary data was collected using structured questionnaire which

was well validated by the project supervisor and only quantitative data were collected analyzed

using ANOVA statistics. From the data analyzed, it was observed that personalized learning has

significant impact on effective learning of secondary school computer science students. Also, it

was revealed that the challenges faced while implementing personalized learning have huge

impact on the effective learning of secondary school computer science students. Additionally, it

was discovered that artificial intelligence (AI) usage has significant impact on personalized

learning of secondary school computer science students. Furthermore, it showed that artificial

Intelligence (AI) enhanced personalized learning has tremendous impact on effective learning of

secondary school computer science students. Hence the major educational implication of the

findings of the study is that the finding buttressed research over the years which have shown that

69
artificial intelligence use in personalized learning has huge influence on the learning of

secondary school computer science students in Ogun State and Nigeria as a whole.

5.2 Conclusion

Based on the results of data analysis and discussion that has been described in the previous

section, it was concluded that:

There is a significant impact of personalized learning on effective learning of secondary school

computer science students. It was further discovered that personalized learning helps to save time

required for a learner to understand the subject; increases students’ engagement in learning

computer science; improves student’ knowledge retention in the subject; increases students’

motivation to learn the subject; and even improves learning results of computer science students.

There is significant impact of the challenges of personalized learning on effective learning of

secondary school computer science students. Some of the challenges that affect the effective

learning of secondary school computer science students include the inability to comprehend

personalized learning by teachers affects its effectiveness in the learning process; lack of

sufficient time to implement personalized learning affects its effectiveness in the learning

process; inability to reframe the learning process to suit personalized learning affects its

effectiveness in the learning process; shortage of teachers or instructors to fully implement

personalized learning affects its effectiveness in the learning process; lack of funding to acquire

technological tools to fully implement personalized learning affects its effectiveness in the

learning process.

There is a significant impact of artificial intelligence (AI) usage on personalized learning of

secondary school computer science students. Particularly, it was discovered that artificial

70
intelligence makes the implementation of personalized learning to easier; increases its coverage

among learners from different regions of the world; enhances the productivity of personalized

learning; improves the efficiency and effectiveness when used among students; and increases the

speed and accuracy of personalized learning among students.

There is a significant impact of artificial Intelligence (AI) enhanced personalized learning on

effective learning of secondary school computer science students. Furthermore, it was discovered

that artificial intelligence increases the speed at which students understand the concepts of the

subject; improves the learning capability of students in class; reduces the time taken for the

learning pace of every student to align; enhances students’ ability to develop their skills; and

encourages group study among students without teacher’s intervention.

5.3 Recommendations

Based on the conclusion from the study, the following recommendations were highlighted

below:

1. There should be workshops and seminars to train in-service science instructors on the

utilization of AI. Knowledge gained from the workshop will enable teachers to adopt AI

in their classes that will make them master the use of AI tools and will lead to the high

self-esteem of the teacher.

2. During teachers’ training programmes, artificial intelligence (AI) should be incorporated

in the programmes this will make teachers be conversant with the use of AI in the early

stage of their careers and as such build self-esteem in the use of AI.

3. A manual on how to effectively use AI and its tools should be distributed to both

inservice and teachers in training. This is to enable teachers to learn about the application

71
 of AI even in their comfort zone. Te curriculum of science subjects should be revised to

accommodate AI tools. This is important as some teachers may not want to use anything

outside the prescribed curriculum.

4. An increased investment in secondary schools for the full integration of Al in the full

implementation of computer science programme at every faculties and departments

5. For the purpose of providing effective teaching and learning in computer science class,

secondary schools in Nigeria should embrace new and emerging technologies such as

artificial intelligence technologies and other smart technologies; as this will help to

improve the quality of teaching, learning and research processes in academic

environments.

6. There is need for proactive training and retraining of teachers to acquire the required

knowledge, skills and competence on how to use Artificial Intelligence (AI) tools for

improved library operations and services.

7. Secondary school education or other levels of education in Nigeria and other developing

world must adopt innovative, smart and cutting-edge technologies to meet the

information needs of the current dynamic ICT savvy users in the changing education

environment.

8. Education system should establish clear guidelines and policies to ensure responsible and

ethical use of Artificial Intelligence in secondary schools.

9. Sufficient funds and resources should be assigned to facilitate the use of AI technology in

schools, tackling infrastructural obstacles and offering ongoing professional development

for instructors.

