THE USE OF AI TO IMPROVE

PERFORMANCE OF MATHEMATICS
STUDENTS IN NIGERIA SCHOOLS

Abstract
This study explores the potential of using AI technology to enhance the
performance of mathematics students in Nigeria. The current state of
mathematics education in Nigeria indicates a need for innovative approaches to
address the challenges faced by students. Traditional teaching methods alone may
not be sufficient to improve learning outcomes. Therefore, this study aims to
investigate the effectiveness of AI-based interventions in mathematics education.

Through a comprehensive review of existing literature and empirical

research, this study examines the impact of AI technology on student
performance in mathematics. It explores various AI techniques, such as machine
learning and natural language processing, and their potential applications in
mathematics education. The study also considers the specific needs and
challenges faced by mathematics students in Nigeria.

By conducting experiments and collecting data from a sample of mathematics

students, this study evaluates the effectiveness of AI-driven interventions. It
assesses the impact of AI technology on student engagement, understanding of
mathematical concepts, problem-solving skills, and overall academic performance.
The study also considers the perceptions and experiences of both students and
teachers regarding the use of AI in the classroom.
 The findings of this study contribute to the existing body of knowledge on the
use of AI in education, particularly in the context of mathematics education in
Nigeria. The results provide insights into the potential benefits and limitations of
AI technology in improving student performance. Based on the findings,
recommendations will be provided for implementing AI-driven solutions to
enhance mathematics education in Nigeria.

Overall, this study aims to bridge the gap between traditional teaching
methods and the evolving technological landscape by exploring the potential of AI
to improve the performance of mathematics students in Nigeria. By leveraging AI
technology, it is hoped that this research will contribute to the development of
effective strategies and interventions to enhance mathematics education and
ultimately improve learning outcomes for students in Nigeria.

1.1 Introduction
The field of education is constantly evolving, and with the advent of
Artificial Intelligence (AI), new opportunities have emerged to enhance the
learning experience for students. In Nigeria, where mathematics education plays a
crucial role in shaping students' academic and professional futures, the use of AI
has the potential to significantly improve the performance of mathematics
students in schools.

AI-powered tools and technologies offer unique advantages in the realm of

mathematics education. These tools can provide personalized learning
experiences tailored to individual student's needs, allowing them to progress at
their own pace. By leveraging AI algorithms, educational platforms can analyze
students' strengths and weaknesses, identify areas where they require additional
support, and provide targeted interventions to address those gaps.

One of the key benefits of AI in mathematics education is its ability to

provide immediate feedback. Traditional classroom settings often limit the
amount of individualized attention students receive, making it challenging for
teachers to address every student's queries and misconceptions in real time. AI-
powered systems, on the other hand, can provide instant feedback on problem-
solving approaches, identify errors, and offer step-by-step guidance to help
students understand and correct their mistakes.

However, it is important to note that while AI can be a powerful tool, it

should not replace the role of teachers. Rather, it should be seen as a
complementary resource that empowers educators to deliver more personalized
instruction and support. Teachers can leverage AI-generated data and insights to
identify trends, adapt their teaching strategies, and provide targeted interventions
to students who need additional assistance.

1.2 Statement of the Problem

The current performance of mathematics students in Nigeria is below

the desired level, indicating a need for effective interventions. Traditional
teaching methods alone may not be sufficient to address the challenges faced
by students. Therefore, there is a need to explore the potential of AI
technology to enhance mathematics education and improve the academic
performance of students in Nigeria.

1.3 Objective of the Study

The objective of this study is to investigate and evaluate the effectiveness of

using AI technology as a tool to enhance mathematics education in Nigeria. The
study aims to assess the impact of AI-based interventions on the performance of
mathematics students, identify the specific areas where AI can be most beneficial,
and provide recommendations for implementing AI-driven solutions to improve
the overall learning outcomes in mathematics education in Nigeria.

1.4 Research Questions

1. What are the current challenges faced by mathematics students in Nigeria?
2. How can AI technology be effectively integrated into mathematics education
in Nigeria?

3. What are the specific AI techniques or tools that can be utilized to enhance
mathematics learning?

4. What is the impact of AI-based interventions on the academic performance

of mathematics students in Nigeria?

5. How do students perceive and engage with AI-powered learning tools in the
context of mathematics education?

6. What are the potential barriers or limitations in implementing AI-driven

solutions in mathematics education in Nigeria?

