AI LEARNING AND EDUCATIONALLY DISADVANTAGED STUDENTS IN RURAL SECONDARY SCHOOLS IN OWERRI EDUCATION ZONE11, IMO STATE, NIGERIA
Keywords:
Artificial Intelligence (AI), Vulnerability, Students, Educationally Disadvantaged, and Rural Secondary Schools.Abstract
This study investigated Artificial Intelligence and Educationally Disadvantaged students in Rural
Secondary Schools in Owerri Education Zone II. The researchers posed three research questions and
formulated three hypotheses. The study was anchored on Expectancy-Contingency theory. The design
of the study was correlational survey. The population of the study was 1125 secondary school
students whereas the sample was 385 SS2 students were selected through multistage random sampling
technique. Two instruments were used in data collected namely: Students vulnerability questionnaire
(SVQ) and educationally at risk questionnaire (ERQ). They were adopted with reliability coefficient
determined to be 0.72, 0.76 and 0.79. Data collected were analyzed using Pearson Product Moment
Correlational Statistics. The findings of the study indicated that there is significant relationship
between AI learning and motivation of students, there is significant relationship between AI learning
and adjustment of students, and there is no significant relationship between AI learning and tasks
engagement of students. The researchers recommended that secondary schools should be equipped
with Artificial Intelligence facilities for familiarity and frequent use.
