BY

MUHAMMAD ADAMU ABDULLAHI

PG/23/1618

BEING A PROJECT SUBMITTED TO THE DEPRTMENT OF EDUCATION HUMAN

RECOURCES DEVELOPMENT CENTER (HURDEC), AFFILIATED TO
UNIVERSITY OF MAIDUGURI, IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF POST GRADUATE DIPLOMA IN
EDUCATION.

DECEMBER, 2024
i
THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE NIGERIAN EDUCATION
SYSTEM: A CASE STUDY OF NGURU LOCAL GOVERNMENT AREA OF YOBE
STATE, NIGERIA

BY

MUHAMMAD ADAMU ABDULLAHI

PG/23/1618

BEING A PROJECT SUBMITTED TO THE DEPRTMENT OF EDUCATION HUMAN

RECOURCES DEVELOPMENT CENTER (HURDEC), AFFILIATED TO
UNIVERSITY OF MAIDUGURI, IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF POST GRADUATE DIPLOMA IN
EDUCATION.

DECEMBER, 2024

ii
 DECLARATION

I hereby declare that this work is the product of my research efforts undertaken under the

supervision of Dr. Aliyu Buba Aihong (PhD) and has not been presented anywhere for the award

of a degree or certificate. All sources have been duly acknowledge.

_______________________________________

MUHAMMAD ADAMU ABDULLAHI

PG/23/1618

iii
 APPROVAL PAGE

We certify that this project report entitles “The impact of Artificial intelligence on the Nigerian

education system: A case study of Nguru local government area of Yobe State, Nigeria,” has

been duly presented by Mohammed Kachallah PG/22/1590 of the department of Geography

Faculty of Social Sciences, University of Maiduguri and have been approved by the penal of

examiners

Supervisor Head of Department

Signature: ……………....................... Signature: ……………...............................

Name: ………………………………. Name: …………………............................

Date: ………………………………… Date: ……………………………………..

External Moderator

Signature: …………….......................

Name: ……………………………….

Date: …………………………………

iv
 DEDICATION

This research work is dedicated to almighty Allah for his guidance and support towards the
success of my education and to my respected parents; Adamu Fulani Abdullahi and Khadija
Umar Abdullahi

v
 ACKNOWLEDGEMENT

All praise be to Almighty Allah, the Lord of the universe, peace and blessing be upon him and

his Messenger Prophet Muhammad (S.A.W.). My sincere thanks goes to Allah (SWT) for his

infinite mercies and protection upon me throughout the period of my PGDE programme.

I would like to express an utmost gratitude to my respective supervisor Dr. Aliyu Buba Aihong

(PhD) who supervised and devoted his time without tirelessness whenever the research work

was submitted for his corrections and always makes recommendations where necessary.

My sincere gratitude also goes to my Brothers and Sisters (Auwal, Umar, Zara’u and Maryam)

for their support, advices and prayers in the corrections and recommendations before submission

to the supervisor.

I also thank my colleagues and other friends who have in one way or the other contributed to the

success of this work. They include Alhassan Habibu, Hamisu Rabiu, Fatima Halilu and

Abdulrazaq Yusuf Dachia. I will also like to thank my project typist Abdullahi Yusuf Ibrahim

Wuyo for his efforts and dedication regarding my project work. Your efforts and commitment to

ensure the success and completion of this work is highly recognizable. Thank you.

Finally, I thank all my colleagues, course mates, friends and family members whom I have not

mentioned for all the support and prayers offered to me during this programme and even before.

May Almighty Allah rewards you all for these gestures shown to me, Amin thumma Amin!

vi
 ABSTRACT
The integration of Artificial Intelligence (AI) into education has the potential to revolutionize
teaching and learning processes, especially in developing countries like Nigeria. This study
examines the impact of AI on the Nigerian education system, focusing on Nguru Local
Government Area of Yobe State as a case study. It explores the adoption, benefits, and
challenges of AI-driven tools and technologies in enhancing educational outcomes in the region.
Through a mixed-methods approach involving surveys, interviews, and data analysis, the
research highlights how AI applications, such as adaptive learning platforms, virtual
classrooms, and automated grading systems, are transforming the learning experience.
However, it also identifies critical challenges, including inadequate infrastructure, lack of
digital literacy, and socio-economic disparities, which hinder the full realization of AI's
potential. This study underscores the need for strategic investment in technology infrastructure,
teacher training, and policy frameworks to harness AI's benefits in addressing educational
inequalities and improving learning outcomes. The findings provide valuable insights for
policymakers, educators, and stakeholders aiming to bridge the digital divide and foster an
inclusive, technology-driven education system in Nigeria. Furthermore, the study emphasizes the
unique socio-cultural and economic factors influencing the integration of AI in education within
Nguru Local Government Area, including language diversity, resource limitations, and
community attitudes toward technology. It also examines the potential of AI to address specific
challenges in the region, such as student-teacher ratios, limited access to quality teaching
materials, and difficulties in tracking and evaluating student progress. By analyzing case-
specific data, this research contributes to a broader understanding of how AI can be tailored to
meet the needs of underserved communities while ensuring equity and inclusivity. The findings
advocate for a multi-stakeholder approach, involving government bodies, private sector players,
and local communities, to drive AI implementation effectively. The study concludes with
practical recommendations for scaling AI adoption in the Nigerian education sector, ensuring it
becomes a tool for empowerment and sustainable development in line with global educational
standards.

vii
 TABLE OF CONTENTS

Title Page i
Declaration page ii
Approval Page iii
Dedication iv
Acknowledgement v
Abstract vi
Tables of Contents vii

CHAPTER ONE

1.0 Introduction................................................................................................................................1

1.1 Background of the study............................................................................................................2

1.2 Statement of the problem...........................................................................................................4

1.3 Objectives of the study...............................................................................................................5

1.4 Significance of the study............................................................................................................5

1.5 Research questions.....................................................................................................................7

1.6 Research hypothesis...................................................................................................................7

1.7 Limitation of the study...............................................................................................................8

1.8 Operation definition of terms.....................................................................................................8

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction................................................................................................................................9

2.1 An overview of AI and its Applications on Education..............................................................9

2.2 Current Applications of Artificial Intelligence on Education....................................................9

2.2.1 Adaptive learning system........................................................................................................9

2.2.2 Intelligent tutoring system.....................................................................................................10

viii
2.2.3 Smart content.........................................................................................................................11

2.2.4 Learning analytics.................................................................................................................12

2.2.5 Chatbots.................................................................................................................................12

2.2.6 Meaning and types of Artificial Intelligence.........................................................................13

2.2.7 Types of artificial intelligence (A.I.).....................................................................................15

2.2.7.1 Artificial Narrow Intelligence (ANI) or weak A.I.:...........................................................15

2.2.7.2 Artificial General Intelligence (AGI) or strong AI:...........................................................15

2.2.7.3 Artificial Super Intelligence (ASI):....................................................................................16

2.2.7.4 Positive Impacts of Artificial Intelligence on Education...................................................17

2.2.8 Negative impact of Artificial Intelligence on Education......................................................19

2.3 Related Theories.......................................................................................................................21

2.3.1 Technological Determinism Theory:....................................................................................21

2.3.2 Social Constructivist Theory:................................................................................................21

2.3.3 Digital Divide Theory:..........................................................................................................21

2.3.4 Human Augmentation Theory:..............................................................................................22

2.3.5 Machine Learning Theory:....................................................................................................22

2.3.6 Ethical implications of Artificial Intelligence Theory:.........................................................22

2.4 Challenges of Artificial Intelligence in the Educational System.............................................23

2.4.1 Job Displacement..................................................................................................................23

2.4.2 Bias and Discrimination........................................................................................................23

2.4.3 Data privacy and security concerns.......................................................................................24

2.4.4 Lack of human interaction.....................................................................................................24

2.4.5 Digital divide and accessibility issues...................................................................................24

2.4.6 Ethical implications...............................................................................................................25

2.4.7 Dependency on AI and reduced critical thinking skills........................................................25

2.5 The way forward......................................................................................................................25

ix
2.5.1 Promoting ethical standards and regulations.........................................................................25

2.5.2 Ensuring data privacy and security.......................................................................................26

2.5.3. Training educators and students on ai use............................................................................26

2.5.4. Mitigating bias in ai systems................................................................................................26

2.5.5. Combining ai with human interaction..................................................................................26

