AI-POWERED ADAPTIVE LEARNING: ENHANCING PERSONALIZED EDUCATION IN NIGERIA SECONDARY SCHOOLS

Authors

  • Abayomi Ayodeji Adedokun Faculty of Education, Gwinnett Country Schools, United States
  • Toyibat Wuraola Makanjuola Faculty of Education, Gwinnett Country Schools, United States

DOI:

https://doi.org/10.46827/ejes.v13i7.6855

Keywords:

AI-powered learning, adaptive learning, academic achievement, student engagement, UTAUT framework

Abstract

This study examines the impact of AI-powered adaptive learning on students’ academic achievement and engagement in secondary schools in Nigeria. It also explores the moderating effects of gender and technology acceptance using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A quantitative survey research design was adopted, and data were collected from secondary school students in private schools with access to the uLesson AI adaptive learning tool. A structured questionnaire, consisting of the Adaptive Learning Engagement Scale (ALES) (r = .75) and the Technology Acceptance and Academic Performance Scale (r =.78), was used to gather responses. Descriptive and inferential statistics, including multiple regression analysis, were employed to analyze the data. Findings indicate a significant positive relationship between AI-powered adaptive learning and students’ academic achievement and engagement. Also, technology acceptance (UTAUT factors) significantly influenced students’ learning outcomes, with performance expectancy and effort expectancy emerging as key predictors. While gender had a notable effect on academic performance, its impact on engagement was not statistically significant. The study highlights the importance of integrating AI-driven learning tools with Supportive technology acceptance strategies to enhance student outcomes. It is recommended that educators and policymakers promote AI adoption, provide necessary training, and develop policies that foster a technology-friendly learning environment in Nigerian secondary schools.

Author Biographies

  • Abayomi Ayodeji Adedokun, Faculty of Education, Gwinnett Country Schools, United States

    Dr. Abayomi Ayodeji Adedokun is a Special Education Teacher specializing in Interrelated and Resource Education with Gwinnett County Public Schools, Georgia, USA. He holds a Bachelor of Arts in Education (B.A.Ed.), Master of Education (M.Ed.), Master of Business Administration (MBA), and a Doctor of Philosophy (Ph.D.) in Instructional Design and Technology. His research interests focus on technology integration in teaching and learning, artificial intelligence in education, adaptive learning technologies, inclusive education, and the effective application of educational technologies to support diverse learners. Dr. Adedokun is particularly interested in exploring innovative digital solutions that enhance personalized learning, improve instructional effectiveness, and promote equitable educational opportunities for all students. In addition to his work in K–12 education, he serves as a Consultant with Fisyom Learning Development and Technology, where he provides expertise in curriculum development, educational leadership, instructional design, professional development, and other learning and organizational development initiatives. His professional and scholarly work is dedicated to advancing educational innovation and fostering learner success through evidence-based practices and emerging technologies. Research Interests: Technology Integration, Artificial Intelligence in Education, Adaptive Learning Systems, Instructional Design, Educational Technology, Inclusive Education, Curriculum Development, Leadership Development, and Personalized Learning.

  • Toyibat Wuraola Makanjuola, Faculty of Education, Gwinnett Country Schools, United States

    Makanjuola Toyibat Wuraola is an Educational Technologist and Instructional Designer with a strong passion for leveraging technology to enhance teaching, learning, and workforce development. She holds a Bachelor’s degree in Education from the University of Ilorin and a Master’s degree in Educational Technology from the University of Ibadan. Her master's research explored the impact of flipped learning on students’ academic achievement and engagement, reflecting her commitment to evidence-based educational innovation. Professionally, Makanjuola specializes in instructional design, curriculum development, learning management systems (LMS), e-learning content development, and digital learning solutions. She has extensive experience designing and developing engaging online learning experiences using platforms and tools such as Articulate 360, Moodle, Canvas LMS, and Microsoft Office Suite. Her expertise also encompasses multimedia learning design, quality assurance in online education, and supporting institutional compliance with Open and Distance Flexible e-Learning (ODFeL) standards. Her professional interests focus on harnessing emerging technologies to create learner-centered educational experiences, improve learning outcomes, and expand access to quality education. She is particularly interested in digital pedagogy, technology-enhanced learning, online course design, workforce training, and educational innovation. Makanjuola is dedicated to fostering sustainable digital learning ecosystems through collaboration, continuous professional development, and the application of best practices in educational technology. She actively seeks opportunities to contribute to initiatives that promote equitable access to education and empower learners through technology. Research Interests: Educational Technology, Instructional Design, Flipped Learning, E-Learning, Learning Management Systems, Curriculum Development, Digital Learning Solutions, Online and Distance Education, Technology-Enhanced Learning, and Workforce Development.

References

Chen, L., Chen, P. and Lin, Z. (2020). Artificial Intelligence in Education: A Review. Retrieved from https://ieeexplore.ieee.org/document/9069875

Jacob, O.N., & Ahaotu G.N. (2020). Challenges Facing the Implementation of Teacher-Students Ratio Policy in Nigerian Educational System and the Ways Forward. International Journal on Integrated Education, 3(9), pp. 189-197, https://doi.org/10.31149/ijie.v3i9.619

Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education 57(4). https://doi.org/10.1111/ejed.12533

Khosravi, H., Sadiq, S., & Gašević, D. (2022). Explainable Artificial Intelligence in education. Computers and Education: Artificial Intelligence, vol 3. https://doi.org/10.1016/j.caeai.2022.100074

Luckin, R., Holmes, W., Griffiths, M. & Forcier, L. B. (2016). Intelligence Unleashed. An argument for AI in Education. Pearson. Retrieved from https://www.researchgate.net/publication/299561597_Intelligence_Unleashed_An_argument_for_AI_in_Education

Makridakis, S. (2017). The forthcoming Artificial Intelligence (AI) revolution: Its impact on society and firms. Futures, vol. 90. https://doi.org/10.1016/j.futures.2017.03.006

Okonkwo, U. C., & Ugwuanyi, C. S. (2023). Revolutionizing Education Through AI: A Comprehensive Review of Enhancing Learning Experiences. International Journal of Applied Research in Social Sciences 6(4):589-607. https://doi.org/10.51594/ijarss.v6i4.1011

Pane, J. F., Steiner, E. D., Baird, M. D., Hamilton, L. S., & Doss, C. J. (2017). Informing Progress: Insights on Personalized Learning Implementation and Effects. RAND Corporation. Retrieved from https://www.rand.org/pubs/research_reports/RR2042.html

Russell, S. J., & Norvig, P. (2020). Artificial Intelligence: A Modern Approach. Pearson. Retrieved from https://books.google.ro/books/about/Artificial_Intelligence.html?id=koFptAEACAAJ&redir_esc=y

UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000385723.page=271

World Bank. (2021). Demand for Digital Skills in Sub-Saharan Africa: Key Findings from a Five-Country Study. World Bank. Retrieved from https://documents1.worldbank.org/curated/en/099614312152318607/pdf/IDU0b36e9e030767f0417e0afb806e2ffdf1e8bf.pdf

Downloads

Published

2026-07-14

Issue

Vol. 13 No. 7 (2026)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).