Influence of Artificial Intelligence Tools on Teachers’ Instructional Delivery in Public Senior Secondary Schools in Gokana and Khana Local Government Areas of Rivers State, Nigeria

Abstract

This study examined how the two dimensions artificial intelligence (AI) tools; Intelligent Tutoring Systems (ITS) and Automated Grading Systems (AGS) influence teachers' instructional delivery in public senior secondary schools in Khana and Gokana Local Government Areas of Rivers State, Nigeria. A descriptive survey design was adopted, and a census of 683 teachers drawn from 47 public senior secondary schools (478 in Khana and 205 in Gokana) formed the study population and sample. Data were gathered with a structured instrument, the Artificial Intelligence Tools and Teachers' Instructional Delivery Questionnaire (AITTIDQ), validated by 3 specialists in Educational Management and Measurement and Evaluation and returning an overall Cronbach Alpha reliability of 0.79. Mean and standard deviation statistics answered the two research questions, and Independent Samples t-tests examined the two corresponding hypotheses at the 0.05 significance level. Findings showed that both Intelligent Tutoring Systems and Automated Grading Systems influence instructional delivery to a high extent. Neither tool produced a statistically significant difference between teachers in the two local government areas, indicating a shared positive outlook regardless of location. The article concludes that Intelligent Tutoring Systems and Automated Grading Systems are valuable instructional supports rather than substitutes for teachers' professional judgement, and it recommends sustained investment in AI infrastructure, targeted teacher training, and supportive institutional policy to help schools realize the full instructional benefits of these tools.