2.5.6 Addressing the digital divide.................................................................................................27

2.5.7 Fostering critical thinking and digital literacy......................................................................27

2.5.8 Research and Development in Educational AI.....................................................................27

2.6 Summary..................................................................................................................................28

CHAPTER THREE: METHODOLOGY

3.0 Introduction..............................................................................................................................29

3.1 Research method......................................................................................................................29

3.2 Research design........................................................................................................................29

3.3 Area of the study......................................................................................................................31

3.4 Population of the study.............................................................................................................31

3.4 Sampling technique..................................................................................................................31

3.5 Data collection method.............................................................................................................32

3.6 Procedures for data collection..................................................................................................32

3.7 Data analysis method...............................................................................................................32

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION OF

RESULTS

4.0 Introduction..............................................................................................................................33

4.1 Presentation of result:...............................................................................................................33

table 2: gender distribution of the respondents..........................................................................33

table 3: distribution of respondents based on institution...........................................................33

table 4: distribution of respondents based on level....................................................................34

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4.2 Analysis Of Research Questions..............................................................................................34

4.3 Discussion of major findings....................................................................................................37

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction..............................................................................................................................39

5.1 Summary..................................................................................................................................39

5.2 Conclusion................................................................................................................................40

5.3 Recommendations....................................................................................................................40

5.4 Suggestion for further findings................................................................................................41

References......................................................................................................................................42

Appendix B (Questionnaire)..........................................................................................................44

xi
 CHAPTER ONE
1.0 INTRODUCTION
Artificial Intelligence (A.I.) has become a buzzword in the educational industry. The technology

has promising potential to revolutionize many aspects of the education system, including student

engagement, teaching efficiency, and personalization. However, (A.I.) also poses some threats

such as the potential loss of human connection in education, job displacement for educators, and

overdependence on technology. This research proposal aims to study the impact of (A.I.) on the

Nigerian education system and determine its positive and negative impacts. Impact of Artificial

Intelligence (A.I.) on the Nigerian education system has been a subject of interest for many

stakeholders in recent times. To address the need for a comprehensive understanding of the

potential effects of (A.I.) on the Nigerian education system, this study aims to provide a forecast

of the impact of (A.I.) on Nigerian education through a comparative analysis of the positive and

negative impacts of (A.I.) in education. The research will begin by analyzing the current state of

AI integration in Nigerian education, considering the use of AI in teaching and learning,

assessment, and administration. It will then proceed to review literature on the positive and

negative impacts of (A.I.) in education, focusing on global trends, similar regional settings, and

the unique context of the Nigerian education system.

The study will highlight the potential positive impacts of (A.I.) on Nigeria's education system,

such as personalized learning experiences, increased student engagement, more efficient

administrative processes, and improved educational outcomes. Similarly, the research will

consider the negative impacts of (A.I.) on the Nigerian education system, such as job loss

resulting from automation, privacy concerns, overreliance on technology, and potential biases in

the (A.I.) algorithms.

1
Furthermore, the study will provide recommendations based on the findings, aimed at

maximizing the positive impacts of (A.I.) on the Nigerian education system, decreasing the

negative impacts, and ensuring a more sustainable and equitable education system.

Overall, the results of this research will be significant, as they will enable policymakers,

educators, and other stakeholders to make informed decisions regarding the integration of (A.I.)

in Nigerian education, leading to a more efficient, effective, and equitable education system.

1.1 BACKGROUND OF THE STUDY

Artificial Intelligence (A.I.) is an ever-evolving technology that has increasingly permeated

various industries across the world. Recent reports from prominent tech organizations, including

the World Economic Forum and McKinsey & Company, highlight AI's rapid advancements and

its profound impact across sectors (World Economic Forum, 2023). The application of Artificial

Intelligence in education has been significant in enhancing learning scenarios, revolutionizing

traditional teaching methods, and personalizing the educational experience for students

(UNESCO, 2021). In Nigeria, the integration of Artificial Intelligence (A.I.) in education is

gaining traction as the government and education stakeholders aim to leverage technology to

enhance the country’s education sector. Governmental and educational technology documents,

such as Nigeria's National Policy on Information and Communication Technology (ICT), outline

the country's objectives to incorporate AI for educational improvements (Nigerian Ministry of

Education, 2022). Nigeria, the most populous African country with over 208 million people, has

one of the largest education systems in Africa, with total enrollment exceeding 36 million

students. Despite the significant progress made in the sector, Nigeria's education system still

faces numerous challenges, including poor infrastructure, inadequate funding, teacher shortages,

and limited technological resources (World Bank, 2022).

2
Artificial Intelligence has the potential to address some of these challenges in Nigeria's education

sector. Studies from institutions like Stanford University and UNESCO demonstrate that AI-

powered systems can provide students with personalized learning experiences that adapt to their

unique needs and learning styles (Stanford University, 2022). By analyzing each student's

individual learning capabilities and preferences, AI can offer adaptive learning solutions that

adjust to students' pace. Additionally, the use of virtual assistants in education has shown

promise; AI-driven virtual assistants can respond to student queries instantly, provide real-time

feedback on assignments, grade quizzes automatically, and answer questions without needing a

human teacher (EdTech Magazine, 2023). These tools are not only beneficial for enhancing

personalized support but also for tracking student progress and giving personalized

recommendations based on performance. Furthermore, AI technology can revolutionize the

evaluation and assessment of students in Nigeria’s education system. Currently, evaluations and

grading rely largely on traditional paper-and-pen methods. AI-based assessment systems,

however, can analyze student skills and knowledge with higher accuracy, ensuring effective

feedback (McKinsey Global Institute, 2023).

Despite the numerous benefits of Artificial Intelligence in education, Nigeria’s education

stakeholders must address several challenges that hinder AI adoption. The barriers impeding AI

integration in Nigeria’s education system include a lack of proper infrastructure, inadequate

funding, limited skilled personnel, and a general lack of awareness among educators (African

Development Bank, 2021). Reports from organizations like the African Development Bank and

the World Bank emphasize the need for investments to bridge these gaps, particularly in

technology infrastructure and capacity-building (World Bank, 2022). To address these

challenges, the Nigerian government must prioritize allocating sufficient resources to strengthen
3
the educational technology framework. The Nigerian National Information Technology

Development Agency (NITDA) has also highlighted the importance of training educators to

acquire necessary skills for effective AI integration (NITDA, 2022). Additionally, there must be

greater awareness about the benefits of Artificial Intelligence in education to encourage its

adoption across the country.

In conclusion, Artificial Intelligence in education holds transformative potential for Nigeria’s

education system. The integration of AI into the education sector could create a more

personalized and innovative learning environment, enhance students’ knowledge and skills, and

improve the accuracy of performance assessments (OECD, 2023). To fully harness the benefits

of Artificial Intelligence in Nigeria’s education sector, the government and stakeholders must

address the existing challenges appropriately. Ensuring infrastructure development, funding, and

educator training will be critical to achieving a future where AI can support a more inclusive and

effective educational system.

1.2 STATEMENT OF THE PROBLEM

Artificial Intelligence has become an increasingly popular topic in recent years due to its

potential for transforming various sectors, including education. In Nigeria, there is limited

research on the impact of (A.I.) on the education system, which poses challenges for predicting

and preparing for potential positive and negative impacts of Artificial intelligence in the future.

Therefore, the problem of this research is to determine the potential impact of Artificial

intelligence (A.I.) on the Nigerian education system while comparing the positive and negative

impacts.

4
1.3 OBJECTIVES OF THE STUDY
1. To explore the current state of Artificial intelligence (A.I.) in education globally and

in Nigeria specifically.

2. To identify the potential positive impacts of Artificial intelligence (A.I.) on the

Nigerian education system, such as improved student engagement and personalized

learning.

3. To examine the potential negative impacts of Artificial intelligence (A.I.) on the

Nigerian education system, such as job displacement and decreased social

interaction.

4. To forecast the future impact of Artificial intelligence (A.I.) on the Nigerian

education system and suggest strategies for mitigating negative impacts and

maximizing positive impacts.

5. To compare and contrast the impact of Artificial intelligence (A.I.) on the education

system of Nigeria with other countries that have implemented AI in their education

system.

1.4 SIGNIFICANCE OF THE STUDY

In a study aimed at determining the impact of artificial intelligence (AI) on the Nigerian

education system, the following bodies play critical roles in shaping and assessing the outcomes

of such an analysis.

