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TABLE OF CONTENT

Title page

Declaration                                                                                                                  i

Certification                                                                                                                 ii

Dedication                                                                                                                   iii

Acknowledgement                                                                                                      iv

Abstract                                                                                                                 v – vi

Table of Content                                                                                                         vii

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study                                                                         1 – 7

1.2 Statement of the Problem                                                                         7 – 9

1.3 Purpose of the Study                                                                                 9

1.4 Research Questions                                                                                   10

1.5 Significance of the Study                                                                          10 – 11

1.7 Scope of the Study                                                                                    12

1.8 Operational Definition of Terms                                                               12 – 13

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction                                                                                                           14

2.1 Conceptual Review                                                                                               14

2.1.1 Concepts of Artificial Intelligence                                                         15 – 19

2.1.2 Concepts of Academic performance                                                      19 – 22

2.1.3 Concepts of Physical and Health Impairment                                        22 – 23

2.2 Theoretical Review                                                                                   24

2.2.1. Universal Design for Learning (UDL) Framework                              24 – 26

2.2.2. Technological Pedagogical Content Knowledge (TPACK) Framework26 – 28

2.2.3. Constructivist Learning Theory                                                            28 – 30

2.3 Empirical Review                                                                                                 30 – 34

2.4 Summary of Reviewed Literature                                                             35 – 36

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction                                                                                                           37

3.1 Research Design                                                                                                   37

3.2 Population of the Study                                                                                        38

3.3 Sample and Sampling Techniques                                                                        38

3.4 Research Instrument                                                                                 38-39

3.5 Validity of Research Instrument                                                                39

3.6 Procedure for Data Collection                                                                  39

3.7 Method of Data Analysis                                                                          39

CHAPTER FOUR

PRESENTATION OF DATA AND DATA ANALYSIS

4.1 Introduction                                                                                                           40

4.2 Bio Data Distribution                                                                                40 – 42

4.3 Data Presentation                                                                                      42 – 51

4.4 Discussion of findings                                                                              52 – 53

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary                                                                                                   54 – 55

5.2 Conclusion                                                                                                55-56

5.3 Recommendations                                                                                    56 – 57

5.4 Suggestions for Further Studies                                                                57-58

References                                                                                                       59 – 62

Appendix                                                                                                        63 – 67

 

 

 

ABSTRACT

This study appraises the impact of Artificial Intelligence (AI) on the academic performance of learners with physical and health impairments at the Federal College of Education (Special), Oyo. Using a descriptive survey design, 120 students were sampled across three academic levels, and data were collected through a structured questionnaire. Analysis employed frequency counts, percentages, and chi-square tests. Findings revealed that specific AI technologies, such as speech-to-text tools, adaptive learning platforms, and assistive devices, are in active use (χ² = 130.54, p < 0.05), confirming their presence in the institution. Results further indicated that AI significantly enhances students’ academic performance and engagement (χ² = 33.00, p < 0.05). Nonetheless, notable challenges exist, including high costs, poor infrastructure, and limited accessibility, all of which were found to be statistically significant (χ² = 86.09, p < 0.05). Importantly, educators and support staff were shown to be aware, trained, and prepared to use AI tools effectively (χ² = 92.48, p < 0.05). The study concludes that AI integration has a strong positive effect on inclusive education by improving accessibility and learning outcomes for students with impairments. However, systemic barriers must be addressed through infrastructure investment, continuous staff development, and supportive policy frameworks. Recommendations highlight the need for institutional and national strategies to optimize AI’s role in advancing equity and academic success in special education.

 

Keywords:  Artificial Intelligence, Academic Performance, AI technologies, Physical and Health Impairments.

