Artificial Intelligence-Powered Virtual Learning Tools and Student Learning Outcome in Private Secondary Schools in Port Harcourt Metropolis, Rivers State

Abstract

This study examined the relationship between artificial intelligence-powered virtual learning tools and student learning outcome in private secondary schools in Port Harcourt metropolis, Rivers State. Three research objectives, three research questions, and three null hypotheses guided the study. The study adopted a correlational research design. The population of the study comprised 6,407 teachers from registered private secondary schools in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. A sample of 375 teachers was determined using the Taro Yamane formula and drawn using the proportionate stratified sampling technique. The instrument used for data collection was a self-designed questionnaire titled “Artificial Intelligence-Powered Virtual Learning Tools and Student Learning Outcome Questionnaire (AIPVLTSLOQ)”, validated by experts in Educational Management and in Measurement and Evaluation from Rivers State University. The reliability of the instrument was established using the Cronbach Alpha method, yielding coefficients of 0.84, 0.81, and 0.79 for the ChatGPT, Meta AI, and chatbot clusters respectively. The three research questions were answered using Pearson Product Moment Correlation (PPMC), while the three null hypotheses were tested using t-transformation at the 0.05 level of significance. The findings revealed a high and positive relationship between utilization of ChatGPT and student learning outcome (r = 0.82), between utilization of Meta AI and student learning outcome (r = 0.79), and between chatbot engagement in Question and Answer sessions and student learning outcome (r = 0.76), and each relationship was statistically significant. Based on the findings, the study recommended among others that school administrators should formally integrate ChatGPT, Meta AI, and chatbot-based Question and Answer sessions into instructional delivery frameworks, supported by school-wide policies on their purposeful and ethical use and by professional development for teachers.