1. Institutions

5
Institutions, such as universities and government agencies, are key stakeholders in education.

Their importance lies in their ability to implement AI-driven solutions, foster collaboration, and

establish a framework for integrating AI technologies. Institutions can also evaluate the success

and challenges associated with AI in education, ensuring sustainable development.

2. Educational Policies

Educational policies provide the guidelines and frameworks for adopting and integrating AI into

the education system. These policies determine funding, curriculum design, teacher training, and

ethical considerations. A comparative analysis must assess how policies enable or hinder the

positive impacts of AI while addressing potential negative consequences, such as inequality or

data privacy concerns.

3. Research Institutions

Research institutions are essential for conducting in-depth studies on the integration of AI in

education. They develop innovative AI tools, assess their efficacy, and analyze their impact on

teaching, learning, and administration. These institutions also generate evidence-based

recommendations that inform policies and practices.

4. School Institutions

Schools are the primary environments where the impact of AI on education is directly observed.

They serve as test beds for AI applications, such as personalized learning systems, automated

grading, and administrative tools. Understanding how schools adapt to AI technologies provides

valuable insights into its practical benefits and challenges.

5. Administration

6
Administrators manage the operational aspects of education and play a pivotal role in

implementing AI solutions. They ensure the smooth integration of AI tools for resource

management, decision-making, and communication. Administrators also address issues such as

teacher training, resistance to change, and the equitable distribution of AI resources.

6. Students

Students are the ultimate beneficiaries of AI in education. Their engagement, performance, and

overall experience reflect the success of AI adoption. A comparative analysis would explore how

AI enhances learning outcomes, accessibility, and motivation, as well as potential downsides,

such as over-reliance on technology or reduced human interaction.

Each of these bodies contributes uniquely to understanding and optimizing the role of AI in

Nigeria’s education system. Their interplay is crucial for maximizing positive impacts and

mitigating negative ones.

1.5 RESEARCH QUESTIONS

1. What are the perceived positive impacts of Artificial intelligence (A.I.) in the

Nigerian education system?

2. How can Artificial intelligence (A.I.) be utilized to augment the current educational

system in Nigeria?

3. What ethical concerns arise when implementing Artificial intelligence (A.I.) in

education, and how can they be addressed?

1.6 RESEARCH HYPOTHESIS

1. The integration of Artificial Intelligence (AI) into the Nigerian education system has

the potential to significantly transform the way education is delivered.

7
 2. This transformation has the potential to positively impact access, quality, and

efficiency of education in Nigeria.

3. In order to fully realize the benefits of AI in education, policymakers and educators

must proactively identify, mitigate, and address potential risks and challenges

associated with its implementation.

1.7 LIMITATION OF THE STUDY

This study will highlight the potential positive and negative impacts of artificial intelligence on

Nigerian Education system. Data are gathered from Four (4) colleges of Education in Yobe state.

Eighty (80) questionnaires were distributed and seventy (70) were used the remaining 10 are

invalid. The research took seven months before completion.

1.8 OPERATION DEFINITION OF TERMS

1. AI: Artificial Intelligence. – Wikipedia(2022)

2. Intelligent Tutoring Systems (ITS): Are computer-based systems that use artificial

intelligence and machine learning to provide personalized instruction to students. –

Encyclopedia(2022)

3. Artificial Narrow Intelligence (ANI) or Weak AI: ANI is designed to perform specific

tasks and can solve problems only within a narrow scope. - Oxford Dictionary(10th

edition)

4. Artificial General Intelligence (AGI) or Strong A.I.: AGI is designed to perform

intellectual tasks at a human level or above, including reasoning, learning, problem-

solving, and decision-making across different domains. Oxford Dictionary(10th edition)

8
5. Artificial Super Intelligence (ASI): ASI is the hypothetical level of AI that surpasses

human-level intelligence and has the ability to improve itself on its own. –

Wikipedia(2022)

9
CHAPTER TWO
LITERATURE REVIEW
2.0 INTRODUCTION
2.1 AN OVERVIEW OF AI AND ITS APPLICATIONS ON EDUCATION
Artificial Intelligence (A.I.) refers to the ability of machines to simulate human intelligence,

including learning, problem-solving, reasoning, and logical thinking (Russell & Norvig, 2021).

In the education sector, Artificial intelligence is increasingly being used to automate routine

tasks, deliver personalized learning experiences, and optimize resource allocation (Zawacki-

Richer et al., 2019). Artificial Intelligence (A.I.) in education refers to the use of software tools

and machine learning algorithms to deliver customized educational content and learning

experiences (Holmes et al., 2019). Artificial intelligence can help enhance student learning and

engagement, streamline administrative tasks, and facilitate data-driven decision-making (Luckin,

2017).

2.2 CURRENT APPLICATIONS OF ARTIFICIAL INTELLIGENCE ON EDUCATION

2.2.1 Adaptive Learning System
Adaptive learning systems are computer-based systems that use data and algorithms to

personalize the learning experience for each individual student. These systems use artificial

intelligence (A.I.) algorithms to analyze the data collected on students and adjust their learning

paths based on their performance (Siemens, 2018). The goal of adaptive learning systems is to

create an optimized learning experience for every student, allowing them to progress at their

own pace and address their individual learning needs. One of the main advantages of adaptive

learning systems is their ability to provide continuous feedback and adjust the learning

experience in real-time. As stated by George Siemens, an educational theorist and researcher,

"Adaptive learning allows learners to move beyond the timescale of a course to access the level

10
of instruction that meets their current needs, in real-time." This means that students are not

restricted by the pace of the course or the level of instruction, but rather can progress at their

own rate and focus on the areas that require more attention.

Moreover, adaptive learning systems have the potential to revolutionize education as they can

personalize learning on a massive scale. According to the American Institutes for Research,

"machine learning algorithms can identify the specific knowledge gaps and misconceptions of

each student and provide hyper personalized learning experiences that address their unique

needs," which can lead to better learning outcomes for all students.

In conclusion, adaptive learning systems powered by Artificial intelligence offer a unique

opportunity to personalize education for all students and provide a better learning experience.

With continuous feedback and real-time adjustments, these systems have the potential to

revolutionize education by providing hyper personalized learning experiences.

2.2.2 Intelligent Tutoring System

Intelligent Tutoring Systems (ITS) are computer-based systems that use artificial intelligence and

machine learning to provide personalized instruction to students (Greer, 2020). These systems are

designed to analyze students' individual learning abilities, strengths, and weaknesses in real-time,

and adapt their instruction accordingly. According to Greer (2020), a leading researcher in the

field of Intelligent Tutoring Systems, "Intelligent tutoring systems have the potential to

revolutionize the field of education by providing personalized instruction, immediate feedback,

and the opportunity for learners to move at their own pace." One of the main benefits of ITS is

their ability to provide personalized instruction to each individual student. These systems can

analyze students' learning patterns and adjust the pace, content, and approach of instruction to

suit their specific needs. As a result, students are able to learn at their own pace and focus on
11
areas that require more attention, which can improve their learning outcomes and overall

academic performance. Additionally, ITS can provide immediate feedback to students, enabling

them to identify and correct mistakes as they occur. By receiving immediate feedback, students

can adjust their approach to learning and rectify any misunderstandings they may have, leading to

a deeper understanding of the material.

In conclusion, Intelligent Tutoring Systems offer a unique opportunity to personalize instruction

and offer immediate feedback that cater to the specific needs of each student in real-time. By

providing an adaptive learning experience, ITS offer a significant potential to improve learning

outcomes and enhance the capabilities of students (Anderson et al., 2018).

2.2.3 Smart Content

Smart content is a type of digital content that utilizes artificial intelligence and machine learning

algorithms to deliver a more personalized and engaging user experience. It is content that can

adapt and change based on user behavior, preferences, and context. Smart content is created by

automatically combining data from various sources such as user profiles, browsing history,

search queries, and social media activity. This allows businesses to deliver a personalized

experience to users that is tailored to their specific interests and needs. For example, a news

website can leverage smart content to provide users with custom news feeds that are curated

based on their reading history and preferences. Similarly, an ecommerce platform can show

users personalized product recommendations based on their browsing history and purchase

behavior. Smart content also enables businesses to optimize their content for search engines by

leveraging AI-powered tools that can analyze user behavior and suggest keywords and phrases

based on popular search queries (McKeown, 2022).