 

 

 

 

 

Chapter One

Introduction

• Background to the Study

Physical and health impairments refer to a wide range of chronic or acute conditions that limit a person’s physical functioning, mobility, stamina, or ability to perform daily activities. These impairments can be congenital (present at birth) or acquired later in life through injury, illness, or degenerative conditions. Physical impairments often include conditions such as cerebral palsy, muscular dystrophy, spinal cord injuries, amputation, or severe orthopedic impairments (Berg, 2025). Health impairments may include chronic or acute health conditions like epilepsy, diabetes, asthma, heart disease, cancer, and immune system disorders. These conditions may not always be visibly apparent but can significantly impact an individual’s strength, alertness, and overall ability to engage in normal life activities, including education and employment. Educationally, students with physical and health impairments may require accommodations or specialized instruction to access learning environments effectively. For example, they might need assistive technology, adapted equipment, physical therapy, or individualized educational plans (IEPs). Schools are legally mandated, under laws like the Individuals with Disabilities Education Act (IDEA), to provide such support to ensure students have equal access to education. Beyond academics, social inclusion is a critical concern; children with impairments may face physical barriers or social stigmatization, necessitating awareness and inclusion efforts from educators, peers, and communities (National Institute of Environmental Health Science, 2025).

Academic performance refers to the level of achievement a student reaches in their educational pursuits, often measured through grades, standardized tests, class participation, and the successful completion of assignments and exams. It serves as an indicator of how well a student understands and applies knowledge in various subjects such as mathematics, science, language, and social studies. Good academic performance is typically associated with discipline, consistent study habits, time management, and effective learning strategies, while poor performance may result from a range of factors including lack of motivation, learning difficulties, or external pressures. Several factors influence academic performance (Oti, Olusola, Alvan, Areh, 2023). These include personal attributes such as intelligence, motivation, and emotional well-being, as well as environmental conditions like family support, school quality, peer influence, and availability of learning resources. Socioeconomic status can also play a major role, as students from disadvantaged backgrounds often face more challenges in accessing quality education and support services. Additionally, health issues, including mental health concerns, can significantly affect concentration, energy levels, and overall engagement with learning (Yan and Gai, 2022).

Learners with physical and health impairments often face unique challenges that can significantly affect their academic performance. These challenges may arise from limitations in mobility, endurance, or medical needs that interfere with consistent school attendance and classroom participation. For instance, students with chronic illnesses such as epilepsy or diabetes may experience frequent hospitalizations or fatigue, making it difficult to keep pace with the curriculum. Similarly, learners with physical disabilities may face barriers in accessing learning environments or educational materials, especially if appropriate accommodations are not in place. Despite these challenges, many students with physical and health impairments are capable of achieving high academic standards when given the right support. The presence of inclusive educational practices, such as individualized education programs (IEPs), modified classroom instruction, assistive technologies, and accessible learning environments, can greatly enhance their learning outcomes. Teachers’ attitudes, awareness, and training in special needs education also play a pivotal role. When educators understand the nature of these impairments and adopt flexible teaching strategies, they create a more equitable platform for all learners to thrive academically (Bhuwan, 2019).

Moreover, emotional well-being and peer relationships can influence the academic performance of these students. Social isolation, stigma, or lack of peer support may reduce their confidence and motivation to engage fully in academic tasks. On the other hand, a nurturing school environment that promotes inclusion and empathy can improve both their academic engagement and overall quality of life. Schools that promote collaboration between general educators, special educators, medical professionals, and families tend to be more successful in supporting learners with impairments. Academic performance for these learners should not be judged solely through traditional assessments. Many students with impairments may demonstrate their understanding in non-conventional ways, and their progress may be better reflected through individualized benchmarks rather than standardized test scores. Therefore, a shift toward more comprehensive and adaptive evaluation methods is essential to accurately capture their learning achievements and potential (Liu, 2023).

Artificial Intelligence (AI) refers to the development of computer systems that can perform tasks typically requiring human intelligence. These tasks include learning, problem-solving, understanding natural language, recognizing patterns, and making decisions. At its core, AI seeks to simulate human cognitive functions, often through algorithms that enable machines to analyze data, learn from it, and make informed choices without constant human intervention. The field of AI encompasses several subfields, including machine learning, neural networks, natural language processing, robotics, and computer vision. Over the past few decades, AI has evolved from theoretical concepts to practical applications that permeate everyday life. From voice-activated assistants like Siri and Alexa to recommendation algorithms on Netflix and Amazon, AI technologies are becoming increasingly integrated into consumer services. In more advanced fields, AI powers medical diagnostic tools, autonomous vehicles, financial trading systems, and even legal and educational software. These applications demonstrate AI’s potential to increase efficiency, accuracy, and convenience across various sectors (Cole and Eda, 2025).

