Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Beginner: Journal of Teaching and Education Management Demagogi: Journal of Social Sciences, Economics and Education INTERDISIPLIN: Journal of Qualitative and Quantitative Research Universal Education Journal of Teaching and Learning Comprehensive: Jurnal Ilmu Pendidikan dan Keguruan
Karima Abdulkarim
Katsina State Institute of Technology and Management
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
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.
The Relationship Between Mother-Tongue Instruction and English Language Achievement Among Secondary School Students in Faskari Local Government Area of Katsina State, Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
Universal Education Jurnal Teaching and Learning Vol 3 No 2 (2026): April-June Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i2.142

Abstract

This study investigated the relationship between mother-tongue instruction and English language achievement among secondary school students in Faskari Local Government Area of Katsina State, Nigeria. Guided by Cummins’ Linguistic Interdependence Hypothesis, the study examined how the use of students’ first language influences comprehension, vocabulary development, and classroom participation during English language lessons. A correlational research design was adopted. The population comprised all secondary school students in Faskari LGA, from which a sample of 345 students was selected using stratified random sampling. Data were collected through a structured questionnaire validated by experts and tested for reliability, yielding a Cronbach’s alpha coefficient of 0.88. Descriptive statistics were used to summarize the data, while Pearson Product Moment Correlation was employed to test the hypotheses at a 0.05 level of significance. The findings revealed a strong and significant positive relationship between mother-tongue instruction and students’ comprehension, vocabulary development, and classroom participation. These results indicate that strategic use of the mother tongue enhances students’ understanding, promotes active classroom engagement, and supports English language learning. The study concludes that mother-tongue instruction, when systematically integrated with English teaching, serves as an effective pedagogical strategy for improving English language achievement among secondary school students. It is therefore recommended that educational policymakers and teachers encourage structured bilingual instructional practices to enhance learning outcomes in secondary schools.
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.
Effect of Blended Learning Strategies on English Language Proficiency among Secondary School Students in Faskari Local Government Area, Katsina State Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim
Demagogi: Journal of Social Sciences, Economics and Education Vol. 4 No. 3 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/demagogi.v4i3.197

Abstract

This study examined the effect of blended learning strategies on English language proficiency among secondary school students in Faskari Local Government Area, Katsina State. The research aimed to determine the influence of blended learning on overall English proficiency, its impact on specific language skills reading, writing, speaking, and listening and the differences between students taught using blended learning strategies and those exposed to traditional teaching methods. A descriptive survey research design was adopted, and a sample of 357 students was selected using stratified random sampling to ensure representativeness across schools. Data were collected through a structured questionnaire and a standardized English language proficiency test, validated by experts and pilot-tested for reliability. Descriptive statistics and inferential analyses, including one-sample and independent samples t-tests, were employed to test the hypotheses at a 0.05 significance level. The findings revealed that blended learning strategies significantly improved students’ overall English language proficiency and enhanced performance across all four language skills. Furthermore, students exposed to blended learning outperformed their counterparts taught through traditional methods. The study concludes that blended learning is an effective instructional approach for enhancing English language proficiency in secondary schools. Recommendations include integrating blended learning into the curriculum, providing ICT resources, and training teachers to implement blended strategies effectively.
The Role AI Assisted Reading Tools in Improving Comprehension in North-West Senior Secondary Schools, in Nigeria Nuraddeen Adamu Kanon-Haki; Karima Abdulkarim; Sule Muhammad
Comprehensive: Jurnal Ilmu Pendidikan dan Keguruan Vol. 2 No. 3 (2026)
Publisher : Penerbit Presisi Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65118/comprehensive.v2i3.30

Abstract

This study examined the role of AI-assisted reading tools in improving reading comprehension among senior secondary school students in North-West Nigeria. The study was guided by three objectives, research questions, and hypotheses focusing on the effect of AI tools on reading comprehension, the extent of improvement in understanding academic texts, and the challenges associated with their use. A descriptive survey research design was adopted, involving a sample of 384 students selected through a multistage sampling technique. Data were collected using a structured questionnaire titled “AI-Assisted Reading Tools and Students’ Reading Comprehension Questionnaire,” validated by experts and tested for reliability using Cronbach Alpha, which yielded a coefficient of 0.89, indicating high internal consistency. Data analysis was conducted using descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test and Pearson correlation) at a 0.05 level of significance. Findings revealed that AI-assisted reading tools significantly improve students’ reading comprehension, with students who use such tools performing better than those who do not. The study also established a strong positive relationship between the use of AI-assisted reading tools and students’ understanding of academic texts. Furthermore, it was found that challenges such as poor internet connectivity, high cost of data, limited digital literacy, inadequate access to devices, and distractions significantly hinder effective use of AI tools in learning environments. The study concludes that while AI-assisted reading tools enhance students’ comprehension and academic engagement, their effectiveness is influenced by infrastructural and skill-based limitations. It recommends improved digital infrastructure, teacher training, and affordable access to technology to maximize the benefits of AI in education.
Co-Authors Nuraddeen Adamu Kanon-Haki Nuraddeen Adamu Kanon-Haki Sule Muhammad Sule Muhammad Sule Muhammad