EFFECT OF ARTIFICIAL INTELLIGENCE ADAPTIVE LEARNING SYSTEM TECHNIQUE ON STUDENTS’ INTEREST AND ACHIEVEMENT IN CIVIC EDUCATION IN JOS-NORTH, PLATEAU STATE

Abstract

The study investigated the effects of Artificial Intelligence (AI) adaptive learning system techniques on students’ interest and achievement in Civic Education in Jos-North, Plateau State, Nigeria. Two objectives and null hypotheses were answered and tested. A quasi-experimental design was employed, specifically a non-randomized pre-test post-test non-equivalent control group design. The population consisted of 1,843 Civic Education students in 22 government Upper Basic Two classes. A sample of 60 students was drawn from two intact classes using purposive sampling, followed by a simple balloting system to assign classes to experimental and control groups. Data were collected using the Civic Education Achievement Test (CEAT) and the Civic Education Interest Scale (CEIS). The reliability of the CEIS was assessed using Cronbach’s alpha (α = 0.71), and the CEAT reliability was determined using the test-retest method (α = 0.82). Data were analyzed using inferential statistics (Analysis of Covariance, ANCOVA) to determine the effects of the intervention. The significance level was set at 0.05, and SPSS version 25 was used for data analysis. Post-test results showed a significant improvement in achievement (F (1,112) = 112.324, p < 0.001) and interest (F (1,112) = 285.984, p < 0.001) in the experimental group compared to the control group. The study concluded that AI adaptive learning system techniques significantly enhanced students’ interest and achievement in Civic Education. It recommended that teachers adopt AI-adaptive instructional techniques to enhance student interest and achievement in Civic Education.