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 10. Teachers at the classroom level should be motivated and provided with the necessary

resources to effortlessly incorporate AI tools into their teaching approaches.

11. Professional development initiatives should prioritize the improvement of educators'

proficiency in using digital technology and cultivating a favourable mindset towards the

incorporation of artificial intelligence.

12. The curriculum should be strategically developed to include AI as an adjunctive tool to

conventional teaching approaches, fostering a blended learning environment that

optimizes student engagement and comprehension.

5.4 Suggestions for Further Research

This research focused on the the influence of the use of artificial intelligence (AI) in personalized

learning for secondary school computer science students and the study covered only Ijebu Ode in

Ogun State. Further research can be based on a national study as well as other developing

countries that have different use of artificial intelligence apart from the ones discussed.

Furthermore, this study involved only secondary school computer science students. Further

research could include other education stakeholders such as teachers and school administrators in

the schools in order to examine their views on the research topic.

73
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 TAI SOLARIN UNIVERSITY OF EDUCATION
IJAGUN, P.M.B. 2118, IJEBU-ODE
DEPARTMENT OF EDUCATIONAL MANAGEMENT
COLLEGE OF SPECIALIZED AND PROFESSIONAL EDUCATION

QUESTIONNAIRE
ON
INFLUENCE OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN
PERSONALIZED LEARNING FOR SECONDARY SCHOOL COMPUTER SCIENCE
STUDENTS IN IJEBU-ODE OGUN STATE

Dear respondents, this questionnaire is aimed at obtaining relevant information for the
study; “the influence of the use of artificial intelligence (AI) in personalized learning for
secondary school computer science students in Ijebu-Ode Ogun State, Nigeria”. You are kindly
requested to assist in filling in the questionnaire. You are assured that your responses will be
treated very confidential and will be use for it purpose only.
Thank you for your anticipated cooperation.
Yours Sincerely,

Researcher.

SECTION A:
Kindly complete all parts of this questionnaire by putting a tick √ against the option that best

described your opinion.

1. Sex

Male: ____ Female: _____

2. Age Group

Below 15 years: ___ 15 - 17 years: ____ 18 - 20 years: ___

3. Class Level

SS1: ____ SS2: ____ SS3: _____

4. Awareness of Artificial Intelligence (AI)

Low ____ Average: ____ High: ____

77
SECTION B:
Please indicate your opinion by ticking [√] the appropriate place.
SA - Strongly Agree (4 Points), A – Agree (3 Points), D – Disagree (2 Points), SD – Strongly
Disagree (1 Point)

Personalized Learning and Effective Learning of Secondary School Computer Science

Students (PLELSSCSS)

S/No Items SA A D SD

1 It helps to save time required for a learner to understand the

subject
2 It increases students’ engagement in learning computer
science
3 It improves student’ knowledge retention in the subject
4 It increases students’ motivation to learn the subject
5 It improves learning results of computer science students

Challenges of Personalized Learning and Effective Learning of Secondary School

Computer Science Students (CPLELSSCSS)

S/No Items SA A D SD

6 Inability to comprehend personalized learning by teachers

affects its effectiveness in the learning process
7 Lack of sufficient time to implement personalized learning
affects its effectiveness in the learning process
8 Inability to reframe the learning process to suit personalized
learning affects its effectiveness in the learning process
9 Shortage of teachers or instructors to fully implement
personalized learning affects its effectiveness in the learning
process
10 Lack of funding to acquire technological tools to fully
implement personalized learning affects its effectiveness in
the learning process

Artificial Intelligence (AI) usage and personalized learning of secondary school computer
science students (AIPLSSCSS)

S/No Items SA A D SD

11 It makes the implementation of personalized learning to

easier

78
 12 It increases its coverage among learners from different
regions of the world
13 It enhances the productivity of personalized learning
14 It improves the efficiency and effectiveness when used
among students
15 It increases the speed and accuracy of personalized learning
among students

AI-enhanced Personalized Learning on Effective Learning of Secondary School Computer

Science Students (AIPLELSSCSS).

S/No Items SA A D SD

16 It increases the speed at which students understand the

concepts of the subject
17 It improves the learning capability of students in class
18 It reduces the time taken for the learning pace of every
student to align
19 It enhances students’ ability to develop their skills
20 It encourages group study among students without teacher’s
intervention

79