INFLUENCE OF ARTIFICIAL INTELLIGENCE– ASSISTED FORMATIVE ASSESSMENT ON STUDENTS’ LEARNING OUTCOMES IN PRIMARY SCHOOLS IN BENUE STATE

Abstract

The study examined the influence of artificial intelligence– assisted formative assessment on students’ learning outcomes in primary schools in Benue State. Three research questions and three hypotheses guided the study. A descriptive survey research design was adopted. The population comprised all public primary school teachers and Primary Five pupils in selected local government areas of Benue State. A sample of 180 teachers and 540 pupils was selected using stratified random sampling to ensure adequate representation of urban and rural schools. Two instruments were used for data collection: the Artificial Intelligence–Assisted Formative Assessment Questionnaire (AIAFAQ) with a reliability coefficient of 0.86, and the Pupils’ Learning Outcomes Test (PLOT) with a reliability coefficient of 0.90. Data were analysed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. The findings revealed a significant positive relationship between the use of AI-assisted formative assessment and students’ learning outcomes (p < 0.05). Teachers who effectively utilised AI-supported assessment tools were better able to provide timely feedback, personalise instruction, and monitor learners’ progress, resulting in improved academic performance among pupils. Based on the findings, it was recommended that capacitybuilding programmes should be organised for primary school teachers to enhance their competence in the use of AI-based formative assessment tools, in order to improve teaching effectiveness and learning outcomes in primary schools.