AI-Based Learning Tools and Learning Outcomes of Students with Disabilities in Akwa Ibom North West Senatorial District

Ukpong; M. D.; Atabang; A. A.; Umoessien; U.O. Okon E. J.

doi:10.56201/wjimt.v10.no4.2026.pg45.56

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AI-Based Learning Tools and Learning Outcomes of Students with Disabilities in Akwa Ibom North West Senatorial District

Ukpong, M. D., Atabang, A. A., Umoessien, U.O. Okon E. J.

Abstract

The integration of Artificial Intelligence (AI) in education has emerged as a transformative approach for promoting inclusive learning, particularly for students with disabilities. This study investigated the influence of AI-based learning tools on the learning outcomes of students with disabilities in the North West Senatorial District of Akwa Ibom State, Nigeria. A descriptive survey design was adopted, with a population of 1000 students and a sample of 100 respondents selected through purposive sampling. Data were collected using a researcher-developed questionnaire on AI tool utilization, learning outcomes, and challenges to adoption. Descriptive statistics (mean and standard deviation), Pearson Product Moment Correlation, independent samples t-test, and regression analysis were used to analyze the data at a 0.05 level of significance. The findings revealed that students with disabilities moderately utilized AI-based learning platforms such as adaptive learning applications, AI tutoring systems, speech-to-text tools, and personalized learning tools. Learning outcomes were relatively high, with students demonstrating good academic performance, active participation, comprehension of lessons, and task completion. A significant positive relationship was found between AI tool utilization and learning outcomes (r = 0.62, p < 0.05). Students with higher exposure to AI tools recorded better outcomes than those with lower exposure, indicating that consistent interaction with AI tools enhances academic achievement. However, challenges such as inadequate digital infrastructure, poor internet connectivity, limited access to devices, and insufficient teacher support were found to negatively influence learning outcomes. It was concluded in the study that AI-based learning tools have strong potential to enhance inclusive education for students with disabilities but require systematic support, including adequate infrastructure, teacher training, and policy backing, for optimal implementation. The study recommended amongst others that continuous capacity building for teachers and regular monitoring and evaluation of AI- supported instructional practices for students with disabilities.

Keywords

Artificial IntelligenceInclusive EducationDisabilitiesAI-Based Platform and Learning

References

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AI-Based Learning Tools and Learning Outcomes of Students with Disabilities in Akwa Ibom North West Senatorial District

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