THE IMPACT OF ARTIFICIAL INTELLIGENCE (AI) ON TEACHING AND LEARNING IN PUBLIC PRIMARY SCHOOLS IN ASABA METROPOLIS

Abstract
This study investigates the impact of Artificial Intelligence (AI) on teaching and learning in public primary schools within Asaba metropolis, Delta State, Nigeria. Guided by the Constructivist Learning Theory and the Technology Acceptance Model (TAM), the research explores how AI influences teaching practices, pupils’ learning outcomes, challenges to adoption, and strategies for effective integration. A quantitative research design was employed, with structured questionnaires administered to teachers, pupils, and parents across five selected public primary schools. Data were analysed using descriptive and inferential statistics, including frequencies, percentages, means, chi-square tests, and correlation analysis. Findings revealed that teachers perceive AI as a supportive tool for lesson planning, classroom management, and assessment accuracy, while pupils reported enhanced engagement, motivation, and performance. However, challenges such as inadequate ICT infrastructure, poor internet connectivity, low teacher readiness, and ethical concerns hinder adoption. Respondents recommended government investment in infrastructure, continuous teacher training, clear policy frameworks, and community sensitisation as strategies for effective integration. The study concludes that AI has significant potential to transform education in Asaba metropolis, but successful adoption requires a holistic approach that balances technology, human capacity, and ethical responsibility. Recommendations for policy, practice, and future research are provided to guide sustainable AI integration in Nigerian public primary schools.