Journal of Innovations

Vol. 4, Issue 3

Comparative Effects of AI-Driven and Conventional Teacher-Centered Instruction on English Achievement in Secondary Schools in Ilorin, Nigeria

AUTHOR(S)

Oyeyemi Jumoke Jekayinfa, Olatunji James Jekayinfa, Amina  Ozohu Aburime, David Sunday Durojaiye, Solomon Gboyega Ojo, and Damilola Ezekiel Ayeni

ABSTRACT

Quality in secondary education can be determined by graduates’ preparedness for the labour market, with English language proficiency being a foundational skill. This study assessed the comparative effects of AI‑driven instruction and conventional teacher‑centered methods on junior secondary school students’ English language achievement in Ilorin South and West Local Government Areas of Kwara State, Nigeria. It also examined the moderating roles of gender, school type (public vs. private), and school location (urban vs. rural). The Theory of Student Agency (Klemencic, 2015) served as the theoretical foundation. Four research questions and four corresponding hypotheses were raised and tested. The researchers used a quasi‑experimental, non‑equivalent control group design. Two hundred (200) Junior Secondary School 2 students were selected through stratified random sampling from four secondary schools (two public, two private) across the two LGAs. The instruments were the English Language Achievement Test (ELAT) and the Teaching Methods Perception Questionnaire (TMPQ). Data were analysed using descriptive statistics, independent t‑tests, and two‑way ANOVA. The study’s findings revealed that students in the AI‑driven group achieved significantly higher English scores (mean = 72.4, SD = 8.5) than those in the conventional group (mean = 61.2, SD = 9.1), t(198) = 9.34, p < .001. Gender moderated the effect (F(1,196) = 5.78, p = .017), with female students benefiting more from AI‑driven instruction than males. School type also moderated the effect (F(1,196) = 6.92, p = .009), with private schools showing larger gains. School location moderated the effect (F(1,196) = 5.12, p = .025), with urban schools showing larger gains. These findings suggest that AI integration in secondary education should be implemented with targeted support for male learners, public schools, and rural schools to ensure equitable learning gains.

DOI

https://doi.org/10.62470/4c265081

CITE THIS ARTICLE 

Jekayinfa, O. J. Jekayinfa, O. J. Aburime, A. O. Durojaiye, D. S. Ojo, S. G. and Ayeni, D. E. (2026). Comparative Effects of AI-Driven and Conventional Teacher-Centered Instruction on English Achievement in Secondary Schools in Ilorin, Nigeria. Journal of Innovations, 4(3), 45-63. https://doi.org/10.62470/4c265081