Impact of AI-Driven Curriculum Delivery on Teaching and Learning Outcomes in Yenagoa Metropolis in Bayelsa State

Abstract

This paper explored the effect of artificial intelligence (AI)-driven curriculum delivery on teaching and learning outcomes in secondary schools within Yenagoa Local Government Area (LGA) of Bayelsa State, Nigeria. A descriptive survey design was adopted, with a population of 1,359 teachers. Using stratified random sampling, 136 teachers (47 males and 89 females) were selected. Data were gathered through a 21-item questionnaire titled Artificial Intelligence Curriculum Delivery Impact Questionnaire (AICDIQ), validated by experts and tested for reliability with a Cronbach Alpha coefficient of 0.88. Mean and standard deviation were used to answer the research questions, and the independent sample t-tests was applied to test the hypotheses at the 0.05 significance level. Findings revealed that AI tools, AI-driven instructional strategies, and AI-assisted learning environments significantly improved teaching effectiveness, learner engagement, and assessment practices. Results also showed no significant gender differences in teachers’ perceptions across the three variables. Based on these findings, the study recommends integrating AI competencies into tutor training programmes, spending in AI-supported equipment, and implementing inclusive policies that promote equal access to digital resources. Continuous monitoring and evaluation were also suggested to ensure effective and sustainable integration of AI in secondary school curriculum delivery.