ARTIFICIAL INTELLIGENCE INTEGRATION IN SOCIAL STUDIES EDUCATION: EXAMINING TEACHER UTILIZATION AND LEARNING OUTCOMES FOR HIGH-ABILITY STUDENTS IN MAKURDI LOCAL GOVERNMENT AREA, BENUE STATE, NIGERIA

Abstract

The study investigated how teachers in Makurdi LGA, Benue State, Nigeria, use AI-powered digital tools in teaching social studies and the effects on the learning outcomes of high-ability students, and challenges in implementation. The research was conducted using a mixed-methods case study approach that involved 1,200 high-ability secondary students (top 15%), 150 teachers, and administrators from 15 schools. A total of 300 participants were selected using purposive and stratified random sampling. Data collection methods included Likert-scale questionnaires, classroom observations, and semi-structured interviews. The instrument was validated by three experts and pilot tested, yielding a Cronbach's alpha reliability coefficient of 0.85. Descriptive and inferential statistics were used to analyze quantitative data while qualitative data were analyzed by thematic coding. The findings showed that high use of AI was made (Grand Mean=3.88, SD=0.67), with adaptive learning platforms (Mean=4.12) and AI-based assessment tools (Mean=4.05) being the most commonly used. The results indicated that AI had a positive effect on learning outcomes, with a mean score of 4.22 and a standard deviation of 0.59. Specifically, the positive effect was observed in student engagement (Mean=4.35) and critical thinking (Mean=4.25). Poor electricity supply (Mean=4.56), inadequate internet access (Mean=4.41), and insufficient teacher training (Mean=4.38) were the major challenges. The difference between urban and rural schools was significant (t=4.21, p<0.05) as was the difference between school types (F=6.73, p<0.05). State-sponsored AI training sessions, subsidies for AI devices, and curriculum adjustments are recommended.