Implementation of IoT‐Based Smart AI‐Driven Teaching Assistance in Secondary Schools in Jos South LGA, Plateau State
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Background of the study
Secondary education in Jos South LGA is undergoing significant transformations as schools strive to incorporate advanced technologies into teaching and learning processes. The advent of IoT-based smart AI-driven teaching assistance systems offers an innovative approach to enhancing educational outcomes by providing personalized learning experiences and real-time performance feedback. These systems leverage artificial intelligence algorithms and interconnected IoT devices to analyze student performance, identify learning gaps, and deliver tailored instructional content (Okoro, 2023). By integrating sensors, interactive digital platforms, and AI analytics, these teaching assistance systems create an adaptive learning environment that can respond to the individual needs of students (Ejeke, 2024).
The implementation of such technology is particularly critical in secondary schools where the diversity of student abilities and learning styles necessitates differentiated instruction. Traditional classroom settings often struggle to provide the individualized attention required to cater to these differences. IoT-based smart teaching assistance systems, however, offer the potential to bridge this gap by continuously monitoring student engagement and progress, thereby allowing educators to adjust teaching strategies in real time. This proactive approach to education not only enhances academic performance but also fosters a more interactive and engaging learning environment (Okoro, 2023). Furthermore, the data generated by these systems can be used to inform curriculum development, teacher training, and educational policy-making. Despite the promising prospects, challenges such as high implementation costs, data privacy concerns, and the need for teacher training persist. This study will investigate the design and implementation of IoT-based smart AI-driven teaching assistance systems in secondary schools, focusing on their impact on student learning outcomes and the practical challenges associated with their integration (Ejeke, 2024).
Statement of the problem
Secondary schools in Jos South LGA are confronted with the challenge of meeting diverse student learning needs within the constraints of traditional teaching methods. The existing educational framework often fails to provide real-time feedback and personalized support, resulting in a generalized approach that overlooks individual learning differences. Consequently, students with varying academic abilities are not adequately supported, leading to gaps in learning and suboptimal academic performance (Ejeke, 2024). While IoT-based smart AI-driven teaching assistance systems offer a potential solution by delivering personalized instruction and continuous performance monitoring, their implementation is fraught with challenges. High costs, limited technical infrastructure, and concerns about data privacy and security have impeded the widespread adoption of these systems. Furthermore, teachers’ limited familiarity with advanced technological tools exacerbates the difficulties in integrating AI-driven methods into existing curricula (Okoro, 2023). The lack of adequate training and support for educators further hampers the effectiveness of these innovative systems, resulting in underutilization of their potential benefits. This study seeks to address these issues by exploring the feasibility and impact of IoT-based smart AI teaching assistance in secondary schools. It will identify the technical, operational, and pedagogical challenges associated with system implementation and propose strategies to overcome them, thereby ensuring that the technology enhances rather than disrupts the learning process (Ejeke, 2024).
Objectives of the study
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To design an IoT-based smart AI-driven teaching assistance system for secondary schools.
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To evaluate the impact of the system on personalized learning and academic performance.
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To identify and address challenges in the implementation of AI-driven teaching tools.
Research questions
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How can IoT-based AI teaching assistance systems personalize learning experiences?
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What are the primary challenges faced during the implementation of these systems?
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How does the integration of AI tools affect overall student performance?
Significance of the study
This study will provide valuable insights into the role of IoT-based AI teaching assistance in transforming secondary education. Its findings will inform educators and policymakers on effective integration strategies, ultimately enhancing personalized learning and academic outcomes. The research supports the modernization of teaching practices and contributes to the development of a more adaptive educational environment (Okoro, 2023; Ejeke, 2024).
Scope and limitations of the study
The study is limited to the implementation of IoT-based smart AI-driven teaching assistance systems in secondary schools in Jos South LGA. Limitations include technological infrastructure and teacher training challenges.
Definitions of terms
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IoT (Internet of Things): A network of devices that collect and exchange data in real time.
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Artificial Intelligence (AI): Computer systems designed to perform tasks that typically require human intelligence.
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Teaching Assistance System: A digital tool that supports instructional delivery and student learning.
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