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All Journal COMPETITIVE: Journal of Education INTERDISIPLIN: Journal of Qualitative and Quantitative Research Feelings: Journal of Counseling and Psychology
Sule Muhammad
Department of Educational Foundations Federal University Gusau
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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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.
Relationship between Peace-Building Counselling and Students’ Conflict Resolution Skills among Secondary School Students in Zamfara State, Nigeria Sule Muhammad; Shafaatu Ibrahim Na’ala
Feelings: Journal of Counseling and Psychology Vol. 3 No. 2 (2026)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/feelings.v3i2.76

Abstract

This study examined the relationship between peace-building counselling and students' conflict resolution skills among secondary school students in Zamfara State, Nigeria. Specifically, the study determined the relationship between peace-building counselling and students' communication skills, negotiation skills, and tolerance and cooperation skills for conflict resolution. A correlational research design was adopted. The population comprised 161,772 public secondary school students in Zamfara State, while a sample of 384 students was selected using the Research Advisors (2006) sample size table through a multi-stage sampling procedure. Of the 384 questionnaires administered, 378 were correctly completed and used for data analysis. Data were collected using a researcher-developed instrument titled Peace-Building Counselling and Students' Conflict Resolution Skills Questionnaire (PBCSCRSQ). The instrument was validated by experts in Guidance and Counselling, Educational Psychology, and Measurement and Evaluation, while its reliability was established using Cronbach's Alpha, yielding a coefficient of 0.89. Descriptive statistics comprising mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed significant positive relationships between peace-building counselling and students' communication skills (r = .648, p < .05), negotiation skills (r = .623, p < .05), and tolerance and cooperation skills (r = .681, p < .05). The study concluded that peace-building counselling plays a significant role in enhancing students' conflict resolution skills and promoting peaceful coexistence in secondary schools. It was recommended, among others, that school administrators should strengthen peace-building counselling programmes, while guidance counsellors should organize regular conflict resolution and peer mediation activities to improve students' communication, negotiation, tolerance, and cooperation skills.
Challenges and Opportunities of Integrating Artificial Intelligence in Teaching and Learning in Secondary Schools in Gusau Educational Zone, Zamfara State Rabi’atu Musa Mafara; Sule Muhammad
COMPETITIVE: Journal of Education Vol. 5 No. 3 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i3.242

Abstract

This study examined the challenges and opportunities of integrating Artificial Intelligence in teaching and learning in secondary schools in Gusau Educational Zone, Zamfara State. The study was guided by three research objectives and three hypotheses. A descriptive survey research design was adopted, and a sample of 384 respondents was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire with a reliability coefficient of 0.89, indicating high internal consistency. Pearson Product Moment Correlation and independent samples t-test were used to analyze the data at a 0.05 level of significance. The findings revealed a significant positive relationship between Artificial Intelligence integration and teaching and learning opportunities, indicating that AI enhances instructional delivery and learner engagement. It was also found that there is a significant negative relationship between challenges and effective AI integration, showing that existing barriers reduce the effectiveness of AI in education. Furthermore, a significant difference was observed in the level of AI utilization between teachers and students, with teachers demonstrating higher usage. The study concludes that while Artificial Intelligence has strong potential to improve teaching and learning outcomes, its effectiveness is influenced by infrastructural, technical, and capacity-related challenges. The study recommends improved infrastructure, training, and equitable access to digital tools
Co-Authors Karima Abdulkarim Nuraddeen Adamu Kanon-Haki Rabi’atu Musa Mafara Shafaatu Ibrahim Na’ala