12
In conclusion, smart content is a powerful tool us d to deliver personalized and engaging user

experiences. By leveraging AI and machine learning, businesses can create dynamic and

adaptive content that is tailored to each user, ultimately leading to better engagement,

conversions, and customer satisfaction.

2.2.4 Learning Analytics

Learning analytics is the measurement, collection, analysis, and reporting of data about learners

and their contexts, for purposes of understanding and optimizing learning and the environments

in which learning takes place. With the use of sophisticated algorithms and machine learning

models, learning analytics help educators and institutions to gain insights into student behavior,

progress, engagement, and performance. They can also track the effectiveness of teaching

methods, resources, and curricular.

"Learning analytics is the use of data traceable to learners in order to better understand the

learning process and optimize learning outcomes," said Dragan Gasevic, a researcher in

Learning Analytics at Monash University (Gasevic, 2021).

2.2.5 Chatbots
Chatbots are computer programs that simulate human conversations and interactions using

natural language processing (NLP) and machine learning algorithms. They are commonly used in

customer service, e-commerce, and other business applications to automate common queries and

streamline user experiences. Chatbots provide a convenient and personalized approach to

communication, enabling brands to engage with their customers at any time, across multiple

channels.

"Chatbots will be the next wave of digital transformation in business, as they enable companies

to provide 24/7, personalized customer service at scale while freeing up human agents for more
13
complex tasks," said Vijay Raju, Founder of ChatGen.ai (Raju, 2022). Similarly, David G rzof,

President of BIGfish Communications, noted,

"Chatbots are not just a customer service tool, they are a means of establishing a relationship

with customers and providing them with a quality experience, improving brand loyalty and

ultimately driving revenue" (Gerzof, 2021)

2.2.6 Meaning and Types of Artificial Intelligence

"Artificial intelligence (A.I.) refers to the simulation of human intelligence in machines that are

programmed to think and act like humans. The intelligence that machines exhibit is an artificial

form of intelligence, as opposed to natural intelligence displayed by humans and other animals"

(Techopedia, 2023). According to Stanford University "Artificial intelligence refers to the ability

of machines to perform tasks that normally require human intelligence, such as visual

perception, speech recognition, decision-making, and language translation." (Stanford

University, 2022). Forbes defines AI as encompasses machine learning, deep learning, natural

language processing, robotics, cognitive computing, and many other technologies that enable

machines to learn and reason from experience, make decisions based on data, and interact with

humans in a more naturally. (Forbes, 2022). "AI can be thought of as a set of algorithms and

statistical models that enable machines to learn from data, recognize patterns, and make

predictions or decisions based on what they have learned" (IBM, 2021).

"AI involves the use of software and algorithms to replicate human decisionmaking processes,

such as recognizing images or detecting objects, and to improve those processes over time

through machine learning."

14
"AI is a system that can perceive its environment, reason, learn, and take actions that achieve

specific goals" (Forbes, 2021). "Artificial intelligence involves the development of

computational models that can simulate human cognitive abilities, such as perception, reasoning,

and decision-making" (IBM, 2021). "A.I. involves the creation of autonomous agents that can

perceive, reason, and ac in dynamic and uncertain environments" (IEEE, 2020). "Artificial

intelligence involves the development of software algorithms that can process large amounts of

data to identify patterns and relationships, and to make predictions and decisions based on that

analysis" (Techopedia, 2023). "Artificial intelligence refers to the study and development of

intelligent agents, which are software systems that can carry out tasks that typically require

human-level intelligence, including perception, reasoning, learning, and decision-making"

(Wikipedia, 2022). "Artificial intelligence involves the use of machine learning algorithms to

enable computers to learn from data and make predictions or decisions based on that l earning"

(Forbes, 2021). "Artificial intelligence is the field of computer science focused on creating

machines that can perform tasks that typically require human-like intelligence, such as visual

perception, speech recognition, decision-making, and natural language understanding"

(NVIDIA, 2020). "Artificial intelligence involves the development of algorithms that can

analyze and interpret sensory data, such as images, sound, and text, to enable machines to

understand and interact with the world in a more human-like way" (MIT Technology Review,

2019).

"Artificial intelligence is the attempt to build machines that can perform complex tasks that

normally require human intelligence, such as perception, reasoning, learning, and decision-

making." (Stanford University, 2022).

15
"Artificial intelligence refers to the use of computer systems to perform tasks that would

normally require human intelligence, such as recognizing speech, understanding natural

language, and making decisions based on complex data."

2.2.7 Types of Artificial Intelligence (A.I.)

2.2.7.1 Artificial Narrow Intelligence (ANI) or Weak A.I.:
ANI is designed to perform specific tasks and can solve problems only within a narrow scope. It

is usually created to perform tasks that are repetitive and mundane. Artificial Narrow

Intelligence, also known as Weak AI, is designed to perform specific asks and can solve

problems only within a narrow scope. ANIs are not created to mimic human intelligence, but to

perform tasks that are repetitive and mundane. ANIs are programmed to operate in a predefined

set of rules and constraints, and their performance is optimized for their specific task. As

explained by Alan Turing, the father of AI: "We may hope that machines will eventually

compete with men in all purely intellectual fields. But I believe that this will only happen if the

machines can be given the power to learn from experience just as the human brain does." ANI

examples include Siri, Alexa and chatbots, which are designed to perform specific tasks such as

answering questions, booking appointments, and providing recommendations. These systems are

only capable of performing the tasks for which they were programmed, and cannot learn or

improve beyond their initial capabilities. ANIs are essential components of modern-day

technology, providing benefits in healthcare, finance, education, and more (Turing, 1950).

2.2.7.2 Artificial General Intelligence (AGI) or Strong AI:

AGI is designed to perform intellectual tasks at a human level or above, including reasoning,

learning, problem-solving, and decision-making across different domains. AGI has not yet been

achieved, but it is the ultimate goal of AI research. , is designed to mimic human intelligence and

can perform any intellectual task that a human being can. AGI systems are capable of reasoning,

16
learning, and problem-solving beyond the confines of a specific task or domain. AGI systems

have the ability to adapt to new situations, acquire new knowledge, and improve their

performance over time. As explained by Nick Bostrom, a prominent AI researcher: "Artificial

intelligence is the study of how to build intelligent agents. An intelligent agent is a system that

perceives its environment and takes actions which maximize its chances of success. AGI is the

ultimate goal of AI research as it will have the potential to revolutionize numerous fields such as

healthcare, transportation, and education. However, the development of AGI comes with

potential risks a d ethical considerations, as AGI could have a significant impact on society and

the economy. The development of AGI requires significant advancements in various areas such

as machine learning, natural language processing, and robotics (Bostrom, 2014).

2.2.7.3 Artificial Super Intelligence (ASI):

ASI is the hypothetical level of Artificial intelligence that surpasses human-level intelligence and

has the ability to improve itself on its own. It could potentially lead to exponential and rapid

development in technology. ASI is still a long way from being achieved, but it has been explored

in science fiction literature and films. ASI would have the ability to improve and enhance itself

at an unprecedented rate, leading to an exponential explosion in its intelligence. Experts such as

Nick Bostrom have warned about the potential risks of ASI, stating: "The usual response to

optimistic conjectures about ASI is to ask why we should care, given how remote the prospect is.

But this is to neglect the fact that the possible upsides are so huge that, even if there is only a

small probability of realizing them, the expected value would still be astronomical."

The development of ASI could have enormous benefits, including solving many of the world's

complex problems such as climate change and disease. However, the potential risks associated

with the creation of an ASI cannot be ignored, including the possibility of the ASI becoming

17
uncontrollable and endangering humanity. It is crucial to consider the larger implications of ASI

and address ethical concerns before developing an artificially super-intelligent system.

2.2.7.4 Positive impacts of Artificial intelligence on Education

Artificial Intelligence (AI) has the potential to revolutionize education and to offer

unprecedented opportunities for students and teachers. Here are some of the positive impacts of

AI on education with supporting quotations.

1. Personalized learning: "Artificial intelligence can help personalize learning, providing

tailored instruction to each student's individual needs, interests, and abilities. Machine

learning can analyze massive data sets to identify patterns and make adaptive

recommendations for learners" (Altman, 2019).

2. Instant feedback: "Artificial intelligence -based assessments will give real-time feedback

to the student and teacher. This feedback will be more precise, more accurate, and

instantaneous, thereby improving the learning process" (Shah, 2020).

