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A COMPARATIVE STUDY OF THE ADVANTAGES AND DISADVANTAGES OF AIENHANCED LEARNING IN THE 21ST CENTURY: THE IMPLICATIONS TO SECONDARY SCHOOL STUDENTS IN IMO STATE

ABSTRACT

This study compared the advantages and disadvantages of AI-enhanced learning in the 21st century, assessing the implications to secondary school students in Imo State. Comparative survey design was adopted to carry out this research in Imo State. The targeted population comprised all ICT teacher in Imo State. Simple random sampling technique was used to select 140 ICT teachers which formed the sample size used for this research. The instrument used for data collection was a structured questionnaire titled “Advantage and Disadvantage of AI Enhanced Learning Questionnaire (ADAIELQ)”. Face and content validation of the instrument was carried out by an expert in test, measurement, and evaluation in order to ensure that the instrument has the accuracy, appropriateness, and completeness for the study under consideration. The reliability coefficient obtained was 0.84, and was high enough to justify the use of the instrument. The researcher subjected the data generated for this study to appropriate statistical technique such as descriptive statistics to answer the research question. The result of the data analysis revealed that “Personalized Learning” among others was the highest advantage of AI enhanced learning, it also revealed that “Lack of Human Interaction” among others was rated as the highest disadvantage of AI enhanced learning. Furthermore, the result of the data analysis, revealed that “AI-Driven Personalized Learning and adaptation of content to

individual needs, analysis of student progress and provision of targeted feedback” was the highest effect of AI enhanced learning on students’ academic performance. The study concluded that the rapid advancement of artificial intelligence (AI) has significantly impacted education globally. One of the recommendations made was that to bridge the digital divide, it is crucial to invest in improving technological infrastructure, especially in rural areas of Imo State.

KEYWORDS: Artificial Intelligence, Enhanced Learning, 21Century, Secondary School and Imo State

UKAH, Genevieve Ngozi Ph.D.

INTERNATIONAL JOURNAL OF EDUCATIONAL AND SCIENTIFIC RESEARCH FINDINGS. VOL. 7 NO.1