Influence of Artificial Intelligence-Based Tutoring Systems on Physics Problem-Solving Skills among Secondary School Students in Zaria Local Government Area, Kaduna State, Nigeria

                @article{CRSIJ26000446,
                  author = {Yahaya Isa Bunkure},
                  title = {Influence of Artificial Intelligence-Based Tutoring Systems on Physics Problem-Solving Skills among Secondary School Students in Zaria Local Government Area, Kaduna State, Nigeria},
                  journal = {Cosmo Research and Science International Journal},
                  year = {2026},
                  volume = {2},
                  number = {2},
                  pages = {686-697},
                  issn = {3108-1584},
                  url = {https://cosmorsij.com/published/CRSIJ26000446.pdf},
                  abstract = {This study investigated the influence of Artificial Intelligence (AI)-based tutoring systems on physics problem-solving skills among senior secondary school students in Zaria Local Government Area, Kaduna State, Nigeria. This research used a quasi-experimental protest–post-test non-equivalent control group design. The study purposively selected 2 public secondary schools with 103 students (53 experimental, 50 control). The experimental group learned physics through an AI-based tutoring system, while the control group received conventional lecture instruction over a 6-week intervention period. The Physics Problem-Solving Test (PPST), consisting of 25 multiple-choice items with a reliability coefficient of r = 0.72, was used to collect data, and means, standard deviations, independent-samples t-tests, and analysis of covariance (ANCOVA) were used to analyse the data at the 0.05 level of significance. The results revealed that adjusted post-test scores for students in the AI-based tutoring groups were significantly higher than those in the conventional tutoring groups, F(1, 100) = 92.80, p < 0.001, partial η² = 0.48; and that there was no significant difference in problem-solving performance between male and female students taught using the AI-based tutoring system, F(1,50)=1.00, p=0.32, partial η^2=0.02; nor between the method × gender interaction, F(1, 98) = 1.12, p = 0.29. It was suggested that Physics teachers should adopt pedagogically guided AI-based tutoring systems in teaching to reinforce the problem-solving skills of their students, and they should supervise the use of the AI-based tutoring systems so that they support students' problem-solving skills instead of replacing them.},
                  keywords = {Artificial Intelligence, Intelligent Tutoring Systems, Physics Education, Problem-Solving Skills, Secondary School},
                  month = {September}
        }