3. Increased efficiency: “Artificial intelligence can help in automating repetitive and

mundane tasks, liberating teachers to spend more time on interactive and engaging activities

with their students. This will increase the efficiency of teachers and lead to better

educational outcomes."

4. Accessibility: "Artificial intelligence -powered technologies can help to make education

more accessible to people with disabilities. For example, speech recognition technology can

assist those with hearing or speaking difficulties to interact with digital learning materials"

(Keren Caple, 2019).

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5. Cost-effective: "Artificial intelligence is capable of delivering personalized learning

experiences at scale, without the need for additional human resources. This will make

education more cost-effective, and more accessible to a wider range of students" (Jim

Wilson, 2021).

6. Improved retention: "By using Artificial Intelligence, students can receive the content

they need in the way and at a time that suits them and this could help to make learning more

engaging and effective. As a result, this could lead to increased retention and recall of

information by students" (David Lamb, 2019).

7. Empowering teachers: "Artificial intelligence can provide teachers with valuable insights

into how effective their teaching strategies are, helping them to personalize their teaching

plans and to see where their students require more help. This will make teachers more

effective and empowered in their role" (Joe Enhanced, 2022). Student engagement: “AI-

drive duc tion technologies can be used to create more engaging and interactive learning

experiences, such as gamification and simulations. This can lead to increased student

engagement and motivation, which in turn can improve learning outcomes” (Yann LeCun,

2020).

8. Customized learning: “Artificial Intelligence algorithms can help identify individual

student needs and learning styles, allowing for customized learning experiences that cater to

each student's unique abilities and preferences. This can improve student learning outcomes

and help ensure that no student falls behind” (Manoj Saxena, 2022).

9. Predictive analytics: “Artificial Intelligence -based predictive analytics can be used to

identify areas where students are struggling and provide targeted interventions to address
19
 these gaps in learning. This can help to prevent students from falling behind and ensure that

they have the skills and knowledge needed to succeed” (Rose Luckin, 2020).

10. Expanded opportunities: “Artificial Intelligence -based education technologies can offer

expanded opportunities for students in remote or underserved areas who may not have

access to high-quality learning resources and teachers. This can help to bridge the digital

divide and ensure that all students have access to high-quality education” (Fei-Fei Li, 2019).

11. Better decision-making: “Artificial Intelligence -based tools and analytics can help school

administrators and policymakers make better-informed decisions based on data and

evidence. This can help to improve educational outcomes and ensure that resources are used

effectively” (Arne Duncan, 2020).

12. Lifelong learning: “Artificial Intelligence can be used to create personalized, lifelong

learning pathways for individuals, allowing them to continue learning and acquiring new

skills throughout their lives. This can help to prepare individuals for the demands of a

rapidly changing job market a d ensure that they are equipped with the skills needed to

succeed” (Andra Keay, 2021).

2.2.8 Negative impact of Artificial intelligence on Education

2.2.8.1 Job displacement: As Artificial Intelligence and automation technologies continue to

advance, some traditional education roles, such as teacher and tutor, could be replaced by

technology, potentially leading to job losses in the education sector.

2.2.8.2 Bias and discrimination: Artificial Intelligence algorithms are only as unbiased as the

data they are trained on. If the data used to train Artificial Intelligence systems contains bias, this

20
could lead to discriminatory outcomes in education, such as unequal access to learning

resources.

2.2.8.3 Data privacy concerns: Artificial Intelligence systems collect and process vast amounts

of sensitive data about students, including personal information, learning progress, and behavior

patterns. If this data is not properly protected, it could be vulnerable to breaches, hacking, or

misuse, raising significant privacy concerns.

2.2.8.4 Ethical concerns: As Artificial intelligence systems become more advanced, they could

potentially take over decision-making processes that should be carried out by humans, raising

ethical concerns about the role of technology in education and society as a whole.

2.2.8.5 Lack of human interaction: While Artificial intelligence can provide personalized

learning experiences, it cannot replace the value of human interaction in the education process. If

reliance on AI technology grows too great, it could potentially lead to a lack of personal

connection and empathy in the classroom.

2.2.8.6 "The greatest danger of Artificial intelligence is not that it will think like a human and

then autonomously decide to destroy us. The greatest danger is that we will use Artificial

intelligence to infer human thinking and then use that as a justification to spread prejudice,

reinforce bias, a d target the weakest among us" (O'Neil, 2017).

2.2.8.7 "The promise of Artificial intelligence in education is that it can personalize instruction

and free teachers to do what they do best – build relationships with students. The peril is that a

narrow focus on making education more efficient can lead to an impoverished vision of what

education should be" (Cator, 2018).

21
2.2.8.8 "The problem is that some people are intimidated by technology and they kind of push

back against it, but others are just so excited about the potential for advancing human life

through Artificial intelligence. There needs to be a balance between those two things" (Li, 2023).

2.2.8.9 "The way Artificial intelligence is currently being used in classrooms intensifies the

racial biases that are already present in classrooms, relying on data that is not only a common

mischaracterization of a student’s abilities, but is also discriminatory" (Ogbu, 2022).

2.3 RELATED THEORIES

2.3.1 Technological determinism theory:
This theory suggests that technology has a deterministic impact on society. The adoption of

Artificial intelligence is likely to have significant ramifications concerning the Nigerian

education system. According to McLuhan (1964), technology shapes society's values, attitudes,

and behavior. He argues that technological advancements drive social change and influence the

way people perceive and interact with the world. The impact of Artificial intelligence on the

Nigerian education system is likely to be shaped by societal values and attitudes towards

technology.

2.3.2 Social constructivist theory:

This theory emphasizes the role of education in fostering social development and cultural

transformation. Technology, like Artificial intelligence, is not a neutral tool but is shaped by

social and cultural factors. According to Vygotsky (1978), learning is a social process that

occurs through interaction with the environment and others. In the context of Artificial

intelligence, social and cultural factors will play a critical role in determining the impact of

Artificial intelligence on the Nigerian education system.

22
2.3.3 Digital divide theory:
This theory posits that technological progress creates inequalities in society. The digital divide

between those who have access to technology and those who do not is likely to widen with

Artificial intelligence adoption. According to Warschauer (2003), the digital divide is a function

of social, economic, and political factors. As such, the impact of Artificial intelligence on the

Nigerian education system may not benefit all students equally due to disparities in access to

technology and digital literacy.

2.3.4 Human augmentation theory:

This theory emphasizes the potential for Artificial intelligence to enhance human cognitive

abilities and improve learning outcomes. AI can assist teachers in the delivery of personalized

learning experiences, which can lead to improved educational outcomes for Nigerian students.

According to Wang & Wang (2019), Artificial intelligence can be used to analyze student

performance data and provide personalized learning recommendations. These recommendations

can help teachers deliver targeted instruction to individual students, improving learning

outcomes.

2.3.5 Machine learning theory:

This theory emphasizes the transformative power of Artificial intelligence systems that can

learn, adapt, and improve without human intervention. Artificial intelligence algorithms can be

developed to personalize education and enhance student learning experiences. According to Du,

Yang, & Gan (2017), Artificial intelligence can be used to analyze student performance data and

provide real-time feedback to both teachers and students. This feedback can help teachers adjust

their instruction to meet the needs of individual students, improving their learning outcomes.

23
2.3.6 Ethical implications of Artificial intelligence theory:
This theory looks at the ethical considerations related to Artificial intelligence deployment in the

education system. It explores issues like data privacy, algorithmic bias, and the ethical use of

Artificial intelligence in decision-making processes in education. According to Floridi & Cowls

(2019), the use of Artificial intelligence in education raises ethical concerns related to informed

consent, transparency, and accountability. The ethical use of Artificial intelligence in the

Nigerian education system will require careful consideration of these issues to ensure that

Artificial intelligence deployment does not infringe upon students' privacy rights or discriminate

against particular groups.

2.4 CHALLENGES OF ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL

SYSTEM

The implementation of Artificial Intelligence (AI) in education has introduced a range of

promising applications. However, its integration also poses significant challenges that could

hinder its effective utilization and raise ethical, social, and technical concerns. This section

explores some of these challenges and their implications on the educational system.

