Influence of Artificial Intelligence-Driven Instructional Strategies on Social StudiesCurriculum delivery and academic achievement among Junior Secondary School Students in Osun State, Nigeria

BAKARE, Monisola Idayat

doi:10.64348/zije.2026380

Authors

BAKARE, Monisola Idayat Author

DOI:

https://doi.org/10.64348/zije.2026380

Abstract

This study investigates how AI-driven instructional strategies can enhance the delivery of the Social Studies curriculum in Junior Secondary Schools across Osun State. With artificial intelligence increasingly shaping global educational practices, the research examines the influence of adaptive learning systems, intelligent tutoring tools, and other AI-supported instructional technologies on students’ academic performance and curriculum implementation. Two objectives and two research hypotheses were formulated for the study. Data were collected from 300 Social Studies teachers selected across the three senatorial districts using the AI and Social Studies Curriculum Delivery Questionnaire (AISSCDQ). Independent t-tests were used to analyze the data. Findings revealed that AI-driven tools significantly improve students’ learning outcomes and strengthen the effectiveness of Social Studies curriculum delivery when appropriately implemented. The study underscores the importance of teacher capacity development, adequate technological infrastructure, and curriculum alignment to maximize AI’s transformative potential. The results provide evidence-based insights for policymakers, educators, and stakeholders seeking to promote technology-enhanced Social Studies instruction in Osun State.

References

Adebayo, S. A., & Ogundele, B. A. (2021). Artificial Intelligence and Instructional Delivery in Nigerian Secondary Schools: Opportunities and Challenges. Nigerian Journal of Educational Technology, 16(2), 45-56.

Adeniran, B. T., & Ajayi, O. A. (2023). The Effectiveness of Artificial Intelligence Tools in Enhancing Students’ Learning Outcomes in Social Studies. Nigerian Journal of Educational Media and Technology, 17(1), 45-58.

Aina, S. O., & Iroko, F. J. (2023). Adoption of Artificial Intelligence Tools in Nigerian Public Secondary Schools: Challenges and Opportunities. Journal of Educational Innovation in Africa, 6(2), 55–72.

CenturyTech. (2022). Personalised learning powered by AI. Century Intelligent Learning Systems.

Eze, C. A., & Olatunji, M. A. (2024). AI Integration in Nigerian Junior Secondary Schools: Prospects and Limitations for Academic Achievement. Journal of African Educational Research, 12(2), 67-80.

Iroegbu, V. E., & Chukwu, I. C. (2023). AI-Driven Teaching Models and Their Impact on Civic Education in Nigeria. African Journal of Social Science Education, 5(1), 78-92.

Khan Academy. (2021). AI and adaptive learning support for teachers. Khan Academy Reports.

Moyo, T., & Mavhunga, E. (2022). Localizing Artificial Intelligence in African Education: A Critical Examination. African Journal of ICT in Education, 4(1), 33–47.

Mushtaq, H., & Alhassan, A. (2023). Artificial intelligence in African education: Opportunities and challenges. Journal of Emerging Learning Technologies, 6(1), 102–118.

Nwachukwu, C. J., & Olayemi, A. A. (2024). Repositioning Nigerian education for the fourth industrial revolution: The role of AI in social studies teaching. Journal of Educational Innovations in Africa, 8(1), 20-35.

Nwosu, D. I., & Afolayan, K. O. (2023). Ethical considerations in the use of AI for education in Nigeria. West African Journal of Digital Education, 6(1), 34-49.

Ogundele, M. O., & Adebayo, R. A. (2023). AI integration in Nigerian secondary schools: Between Innovation and Implementation. Nigerian Journal of Digital Learning, 9(1), 25–39.

Okonkwo, U. C., & Eze, C. O. (2021). AI integration and digital pedagogy in Nigerian secondary schools: A policy-practice mismatch. African Educational Research Journal, 9(3), 130–138.

Okoye, O. M., & Adewale, T. J. (2022). Leveraging Artificial Intelligence for social studies instruction in the digital age. West African Journal of Curriculum and Instruction, 9(1), 65-79.

Olowu, M. O., & Yusuf, A. A. (2022). Artificial Intelligence and academic performance in civic and social studies. Journal of Emerging Trends in Educational Research and Policy Studies, 13(4), 201-213.

Oyeleke, A. A., & Ajani, K. T. (2023). Innovative pedagogies and the future of teaching in Nigerian secondary schools: AI in focus. Journal of Education and Society, 14(1), 89–105. DOI: https://doi.org/10.54097/mh8zk191

Salami, M. A., & Alabi, B. O. (2022). Adopting AI tools for civic education in Nigerian junior secondary schools. Ilorin Journal of Curriculum and Instruction, 11(2), 53–67.

UNESCO. (2023). AI and education: guidance for policymakers. Paris: United Nations Educational, Scientific and Cultural Organization.

Wang, Z., & Li, H. (2020). Artificial intelligence and student engagement in social science

classrooms. International Journal of Digital Pedagogy, 15(4), 112–130.

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of

research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39), 1–27.