Implementation of an Adaptive Learning System for Personalized Education in Secondary Schools in Minna, Niger State
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Background of the Study
Education systems worldwide are shifting towards personalized learning models to address the diverse needs of students. Traditional one-size-fits-all teaching methods often fail to cater to individual learning paces, styles, and abilities, leading to learning gaps and disengagement (Adegbite & Yusuf, 2024). In secondary schools in Minna, Niger State, students exhibit varying levels of understanding, making it essential to adopt an approach that tailors instruction to individual needs.
Adaptive learning systems, powered by Artificial Intelligence (AI), offer a promising solution to personalized education by dynamically adjusting learning content based on students' progress and performance (Okoro & Bello, 2023). These systems use data analytics, machine learning algorithms, and real-time feedback to provide customized learning pathways, ensuring that each student receives instruction suited to their strengths and weaknesses (Ahmed & Musa, 2024). Unlike traditional methods, adaptive learning systems continuously assess students' knowledge levels and modify lesson plans accordingly, enhancing learning outcomes.
The integration of an adaptive learning system in secondary schools in Minna can bridge the existing gaps in personalized education. Many students struggle with standardized curricula that do not accommodate individual learning differences, resulting in poor academic performance and low engagement (Usman & Danjuma, 2024). Implementing an AI-driven adaptive learning system will help educators tailor instructional content, provide instant feedback, and enhance student engagement, ultimately improving overall academic performance.
Statement of the Problem
Despite advances in educational technology, many secondary schools in Minna still rely on traditional classroom-based instruction, which often fails to meet the diverse learning needs of students (Akinpelu & Yusuf, 2023). Teachers face challenges in addressing individual differences due to large class sizes, time constraints, and limited resources, making personalized instruction difficult. This has led to discrepancies in academic achievement, where some students excel while others struggle to keep up.
Furthermore, existing e-learning platforms used in schools lack adaptability and fail to personalize content based on students' learning progress. These platforms primarily offer static content without real-time modifications, limiting their effectiveness in addressing individual learning gaps (Okonkwo & Bello, 2024). The absence of adaptive learning tools contributes to low student engagement, reduced motivation, and poor retention rates.
An AI-powered adaptive learning system can address these issues by providing customized learning experiences that adjust to students' learning speeds, preferences, and abilities. However, there is limited research on the implementation of such systems in secondary schools within Minna, Niger State. This study seeks to design and implement an adaptive learning system that personalizes education, improves engagement, and enhances academic performance.
Objectives of the Study
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To develop and implement an AI-based adaptive learning system for personalized education in secondary schools.
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To evaluate the effectiveness of the adaptive learning system in improving student engagement and academic performance.
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To assess the perceptions and acceptance of the adaptive learning system among students and teachers.
Research Questions
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How effective is the adaptive learning system in improving student engagement and learning outcomes?
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What impact does the adaptive learning system have on personalized education in secondary schools?
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How do students and teachers perceive the usability and effectiveness of the adaptive learning system?
Research Hypotheses
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The adaptive learning system significantly enhances student engagement and participation in learning.
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The implementation of an adaptive learning system leads to improved academic performance among students.
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Students and teachers positively perceive the adaptive learning system in terms of usability and effectiveness.
Significance of the Study
This study is significant as it introduces an innovative approach to personalized education in secondary schools. By implementing an AI-powered adaptive learning system, students will receive individualized instruction tailored to their learning needs, ultimately improving academic outcomes. Teachers will benefit from real-time insights into students’ progress, enabling them to provide targeted support. The findings of this study will also serve as a reference for policymakers and educators considering the adoption of adaptive learning technologies in schools.
Scope and Limitations of the Study
The study focuses on the implementation of an adaptive learning system in secondary schools in Minna, Niger State. It assesses the system’s effectiveness in improving personalized learning and student engagement. The study does not cover other AI applications in education, such as automated grading or virtual tutoring. Potential limitations include resistance to technology adoption, technical infrastructure challenges, and possible limitations in the AI model’s ability to fully adapt to diverse learning styles.
Definitions of Terms
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Adaptive Learning System: An AI-driven educational platform that personalizes learning experiences based on students' progress and performance.
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Personalized Education: A learning approach that tailors instruction to individual students’ needs, abilities, and learning styles.
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Artificial Intelligence (AI): A field of computer science that enables machines to analyze data and make decisions to improve learning outcomes.
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