2.4.1 Job Displacement

The introduction of AI-driven tools and systems in education has led to concerns about potential

job displacement. Automation of repetitive and administrative tasks, as well as AI-based tutoring

systems, may reduce the need for certain roles traditionally occupied by educators and

administrative staff. This shift could lead to unemployment or reallocation of roles, especially

affecting support and entry level teaching staff. According to Watson (2022), "AI has the

24
potential to transform job roles, potentially reducing the need for human-led instruction in some

areas, raising concerns over employment stability in the educational sector."

2.4.2 Bias and Discrimination

AI algorithms rely on large datasets for training; however, if these datasets contain biased

information, the resulting AI systems can perpetuate or even exacerbate biases. Such biases can

lead to unequal access to educational resources or tailored content, disadvantaging particular

groups of students. Cathy O'Neil (2020) highlights that "the greatest danger of AI in education

lies in reinforcing pre-existing societal biases, particularly where data reflects historical

inequities."

2.4.3 Data Privacy and Security Concerns

AI-driven educational systems collect vast amounts of sensitive data about students, including

personal details, learning progress, and behavioral insights. Ensuring the security and privacy of

this data is paramount, as breaches or misuse could lead to severe repercussions for students’

privacy and safety. Compliance with data protection regulations, such as GDPR, is essential but

challenging in large-scale implementations. Floridi and Cowls (2019) note that "the ethical

handling of student data is crucial to prevent misuse and ensure AI respects student privacy

rights."

2.4.4 Lack of Human Interaction

AI, while capable of providing personalized learning experiences, lacks the human element

crucial to education. Teachers play a vital role not only in instruction but also in mentoring,

emotional support, and socialization. Overreliance on AI systems may reduce the opportunity for

meaningful human interactions, impacting students' emotional and social development. Karen

25
Cator (2019) states, "The true value of education lies in human connection, which AI, despite its

capabilities, cannot replicate."

2.4.5 Digital Divide and Accessibility Issues

AI integration in education often requires high levels of technology infrastructure and internet

access, which may not be available in all regions, especially in developing countries. This

disparity leads to a digital divide, where students from underprivileged backgrounds have limited

or no access to AI-enabled learning tools, potentially widening the educational gap. According to

Warschauer (2003), "the digital divide creates inequalities that are likely to be intensified with

the adoption of advanced technologies such as AI."

2.4.6 Ethical Implications

The deployment of AI in education raises numerous ethical issues, such as transparency,

accountability, and the potential for AI to make decisions that could affect students' academic

and future careers. Ethical concerns also encompass the need for informed consent from students

and parents regarding AI's role in the educational process. Floridi & Cowls (2019) emphasize

that "careful consideration of ethical issues is essential to ensure that AI deployment in education

does not infringe upon students' rights."

2.4.7 Dependency on AI and Reduced Critical Thinking Skills

Over-reliance on AI for learning, problem-solving, and analysis could reduce students' critical

thinking abilities and autonomy in learning. When AI systems are used to provide quick answers

or assist in assignments, students may be less motivated to engage deeply with content,

potentially impacting their cognitive and problem-solving skills in the long term. David Lamb

(2021) warns that "while AI can enhance learning efficiency, there is a risk that it may weaken

students' critical thinking if they become too dependent on technology for solutions."

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2.5 THE WAY FORWARD
To harness the potential of Artificial Intelligence (AI) in education while addressing its

associated challenges, a balanced and strategic approach is essential. This section outlines

recommended actions to mitigate risks, foster equitable access, and ensure ethical and

responsible AI implementation in the educational system.

2.5.1 Promoting Ethical Standards and Regulations

Developing and implementing clear ethical guidelines for AI use in education is crucial.

Institutions should follow established frameworks, such as transparency, accountability, and

fairness, to protect students' rights. Regulatory bodies should establish standards and codes of

conduct to ensure AI applications prioritize student welfare, privacy, and equity. Floridi and

Cowls (2019) suggest that "AI implementation should be guided by ethical standards to protect

students from privacy breaches and discriminatory practices."

2.5.2 Ensuring Data Privacy and Security

Institutions should adopt robust data security protocols to protect sensitive student information

collected by AI systems. Compliance with data protection laws, like the General Data Protection

Regulation (GDPR), is essential. Regular security audits, secure data storage, and limited data

access can help prevent breaches and misuse. Educating stakeholders about data security

measures is equally important to maintain trust in AI systems.

2.5.3. Training Educators and Students on AI Use

Training teachers and students on the responsible and effective use of AI can bridge knowledge

gaps and increase comfort with the technology. Professional development programs should focus

on helping educators integrate AI into their teaching methods and on recognizing potential biases

or limitations of AI systems. Training can also empower teachers to balance AI's advantages with

27
personalized, human-centered education. According to Andra Keay (2020), "AI literacy among

educators will enable them to maximize AI's benefits while preserving core educational values."

2.5.4. Mitigating Bias in AI Systems

To address concerns of bias and discrimination, institutions should prioritize developing and

deploying AI systems trained on diverse and representative datasets. AI algorithms should be

regularly reviewed and adjusted to identify and minimize potential biases. Collaborating with

diverse stakeholders in the design and testing of AI tools can further reduce the risk of biased

outcomes in educational applications.

2.5.5. Combining AI with Human Interaction

While AI can enhance learning, human interaction remains critical for holistic education.

Institutions should encourage AI applications that complement, rather than replace, human

educators. Hybrid learning models, where AI supports teachers in providing personalized

feedback or managing administrative tasks, can enhance efficiency while retaining the benefits

of human interaction. Karen Cator (2019) notes that "a balanced approach, integrating AI with

human mentorship, can provide the best of both worlds in education.

2.5.6 Addressing the Digital Divide

Governments and educational institutions should work towards providing equitable access to AI-

powered educational tools, especially for underserved regions. Investments in technology

infrastructure, affordable internet access, and digital literacy programs are essential to bridge the

digital divide. Public-private partnerships could play a role in funding and expanding access to

AI tools for disadvantaged communities, ensuring that all students benefit equally from AI

advancements.

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2.5.7 Fostering Critical Thinking and Digital Literacy
As students increasingly engage with AI tools, it is essential to foster digital literacy and critical

thinking skills. Educators should integrate problem-solving activities and encourage students to

question and analyze AI-generated content. By understanding AI's capabilities and limitations,

students can develop responsible digital habits and remain active participants in their learning

process. David Lamb (2021) highlights that "instilling digital literacy in students can empower

them to use AI constructively while maintaining independence in their learning."

2.5.8 Research and Development in Educational AI

Ongoing research into AI applications specifically designed for educational contexts can help

address current limitations. Investment in research that focuses on inclusive, ethical, and

adaptive AI solutions will pave the way for improvements in AI-driven learning systems.

Collaborative efforts between universities, technology firms, and policymakers can drive the

development of innovative AI solutions that cater to the diverse needs of students.

2.6 SUMMARY
This chapter provides an overview of AI's role in education, examining its benefits, such as

personalized learning and increased efficiency, alongside challenges like job displacement,

privacy concerns, and ethical issues. It also explores theories on AI’s impact and offers

suggestions for ethical, balanced implementation to enhance educational outcomes while

addressing potential risks.

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CHAPTER THREE
METHODOLOGY
3.0 INTRODUCTION
This study was designed to forecast the impact of artificial intelligence on the Nigerian

Education system: A comparative analysis of positive and negative impacts. This chapter

focused on the following sub-units:

3.1 RESEARCH METHOD

The research method used in this study is an analytical descriptive questionnaire survey. The

study focused on assessing the impact of Artificial intelligence on the Nigerian education system

by obtaining data from lecturers, educators, and students from six educational institutions in

Yobe state. The survey aimed to identify the current state of Artificial intelligence integration in

Nigerian education, potential positive and negative impacts of Artificial intelligence, and

strategies to mitigate the negative impacts while maximizing the positive impacts of Artificial

intelligence on education. The data obtained from the survey was analyzed to determine if

Artificial intelligence has the potential to personalize learning experiences, improve teaching

efficiency, and increase student engagement while creating job displacement and privacy

30
concerns. The study findings provided insight into developing strategies to optimize the positive

impacts of Artificial intelligence on education in Nigeria, such as investing in infrastructure,

resources, and policies while addressing ethical and logistical issues. The research contributes to

existing knowledge on Artificial intelligence's impact on education in Nigeria while providing

insights into developing strategies to improve the Nigerian education system.

3.2 RESEARCH DESIGN

Survey design involves collecting data from a sample of individuals through their responses to

questions. According to Fowler (2014), surveys are "a primary method of social science

research, providing a means of examining attitudes, behaviors, and other phenomena" (p. 3).