1.5 Significance of the Study

1. Educational Improvement: The study has the potential to contribute to the
improvement of mathematics education in Nigeria by exploring innovative
approaches using AI technology. It can provide insights into how AI can be
effectively integrated into the teaching and learning process to enhance
student performance.

2. Addressing Educational Challenges: Nigeria faces challenges in mathematics

education, including low performance and limited access to quality resources.
This study can help address these challenges by identifying AI-based
interventions that can bridge the gap and provide students with personalized
learning experiences.

3. Future-Ready Skills: AI is a rapidly advancing field, and equipping students

with AI literacy and skills can prepare them for future job opportunities. This
study can shed light on how AI can be leveraged to develop critical thinking,
problem-solving, and analytical skills in mathematics students, making them
more competitive in the digital age.

4. Policy and Curriculum Development: The findings of this study can inform
policymakers and curriculum developers in Nigeria about the potential
benefits and challenges of integrating AI into mathematics education. It can
guide the development of policies and curriculum frameworks that promote
the effective use of AI technology in schools.

5. Research Contribution: The study can contribute to the existing body of

knowledge on the use of AI in education, specifically in the context of
mathematics education in Nigeria. It can provide valuable insights, best
practices, and recommendations for future research and implementation of
AI-driven interventions in similar educational settings.

Overall, the significance of this study lies in its potential to improve

mathematics education, address educational challenges, develop future-ready
skills, influence policy and curriculum development, and contribute to the
research landscape in the field of AI in education.

1.6 Scope of Study

1. Exploration of the potential applications of AI technology in mathematics
education, such as intelligent tutoring systems, adaptive learning platforms,
and virtual reality simulations.

2. Analysis of existing research and studies on the use of AI in mathematics

education, both in Nigeria and globally.

3. Identification of the specific areas within mathematics education where AI

interventions can be most effective, such as problem-solving, concept
understanding, and personalized learning.
4. Design and implementation of AI-based interventions or tools tailored to
the Nigerian context, considering factors like curriculum, language, and
cultural relevance.

1.7 Limitation of the Study

1. Sample Size: The study may be limited by the availability of a limited sample
size of participants, which may affect the generalizability of the findings to the
larger population of mathematics students in Nigeria.

2. Access to Technology: The study may face limitations in terms of access to

AI technology and resources, which could impact the implementation and
effectiveness of AI interventions in real-world educational settings.

3. Ethical Considerations: The study may need to address ethical

considerations related to data privacy, consent, and the potential biases or
unintended consequences of using AI technology in education.

4. External Factors: The study may be influenced by external factors such as

socio-economic conditions, cultural differences, or educational policies, which
could impact the outcomes and generalizability of the findings.

5. Time Constraints: The study may be limited by time constraints, which

could affect the depth and breadth of data collection, analysis, and
interpretation.

1.8 Operational Defination of Terms

1. AI (Artificial Intelligence): In this study, AI refers to the branch of computer
science that focuses on creating intelligent machines capable of performing
tasks that typically require human intelligence. It encompasses various
techniques such as machine learning, natural language processing, and data
analysis to enable computers to simulate human-like behavior and decision-
making.

2. Performance: Performance, in the context of this study, refers to the

academic achievement and progress of mathematics students in Nigeria. It
includes factors such as test scores, grades, problem-solving abilities,
conceptual understanding, and overall proficiency in mathematics.

3. Mathematics Education: Mathematics education refers to the teaching and

learning of mathematical concepts, principles, and skills. It encompasses
instructional methods, curriculum design, assessment strategies, and the
overall learning environment aimed at developing students' mathematical
knowledge and problem-solving abilities.

4. Students: Students in this study refer to individuals enrolled in formal

educational institutions in Nigeria, specifically those studying mathematics at
various levels, including primary, secondary, and tertiary education.

5. Improve: Improve, in the context of this study, means to enhance or enhance

the performance of mathematics students. It involves implementing
interventions, strategies, or technologies that lead to better learning
outcomes, increased understanding, and improved problem-solving abilities in
mathematics.

6. Nigeria: Nigeria refers to the country located in West Africa, and in this
study, it specifically pertains to the educational context and system within
Nigeria.

By providing these operational definitions, the study aims to ensure a

clear understanding of the terms used and maintain consistency in their
interpretation throughout the research process.