Despite its benefits, AI also raises important ethical and societal concerns. Issues such as job displacement due to automation, algorithmic bias, data privacy, and the potential misuse of AI in surveillance or weaponry require careful consideration. There is a growing need for regulations and ethical frameworks to ensure that AI technologies are developed and deployed responsibly. Transparent algorithms, accountability in decision-making, and human oversight are critical components of trustworthy AI systems. Looking ahead, the future of AI holds vast promise but also uncertainty. As AI systems become more sophisticated, questions about machine consciousness, human-AI collaboration, and the limits of automation are increasingly relevant. Ensuring that AI is used to augment human potential rather than replace it is a central challenge for policymakers, developers, and society as a whole. With ongoing research and interdisciplinary collaboration, AI has the potential to transform how we live, work, and think provided it is guided by ethical principles and human-centered design (Olabiyi, 2024).

Artificial Intelligence (AI) is gradually becoming a transformative force in education, particularly in enhancing the academic experience of learners with physical and health impairments. In Nigeria, where access to inclusive and specialized educational services is often limited, AI offers promising solutions to bridge the gap. For students with disabilities such as mobility challenges, visual or hearing impairments, and chronic health conditions AI-powered tools can provide tailored educational content, real-time assistance, and personalized learning pathways that adapt to their unique needs and learning pace. One of the most significant contributions of AI in this context is its ability to facilitate inclusive learning through assistive technologies. Speech-to-text software, AI-driven reading assistants, and intelligent tutoring systems help overcome barriers in communication and comprehension. These technologies enable learners who may struggle with traditional classroom participation to engage more fully and independently. In Nigeria, where a shortage of trained special education teachers persists, AI can act as a supplemental resource, supporting students in both mainstream and special schools (Onwuegbuzie, 2025).

Moreover, AI has the potential to monitor student progress and provide data-driven insights for educators and caregivers. For learners with chronic illnesses who may have inconsistent school attendance, AI tools can track learning patterns and offer remote access to lessons, ensuring continuity in education. This is especially vital in rural or underserved regions of Nigeria, where healthcare and educational infrastructure are often inadequate. AI-powered e-learning platforms and mobile applications can reduce geographic and logistical barriers that learners with impairments frequently encounter. However, the integration of AI in Nigeria’s education system faces several obstacles. These include inadequate infrastructure, poor internet connectivity, limited digital literacy among educators, and high costs of AI technologies. Additionally, there is a pressing need for local development of AI tools that consider cultural and linguistic diversity, as many global solutions may not align with the realities of Nigerian learners. Addressing these challenges requires investment in ICT infrastructure, teacher training, and government policies that promote inclusive and technology-driven education (Wei. Et. al, 2025).

1.2 Statement of the Problem

Learners with physical and health impairments often face significant barriers to academic success due to limitations in mobility, communication, endurance, and frequent disruptions to their schooling caused by medical conditions. Traditional educational systems, particularly in developing countries, are frequently ill-equipped to provide the individualized support and adaptive learning environments these students require. As a result, their academic performance tends to lag behind that of their peers, not necessarily due to a lack of intellectual ability, but because of systemic challenges and inaccessible learning structures. In recent years, Artificial Intelligence (AI) has emerged as a promising tool to address these educational inequalities by offering personalized learning solutions, intelligent assistive technologies, and flexible virtual learning environments. AI has the potential to transform the educational experience of students with physical and health impairments by enhancing accessibility, promoting inclusion, and enabling continuous learning regardless of physical limitations or health interruptions. However, despite its theoretical potential, there is a lack of comprehensive understanding regarding the actual impact of AI on the academic performance of these learners, especially within resource-constrained educational contexts.