One of the main benefits of survey research is that it can be used to collect data from a large and

diverse population. This is because surveys can be administered online, by telephone, or by mail,

allowing researchers to reach individuals who may be difficult to access through other methods

(Trochim & Donnelly, 2008).

Survey research also provides a structured and standardized approach to data collection. This is

important because it helps ensure that all respondents answer the same questions in the same

way, minimizing the potential for bias in the data (Fowler, 2014). Additionally, survey research

can be useful for identifying trends, attitudes, and opinions among respondents. Fowler (2014)

states that, surveys offer "a way of measuring public or private sentiments and opinions".

Another benefit of survey research is that it allows for statistical analysis to reveal patterns and

relationships in the data. This is particularly important in the context of the research, since the

study is on a comparative analysis of the positive and negative impacts of artificial intelligence

on the Nigerian education system. Through statistical analysis of survey data, the study will be

31
able to identify trends and patterns that may be associated with different impacts of AI on the

education system.

Finally, survey research can be used to evaluate the effectiveness of interventions or policies.

According to Trochim and Donnelly (2008), survey research can "provide a baseline for the

evaluation of interventions and policies, as well as assess the potential impact of new

interventions and policies". As such, survey research is an important tool for assessing the

potential impact of AI on the

Nigerian education system and identifying areas where intervention may be needed.

3.3 AREA OF THE STUDY

This study was conducted in Yobe state. Yobe State is located in the northeastern region of

Nigeria, with a geographic coordinates of 12.228 – 13.314 N latitude and 10.944 – 13.421 E

longitude. The state covers a land area of about 45,502 square kilometres, making it the sixth

largest state in the country. It is bordered by the states of Borno to the east, Gombe to the west,

Bauchi to the southwest, and Jigawa to the northwest. The northern border of the state is shared

with the Republic of Niger. The state capital, Damaturu, is located at a latitude of 11.734 N and

longitude of 11.967 E. The state is predominantly made up of the Sahel Savannah vegetation

with grasslands, acacia, shrubs, and some scattered trees.

3.4 POPULATION OF THE STUDY

Primary data are collected from four (4) colleges of Education thus: Umar Suleiman College of

Education, Gashu’a, College of Legal and Islamic Studies, Nguru, Federal College of Education

Potiskum, Yobe State University respectively.

Table 2: Name of institutions and the number of respondents

32
S/N INSTITUTIONS No of participants
1. GDSS NGURU 20
2. GGSS NGURU 20
3. GOVERNMENT COLLEGE NGURU 20
4. ARMY DAY SECONDARY SCHOOL NGURU 20
Total 80
Source: field survey 2024
3.4 SAMPLING TECHNIQUE
Purposive sampling was used in this research project. Purposive sampling involves selecting

participants who meet certain predetermined criteria, such as having a specific characteristics or

experience related to the research questions.

Participants are lecturers, educators and students from the above mentioned institutions in

population of the study.

3.5 DATA COLLECTION METHOD

The main instrument used to collect information in this research was questionnaire. The

researcher distributed a sample of 80 questionnaires, each questionnaire contain three parts: A, B

and C. Part A contains information of the researcher, confidentiality and the topic. Part B contain

respondent demographic information (such as age, years of teaching experience, qualification,

gender, status, and school) while part C contains a series of questions in line with the research

objectives. Secondary data are obtained from publication such as textbooks, journals, magazines,

and internet.

3.6 PROCEDURES FOR DATA COLLECTION

The researcher personally administered the questionnaire to the Education teachers and students

in their respective schools. Some were collected after some hours while others spent more than a

day.

33
 3.7 DATA ANALYSIS METHOD
Data obtained from the instruments were analyzed using simple percentage (%). This simple

statistical tool is suitable for this study as it gives clear and easily comprehendible results from

the analysis of the responses collected. Any value from 50% upward will be considered as

positive result whereas below 50% will be regarded as negative. Fowler, (2014)

CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION OF RESULTS
4.0 INTRODUCTION
This chapter deals with data analysis and presentation of results. The data collected was analyzed

and presented in tabular form based on each research question as shown below.

4.1 PRESENTATION OF RESULT:

Table 2: Gender distribution of the respondents
S/N VARIABLES NO.OF RESPONDENTS PERCENTAGE (%)

1 MALE 40 57

2 FEMALE 30 43

3 TOTAL 70 100

The gender distribution of the respondents indicated that out of the 70 returned questionnaires,

40 which represent 57% were male while 30 which represent 43% were female.

Table 3: Distribution of respondents based on institution

S/N NAME OF NO. OF DISTRIBUTED NO OF RETURNE
INSTITUTIONS QUESTIONNAIRES QUESTIONNAIRES

1 ARMY DAY SECONDARY 20 20

SCHOOL NGURU

34
2 GGSS NGURU 20 18

3 GDSS NGURU 20 20
4 GOVERNMENT COLLEGE 20 12
NGURU

TOTAL 80 70

Table 4.2.2 shows that the total of 80 questionnaires were distributed across four institutions and

70 out of them were returned while the remaining 10 were considered invalid.

Table 4: Distribution of respondents based on level

S/N VARIABLES NO.OF RESPONDENTS PERCENTAGE (%)

1 TEACHERS 25 36

2 STUDENTS 45 64

3 TOTAL 70 100

From table 4.2.3 above, the finding of the study revealed that 25 respondents representing

36% were lecturers, 45 respondents representing 64% were students from all level.

ANALYSIS OF RESEARCH QUESTIONS

1. What are the perceived positive impacts of Artificial intelligence (A.I.) in the Nigerian

education system?

2. What are the potential negative impacts of Artificial Intelligent in the Nigerian education

system?

3. What ethical concerns arise when implementing AI in education, and how can they be

addressed?

Table 5: Analysis of research question

35
S/N STATEMENT RESULT

1. Do you agree that artificial intelligence 65% of the respondents agreed that

(AI) can have a significant impact on the Artificial Intelligent can have a significant

Nigerian education system impact on the Nigerian education system.

2. Artificial intelligence play a role in 70% of the respondents said that Artificial

addressing the issue of access to quality Intelligent can play an important role in

education in Nigeria addressing the issue of access to quality

education in Nigeria.

3. In what ways do you think AI can 82% of the respondents said that Artificial

positively impact the Nigerian education Intelligent can play an important role in

system addressing the issue of access to quality

education in Nigeria

4. Have you heard or read about Artificial 53% of the respondents said that Artificial

Intelligent being used in the Nigerian Intelligent is used but very rare in the

education system Nigerian education system

5. How would you rate the current status of 90% of the respondents rated the current

Artificial Intelligent in the Nigerian status of Artificial Intelligent in the Nigerian

education system education system as very poor.

6. What are the potential negative impacts of 80% of the respondents said that Artificial

A.I on the Nigerian education system Intelligent could make students more

reluctant

36
7. Are you concerned about the possibility of 90% of the respondents said they are

Artificial Intelligent taking over jobs that concerned that Artificial Intelligent could

are currently done by teachers and dominate and take over jobs currently done

educators in by teachers and educators in Nigeria.

Nigeria

8. What do you think would be the best way 85% of the respondents said that the best

to integrate Artificial Intelligent into the way to integrate AI into the Nigerian

Nigerian education system education system is through full integration.

9. The use of Artificial Intelligent in Nigerian 52% of the respondents said that the use of

schools should be regulated by Artificial Intelligent in Nigerian schools

should be regulated by the government and

curriculum developers.

10. How can the potential negative impacts of 80% of the respondents said that the

Artificial Intelligent on the Nigerian potential negative impacts of

education system be mitigated

Artificial Intelligent on the Nigerian

education system can be mitigated by the

provision of facilities and training.

11. Would you support the integration of 90% of the respondents said that they would

Artificial Intelligent into the Nigerian support the integration of Artificial

education system Intelligent into the Nigerian education

system to go in-line with the global

37
 challenges

Shows the result of the question: 1. What are the perceived positive impacts of Artificial

intelligence (A.I.) in the Nigerian education system? 2. How can Artificial intelligence (A.I.) be

utilized to augment the current educational system in Nigeria? 3. What ethical concerns arise

when implementing AI in education, and how can they be addressed?

The finding of the study revealed that all of the respondents agreed with the statements that,

artificial intelligence (AI) can have a significant impact on the Nigerian education system.

