Assessment of the Application of Artificial Intelligence (AI) in Classroom Management in Secondary Schools in Adamawa State in Nigeria

Abstract

Educators are actively seeking methods to seamlessly incorporate Artificial Intelligence (AI) into education curricula, recognizing the importance of equipping students for the challenges of an AI-driven future. It is against this backdrop that this paper is designed to assess the application of into Classroom Management in Secondary Schools in Adamawa State, Nigeria. This research utilized a descriptive survey research design. The research was carried out in Yola-North LGA, Adamawa State, Nigeria, with a focus on Secondary Schools. The data gathered for the study were analyzed using simple percentages for the demographic data, while mean scores and standard deviations were employed to address the research questions posed in the study. The evaluation of the implementation of AI in classroom management uncovers a scenario marked by considerable potential, moderate current usage, and significant infrastructural challenges. This shows that despite the benefits of integrating AI in classroom management, the deployment of AI in classroom management is also impeded by various obstacles, including: concerns regarding data privacy and security, the risk of algorithmic bias, resistance to change from educators and administrators, insufficient infrastructure, the high costs associated with AI technology implementation, and cultural and language barriers. Based on the above conclusion, the researchers recommend: Educators need to be trained not only in the utilization of AI tools but also in the principles of data stewardship and instead of relying on straightforward word-for-word translation, educational institutions should leverage AI models that facilitate 'translanguaging'—a process in which multilingual individuals draw upon their entire linguistic repertoire.