<![CDATA[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.]]>
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