The Impact of AI-Powered Adaptive Learning Platforms on Senior Secondary School Students’ Conceptual Understanding in Mathematics in Katsina State, Nigeria

• Author(s): Naziru Aminu; Dr. Jamilu Mohammed
• Paper ID: 1716924
• Page: 3157-3168
• Published Date: 27-04-2026
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 9 Issue 10 April-2026

Abstract

The integration of artificial intelligence (AI) in education has transformed instructional practices, particularly in mathematics, where students often struggle with abstract concepts such as algebra, geometry, and trigonometry. Despite traditional classroom instruction, many senior secondary students exhibit persistent gaps in conceptual understanding, leading to poor academic performance. AI-powered adaptive learning platforms provide personalized learning experiences, offering real-time feedback, scaffolded problem-solving tasks, and individualized content sequencing, which have the potential to address these challenges. This study examined the impact of AI-adaptive learning platforms on the conceptual understanding of senior secondary students in mathematics in Katsina State, Nigeria. Specifically, it investigated whether students using AI-powered platforms demonstrate higher gains in geometry, and trigonometry compared to peers receiving traditional classroom instruction. A quasi-experimental design with a non-equivalent control group was employed. A total of 120 students from four senior secondary schools participated, with 60 students assigned to the experimental group (AI-adaptive learning) and 60 to the control group (traditional instruction). Data were collected using a Mathematics Conceptual Understanding Test (MCUT), a Student Perception Questionnaire (SPQ), and AI platform usage logs. Pre-test and post-test scores were analyzed using descriptive statistics, paired- and independent-samples t-tests, and ANCOVA to determine the effect of the intervention. Findings revealed that students in the AI-adaptive learning group achieved significantly higher post-test scores and conceptual understanding gains across all topics (p < 0.001, Cohen’s d = 2.6). Analysis of student perceptions indicated increased engagement, confidence, and satisfaction, while AI usage logs confirmed frequent interaction and effective use of adaptive feedback. The results align with constructivist learning theory, cognitive load theory, and personalized learning principles, demonstrating that AI-adaptive systems enhance active knowledge construction, optimize cognitive processing, and provide individualized learning paths. The study concludes that AI-powered adaptive learning platforms are effective tools for improving conceptual understanding in senior secondary mathematics. Implications include the integration of AI-adaptive systems in mathematics curricula, targeted teacher training, and support for educational policymakers to enhance learning outcomes. Future research should explore long-term effects, higher-order problem-solving skills, and scalability across diverse educational contexts.

Keywords

AI-powered adaptive learning, conceptual understanding, senior secondary mathematics, algebra, geometry, trigonometry, personalized learning, intelligent tutoring systems

Citations

IRE Journals:
Naziru Aminu, Dr. Jamilu Mohammed "The Impact of AI-Powered Adaptive Learning Platforms on Senior Secondary School Students’ Conceptual Understanding in Mathematics in Katsina State, Nigeria" Iconic Research And Engineering Journals Volume 9 Issue 10 2026 Page 3157-3168

IEEE:
Naziru Aminu, Dr. Jamilu Mohammed "The Impact of AI-Powered Adaptive Learning Platforms on Senior Secondary School Students’ Conceptual Understanding in Mathematics in Katsina State, Nigeria" Iconic Research And Engineering Journals, 9(10)