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All Journal INTERDISIPLIN: Journal of Qualitative and Quantitative Research Universal Education Journal of Teaching and Learning
Karima Abdulkarim
Katsina State Institute of Technology and Management
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.
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.
Co-Authors Nuraddeen Adamu Kanon-Haki Nuraddeen Adamu Kanon-Haki Sule Muhammad Sule Muhammad