AI-Supported Differentiated Assessment and Students’ Academic Performance,Engagement, and Perception of Inclusion in Senior Secondary Schools in
DOI:
https://doi.org/10.66545/xnaqjf76Keywords:
Differentiated, assessment, academic, engagement, perceptionAbstract
This study examined the effect of AI-supported differentiated assessment on academic performance, students’ engagement, and perception of inclusion in mixed-ability secondary school classrooms in Akwa Ibom State, Nigeria. Using a quasi-experimental (pretest-posttest non-equivalent control group) design, 180 Senior Secondary II (SS2) students were selected from four schools (two experimental and two control groups). The experimental group (n = 85) experienced AI-enabled differentiated assessments (adaptive quizzes, individualised feedback dashboards, and differentiated tasks), while the control group (n = 95) was assessed using traditional teacher-designed uniform assessments. Data were collected using mathematics achievement tests, a validated engagement questionnaire, and an inclusion perception scale. Using ANCOVA to adjust for pretest scores, the study found that students in the experimental group significantly outperformed those in the control group on posttest achievement (F(1, 176) = 25.43, p < .001, η² = .13), reported higher engagement (F(1, 176) = 22.17, p < .001, η² = .11), and had stronger feelings of inclusion (F(1, 176) = 18.90, p < .001, η² = .10). The results suggest that AI-supported differentiated assessment is an effective strategy for promoting academic achievement, enhancing engagement, and fostering inclusive attitudes among learners. Implications for teacher training, resource provision, and policy in the AI era are discussed.
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