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All Journal Beginner: Journal of Teaching and Education Management INTERDISIPLIN: Journal of Qualitative and Quantitative Research
Nuraddeen Adamu Kanon-Haki
Department of Educational Foundations Faculty of Education Federal University Gusau
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Artificial Intelligence Integration and Personalized Learning Outcomes among Secondary School Students Faskari Local Government Area Katsina State, Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
INTERDISIPLIN: Journal of Qualitative and Quantitative Research Vol. 3 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/interdisiplin.v3i3.153

Abstract

This study examined the integration of Artificial Intelligence (AI) and its influence on personalized learning outcomes among secondary school students in Faskari Local Government Area, Katsina State, Nigeria. A quantitative descriptive survey design was adopted, with a sample of 353 students selected through multistage sampling. Data were collected using a validated questionnaire (AIIPLQ) with a reliability index of 0.88. Descriptive statistics and t-tests were used for analysis at a 0.05 level of significance. Findings revealed a significant extent of AI integration in teaching and learning (M = 3.26, p < .05), indicating that AI tools are actively utilized in classrooms. The study further found that AI-based personalized learning significantly improved students’ academic performance, with mean scores increasing from 72.18 to 78.42 (p < .05). However, challenges such as inadequate infrastructure, limited teacher competence, low digital literacy, and ethical concerns were found to significantly hinder effective AI utilization (overall M = 3.99, p < .05). The study concludes that while AI integration enhances personalized learning and academic outcomes, its effectiveness depends on addressing contextual and systemic barriers. It recommends improved infrastructure, teacher training, digital literacy development, and clear ethical policies to maximize the benefits of AI in secondary education.
Influence of School Environment on Effective Teaching of English Language in Katsina State, Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
Beginner: Journal of Teaching and Education Management Vol. 4 No. 1 (2026): Integrative Local wisdom in Teaching and Education Management
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/bgn.v4i1.111

Abstract

The effectiveness of English Language teaching in Nigerian secondary schools is influenced not only by teacher competence but also by the school environment and availability of instructional materials. This study examined the influence of school physical environment and instructional resources on effective English Language instruction in secondary schools in Katsina State, Nigeria. Employing a descriptive correlational research design, the study involved a population of 2,556 English Language teachers across 255 public secondary schools, from which a sample of 333 teachers was selected using the Research Advisors (2006) table. Data were collected through a structured questionnaire and analyzed using descriptive statistics, including mean and standard deviation, and multiple regression analysis to determine the relationships between variables. Findings revealed that the school physical environment, including classroom space, ventilation, lighting, cleanliness, and overall school facilities, significantly enhances teachers’ instructional effectiveness and students’ engagement. Similarly, the availability of instructional materials such as textbooks, charts, audio-visual aids, and up-to-date teaching resources was found to positively influence lesson delivery and interactive teaching. Multiple regression analysis confirmed that both the physical environment (β = 0.412, p = 0.000) and instructional materials (β = 0.389, p = 0.000) significantly predict effective English Language teaching. These findings underscore the critical role of adequate school infrastructure and instructional resources in improving teaching outcomes. The study recommends that policymakers, school administrators, and community stakeholders prioritize the provision and maintenance of conducive learning environments and sufficient instructional materials to enhance the quality of English Language education in Katsina State.
Co-Authors Karima Abdulkarim Sule Muhammad Sule Muhammad