AI-Assisted Personalized Learning versus Traditional Lecture Method: Effects on Students’ Academic Achievement in Tertiary Institutions in Lagos State, Nigeria

Chinyere Prisca Samuel¹, Olugbenga Gabriel Akindoju², Sewedo Olalekan Samuel³, Olanrewaju Olasupo Ariyibi⁴

¹ Researcher, Science and Technology Education, Lagos State University, Lagos, Nigeria.

² Professor, Science and Technology Education, Lagos State University, Lagos, Nigeria.

³ Lecturer, Department of Educational Technology, Lagos State University of Education, Lagos, Nigeria.

⁴ Lecturer, Science and Technology Education, Lagos State University, Lagos, Nigeria.

Abstract

This quasi-experimental study examined the effects of AI-assisted personalized learning and the traditional lecture method on students’ academic achievement in tertiary institutions in Lagos State, Nigeria. The study aimed to determine the impact of AI-assisted personalized learning on students’ academic performance. Using intact classes, a total of 90 three-hundred-level students from two tertiary institutions were assigned to experimental (AI-assisted personalized learning) and control (traditional lecture) groups. Three research questions were raised, and corresponding hypotheses were formulated. An Achievement Test in Administration and Management of Learning Resource Centres (ATAMLRC) was administered as both a pre-test and post-test to measure changes in academic performance. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at α = 0.05 with the aid of SPSS version 25. Results revealed a statistically significant difference in post-test performance between the two groups, F(1, 87) = 15.528, p < .05, with the experimental group demonstrating superior achievement. The findings indicate that AI-assisted personalized learning enhances student engagement, knowledge retention, and measurable learning outcomes. The study therefore recommends the institutional adoption of adaptive AI-based instructional systems to complement conventional teaching methods and improve academic performance in Nigerian higher education.

Keywords: AI-Assisted personalized learning, Adaptive learning technology, Personalized learning, Academic achievement, Traditional lecture method, Gender, Knowledge retention, Tertiary education, Technology integration

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