EFFECT OF INTELLIGENT TUTORING SYSTEMS ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN IMO STATE

Abstract

This study examines the impact of the Intelligent Tutoring System on the academic 
performance of secondary school students in mathematics in Imo State, Nigeria. 
This study adopted a quasi-experimental research design using a pre-test, and post
test control group approach. The study population comprises all senior secondary 
school students in SS2 (Grade 11) in public secondary schools in Imo State. A 
sample of 120 students was selected from three public secondary schools in Imo 
State through a multi-stage sampling technique. Simple random sampling was used 
to select four schools. The Mathematics Performance Test (MPT), validated by 
experts and tested for reliability, was used to collect data before and after the 
intervention. The reliability of the instrument was determined using Kuder
Richardson Formula 20 (KR-20) with a reliability coefficient of 0.87 considered 
acceptable. Data were analyzed using mean, standard deviation, T-test, and 
Analysis of variance (ANOVA) was used to test the hypotheses at 0.05 level of 
significance. The findings reveal that students taught with ITS performed 
significantly better in mathematics than those taught through traditional methods. 
Moreover, there is a significant difference in the performance of students exposed 
to pre-test and post-test using ITS. The study, therefore, recommends that the 
Ministry of Education and school administrators in Imo State should integrate ITS  tools into the mathematics curriculum to help improve performance and bridge 
individual learning gaps.