Development of an AI-Based Teaching Assistant for Secondary Schools in Dutse Local Government Area, Jigawa State

Development of an AI-Based Teaching Assistant for Secondary Schools in Dutse Local Government Area, Jigawa State

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Background of the Study

The integration of Artificial Intelligence (AI) into education has significantly transformed the way teaching and learning processes are conducted. AI-powered teaching assistants are increasingly being adopted to enhance instructional delivery, automate administrative tasks, and provide personalized learning experiences for students (Okonkwo & Ibrahim, 2024). In many secondary schools, particularly in developing regions such as Dutse Local Government Area in Jigawa State, teachers face challenges such as large class sizes, limited teaching resources, and time constraints in providing individualized support to students. These issues hinder effective teaching and learning, often resulting in poor academic performance and disengagement among students (Adebayo & Salisu, 2023).

AI-based teaching assistants offer a promising solution by providing real-time support for both teachers and students. These intelligent systems can automate routine tasks such as grading, attendance tracking, and answering frequently asked questions, allowing teachers to focus on more interactive and student-centered learning activities (Olawale & Musa, 2023). Moreover, AI teaching assistants can adapt to the learning needs of students by offering personalized recommendations, tutoring, and assessments based on individual performance levels. This adaptive learning approach ensures that students receive targeted support, improving their understanding of complex concepts.

Despite the potential benefits, many secondary schools in Dutse lack access to AI-driven educational tools. Teachers often struggle with workload management and are unable to provide adequate one-on-one support due to time constraints and classroom overcrowding (Adebayo & Yusuf, 2023). The absence of digital teaching assistants means that students rely primarily on traditional methods of instruction, which may not cater to diverse learning styles and needs. Additionally, existing e-learning platforms do not fully leverage AI capabilities to enhance instructional efficiency and student engagement.

Given these challenges, there is a need to develop an AI-based teaching assistant tailored to the educational needs of secondary schools in Dutse. This system will serve as an intelligent aid for teachers, automating repetitive tasks, providing real-time feedback to students, and facilitating personalized learning. By leveraging AI and natural language processing (NLP) technologies, the proposed teaching assistant will enhance teacher effectiveness, bridge learning gaps, and improve overall student academic performance.

Statement of the Problem

In Dutse Local Government Area, secondary schools face significant challenges related to teacher workload, large class sizes, and limited access to digital learning resources. These factors negatively impact the quality of education, as teachers struggle to provide individualized attention to students. The reliance on traditional teaching methods further limits the ability to address diverse learning needs effectively (Adebayo & Salisu, 2024).

Currently, there are no AI-powered teaching assistants implemented in secondary schools within Dutse. Teachers handle administrative and instructional tasks manually, leading to inefficiencies and reduced productivity. Grading assignments, tracking attendance, and responding to student inquiries take up valuable teaching time, reducing opportunities for interactive and engaging learning experiences (Okonkwo & Musa, 2024).

Additionally, students in secondary schools often lack access to personalized academic support outside the classroom. Many struggle with understanding complex subjects, but due to limited teacher availability, they do not receive timely assistance. This situation leads to knowledge gaps, poor academic performance, and reduced motivation to learn. Without an AI-driven teaching assistant, secondary schools in Dutse miss out on the benefits of adaptive learning, automated administrative support, and enhanced teacher-student interaction.

Thus, this study aims to develop an AI-based teaching assistant that will assist teachers in managing instructional tasks, provide personalized learning support to students, and improve overall academic performance in secondary schools in Dutse.

Objectives of the Study

1. To develop an AI-based teaching assistant that automates administrative and instructional support for secondary school teachers in Dutse Local Government Area, Jigawa State.

2. To evaluate the effectiveness of the AI teaching assistant in improving teacher efficiency and student learning outcomes.

3. To assess the adaptability and usability of the AI-powered teaching assistant in secondary school classrooms.

Research Questions

1. How can an AI-based teaching assistant enhance teaching efficiency and reduce workload in secondary schools in Dutse?

2. What impact does the AI teaching assistant have on student engagement and academic performance?

3. How user-friendly and adaptable is the AI-powered teaching assistant in a secondary school setting?

Research Hypotheses

1. The implementation of an AI-based teaching assistant will significantly improve teacher efficiency and reduce administrative workload.

2. There is a positive correlation between AI-driven teaching assistance and improved student engagement and academic performance.

3. The AI-powered teaching assistant will be adaptable and user-friendly for secondary school teachers and students.

Significance of the Study

This study is significant as it introduces AI-driven teaching support into secondary school education in Dutse. By developing an AI-powered teaching assistant, the research aims to enhance teacher effectiveness, automate routine tasks, and provide personalized academic support to students. The findings will contribute to the growing body of knowledge on AI applications in education and provide a scalable solution for improving learning experiences in resource-limited environments. Additionally, policymakers and educational stakeholders can leverage the study’s insights to promote AI integration in secondary schools.

Scope and Limitations of the Study

This study is limited to the development and implementation of an AI-based teaching assistant for secondary schools in Dutse Local Government Area, Jigawa State. The research will focus on evaluating the impact of the AI system on teacher efficiency, student engagement, and academic performance. The study will not extend to primary schools, tertiary institutions, or other local government areas outside Dutse.

Definitions of Terms

1. Artificial Intelligence (AI): The use of computer algorithms to simulate human intelligence, enabling automated decision-making, natural language understanding, and predictive analytics.

2. Teaching Assistant: A digital or AI-powered tool designed to support educators by automating instructional and administrative tasks.

3. Personalized Learning: An educational approach that tailors instructional content and pace to meet the unique needs of each student.

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