Title: From Knowledge to Civic Agency: How AI-Driven Instruction Shapes Critical Thinking, Civic Competence, and Academic Achievement in Secondary Social Studies Education
Authors: NUHU, Kehinde Muritala
OBAFEMI Esther Oluwaseun
YUSUF Adam Oyetunji
SALAMI Jamiu Olamilekan
SALAMI Temitope Odunayo
OLUMORIN, Charles Olubode
Volume: 10
Issue: 6
Pages: 72-79
Publication Date: 2026/06/28
Abstract:
This study investigated the impact of artificial intelligence (AI)-driven instruction on critical thinking, civic competence, and academic achievement of junior secondary school students in Social Studies in South-West Nigeria. Using a quasi-experimental non-equivalent control group pretest-posttest design, 200 students (100 treatment, 100 control) were drawn from four purposively selected public junior secondary schools in Oyo State. Three validated instruments were employed: the Critical Thinking Scale (? = 0.84), the Civic Competence Questionnaire (? = 0.81), and the Social Studies Achievement Test (KR-20 = 0.86). The treatment group received AI-driven instruction over six weeks using adaptive learning platforms and intelligent tutoring tools, while the control group received conventional instruction. Data were analysed using mean, standard deviation, and Analysis of Covariance (ANCOVA). Findings revealed that AI-driven instruction yielded significantly greater mean gains in critical thinking (+17.4), civic competence (+17.7), and academic achievement (+17.6) compared to the control group. ANCOVA results confirmed that the intervention effects were statistically significant after controlling for pretest differences. The study concludes that AI-driven instruction represents a potent pedagogical innovation for enhancing higher-order cognitive and civic outcomes in Nigerian secondary education. It recommends strategic curriculum integration of AI tools, infrastructural investment, and teacher professional development for sustainable implementation.