Artificial intelligence play a role in addressing the issue of access to quality education in Nigeria

and can positively impact the Nigerian education system. The finding also revealed that artificial

Intelligent is used but very rare in the Nigerian education system, In the Nigerian education

system is very poor. Artificial Intelligent could make students more reluctant, could dominate

and take over jobs currently done by teachers and educators in Nigeria and the best way to

integrate AI into the Nigerian education system is through full integration, the use of Artificial

Intelligent in Nigerian schools should be regulated by the government and curriculum

developers.

The potential negative impacts of Artificial Intelligent on the Nigerian education system can be

mitigated by the provision of facilities and training, 90% of the respondents said that they would

support the integration of Artificial Intelligent into the Nigerian education system to go in-line

with the global challenges.

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4.3 DISCUSSION OF MAJOR FINDINGS
The results of the survey indicate that there is a general awareness of the potential impact of

Artificial Intelligent on the Nigerian education system. The majority of respondents (70%)

indicated that Artificial Intelligent could have a significant impact on providing easy access to

quality education, while some identified potential negative impacts such as the possibility of

students becoming more reluctant to learn. Respondents also expressed concern about the

possibility of Artificial Intelligent taking over jobs currently done by teachers and educators. The

data collected suggests a need for regulation of the use of Artificial Intelligent in Nigerian

schools, indicating that such regulation should be done by the government and curriculum

developers. Finally, most respondents were in support of fully integrating Artificial Intelligent

into the Nigerian education system.

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CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
This chapter highlight the summary of the research project, conclusion of the findings in-line

with the objectives, research questions and hypothesis. It also provide some recommendations

based on the findings.

5.1 SUMMARY
This study explored the impact of Artificial Intelligence on the Nigerian education system

through a comparative analysis of the positive and negative impacts of Artificial Intelligence in

education. The study reviewed literature on the current state of AI integration in Nigerian

education, the types of Artificial Intelligence, the positive and negative impacts of Artificial

Intelligence on education, and the potential implications of these impacts.

The study found that Artificial Intelligence has the potential to transform the education system in

Nigeria by providing personalized learning experiences, increasing student engagement,

expanding educational opportunities, and providing accurate assessments of student

performance. However, the study also identified several potential negative impacts of Artificial

Intelligence in education, including job displacement, bias and discrimination, data privacy

concerns, lack of human interaction, and ethical concerns.

Through a survey of lecturers, educators, and students, the study found that participants

expressed a generally positive attitude towards the potential of Artificial Intelligence in

education, and believed that the technology could lead to improved educational outcomes.

However, the survey also revealed that there are concerns regarding the impact of Artificial

Intelligence on jobs, privacy, and the human connection in education.

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5.2 CONCLUSION
In conclusion, the integration of Artificial Intelligence in the Nigerian education system has the

potential to significantly transform the way education is delivered. This transformation has the

potential to positively impact access, quality, and efficiency of education in Nigeria. However,

to fully realize the benefits of Artificial Intelligence in education, policymakers and educators

must proactively identify, mitigate, and address potential risks and challenges associated with its

implementation.

The study’s findings suggest that Artificial Intelligence can be a useful tool for enhancing

educational outcomes in Nigeria, but that effective implementation will require careful

consideration of issues related to job displacement, data privacy, and the need for human

interaction in the education process.

5.3 RECOMMENDATIONS
Based on the findings of this study, we recommend the following steps towards effective

implementation of Artificial Intelligence in the Nigerian education sector:

1. Prioritize investment in infrastructure and resources that are necessary for the

integration of Artificial Intelligence in education. This includes providing adequate

funding and training opportunities for educators and support staff.

2. Develop clear policies and guidelines for the ethical use of Artificial Intelligence in

education, including considerations of bias, privacy, and transparency.

3. Foster collaboration between researchers, educators, and policymakers to identify the

most effective uses of Artificial Intelligence in education and to develop best

practices for implementation.

41
 4. Conduct ongoing research and evaluation to assess the impact of Artificial

Intelligence on the education system in Nigeria and to identify areas for

improvement.

5. Encourage educators, students, and parents to become more knowledgeable about

Artificial Intelligence and its potential impacts on education, and to engage in

dialogue about the best ways to implement the technology in an ethical and effective

manner.

5.4 SUGGESTION FOR FURTHER FINDINGS

1. A comparative study of AI integration in different African countries’ education

systems

2. A qualitative study exploring the ethical concerns surrounding AI integration in

Nigeria education.

3. A longitudinal study exploring the long-term impact of AI integration on the

employability of Nigerian graduates.

4. A quantitative study analyzing the correlation between AI integration and students

outcomes in Nigerian education.

5. An exploration of the potential role of AI in improving access to education in remote

and underprivileged community in Nigeria

6. A study of the attitudes of Nigerian parents towards the integration of AI in

education and the potential social impact.

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 7. A comparative study analyzing the impact of AI on education in developed vs

developing countries.

REFERENCES
Aikins, A. (2019). Exploring the potential impact of artificial intelligence on African higher

education. International Journal of Emerging Technologies in Learning, 14(6), 4-20.

Dosso, O. (2019). Artificial intelligence in education: opportunities, risks and challenges for

developing countries. UNESCO Courier, 1, 52-54.

Golaszewski, J. (2019). Artificial intelligence and its impact on education: An analysis of

emerging trends. Education Sciences, 9(4), 324.

Kibet, A. (2020). Artificial intelligence in education: A review of the opportunities and

challenges for developing countries. International Journal of Emerging Technologies in

Learning, 15(15), 184-192.

Livingstone, S. (2020). Education and artificial intelligence: What should schools teach? Journal

of Education Policy, 1-21.

Ogunniyi, S. O., Ojo, S. O., & Adeyemo, A. J. (2020). Impact of artificial intelligence in

Nigerian education sector. Proceedings of the 12th Computer Science & Education

(ICCSE) Conference, 176-181.

Ojo, S. O., & Akinola, G. G. (2020). Ethical implications of artificial intelligence in Nigerian

education sector. Proceedings of the International Conference on Information and

Knowledge Management (ICIKM), 105-110.

43
PwC Nigeria. (2018). Artificial intelligence in Nigeria: A primer. Retrieved from

https://www.pwc.com/ng/en/assets/pdf/artificial-intelligence-in-nigeria.pdf.

UNESCO. (2020). Artificial intelligence in education: Opportunities, challenges and risks.

Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000373346

World Bank. (2019). World Development Report 2019: The changing nature of work. Retrieved

from https://openknowledge.worldbank.org/handle/10986/30413

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APPENDIX B (QUESTIONNAIRE)
My name is Muhammad Adamu Abdullahi, a student from Umar Suleiman college of Education

Gashua, carrying out a research on the topic: The impact of Artificial intelligence on the

Nigerian Education system: A case study of Nguru local government area of Yobe state.

Confidentiality and certification

All information in this questionnaire will be kept confidential and will be used solely for the

purpose of this research project. By completing this questionnaire, you certify that you are

voluntarily providing the information and that you understand that you have the option to

withdraw.

45
 Part B (Respondent Demographic information)

Name:______________________________________

Sex: Male [ ] Female [ ]

Level: Lecturer [ ] Student [ ]

PART C (QUESTIONS)

S/N STATEMENT

1. Do you agree that artificial intelligence (AI) can have a Agree ( ) Disagree ( )

significant impact on the Nigerian Education system

2. Have you heard or read about AI being used in the Very often ( ) Very rare ( )

Nigerian education system?

3. How would you rate the current status of AI in the Good ( ) Very poor ( )

Nigerian education system

4. In what ways do you think AI can positively impact the Easy access to Global

Nigerian education system quality education ( ) challenge ( )

5. What are the potential negative impact of AI on the Hinder quality Make student

Nigerian education system education ( ) reluctant ( )

6. Are you concerned about the possibility of AI taking Agree ( ) Disagree ( )

over jobs that are currently done by teachers and

educators in Nigeria

46
7. Artificial intelligence play a role in addressing the Agree ( ) Disagree ( )

issues of access to quality education in Nigeria

8. What do you think would be the best way to integrate Full integration ( ) Partial

Artificial intelligence into the Nigerian education integration ( )

system

9. Provision of facilities can mitigate negative impacts of Agree ( ) Disagree ( )

AI on the Nigerian education system

10. Would you support the integration of AI into the Agree ( ) Disagree ( )

Nigerian education system

47