Furthermore, many schools and policymakers face challenges in adopting AI tools due to infrastructural deficits, lack of digital literacy among educators, inadequate training, and insufficient data on what AI interventions are most effective for this population. Without empirical evidence and a clear understanding of how AI is being used and its measurable impact on academic outcomes, educational stakeholders may either underutilize or ineffectively implement these technologies. Thus, there is a pressing need to appraise the extent to which AI is influencing the academic performance of learners with physical and health impairments, identifying both its strengths and the contextual barriers that limit its effectiveness. This study therefore seeks to critically examine the role of AI in supporting the academic progress of students with physical and health impairments. It aims to uncover whether AI-driven educational tools are making a meaningful difference, explore the challenges surrounding their implementation, and provide recommendations for optimizing their use in inclusive education systems.

1.3 Purpose of the Study

The general purpose of this study is to appraise the impact of Artificial Intelligence (AI) on the academic performance of learners with physical and health impairments at the Federal College of Education (Special), Oyo. Specifically, the purpose of this study include:

1. To examine the types of AI technologies currently in use at the Federal College of Education (Special), Oyo, for supporting learners with physical and health impairments.
2. To assess the effectiveness of AI tools in enhancing the academic performance and learning engagement of these students.

iii. To identify the challenges and limitations associated with the implementation and usage of AI technologies in special education at the institution.

1. To investigate the level of awareness, training, and preparedness of educators and support staff in utilizing AI to meet the educational needs of students with impairments.

 

• Research Questions

1. What types of Artificial Intelligence (AI) technologies are currently being used at the Federal College of Education (Special), Oyo, to support learners with physical and health impairments?
2. How effective are these AI technologies in enhancing the academic performance and learning engagement of students with physical and health impairments?

iii. What challenges and limitations are associated with the implementation and use of AI technologies in special education at the institution?

1. To what extent are educators and support staff aware of, trained in, and prepared to use AI tools for teaching learners with physical and health impairments?

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CHAPTER ONE INTRODUCTION Background to the Study A curriculum is a set of courses, course work and topics, offered in schools. A curriculum in simple terms is the aggregate of subjects/courses and topics that are being or should be offered in schools (Arthur, 2017). Since when Nigeria got independence, teachers have contributed immensely to the…

CHAPTER ONE

INTRODUCTION

• Background to the Study

Educational activities are geared towards ensuring that students achieve mastery of educational objectives. In school , the extent to which these objectives have been achieved is determined by their level of peer pressure, time management as students success are reflected in their academic performance.

Peers play a large role in the social and emotional development of students (Allen; 2005). It is natural that the influence of an early age increase through the peer group by imitating friend as they grow and mature. A Peer refers to someone that you learn from his/her behaviour with the intention of copying him/her in such behaviour. (Hardcastle, 2002).

Peer pressure also known as peer influence or peer group. This due to the similarity of the outcome. However, the term peer pressure is often used among psychologist to explain the influence on peers on a person. Hartney (2011) defined the term “pressure” as the process by which someone is reinforced to do something he/she might not otherwise choose to do. According to Hartney, (2011) it could be said that peer influence refers to the pressures that peers can have on each other. Peer influence is emotional or mental forces from people belonging to the same social group (such as age, grade or status) to act or behave in a manner similar to themselves. This shows that peer group has an embedment of press influence or pressure. Jones, (2010) defined peer group as the ability of people from the same social rank or age to influence another of same age bracket. Peer group is usually associated with teens although its influence is not confined to teenagers alone. Mature adults, teens, young adults and children can be seen doing things in order to be accepted by their peers. Peer group is commonly associated with episodes of adolescent risk taking (such as delinquency, drug abuse, sexual behaviours), because these behaviour commonly occur in the company of peers. Peer group can also have positive effects when youth are influenced by the peer toward positive behavior such as volunteering for charity or excelling in academics (Kellie, 2013).

However, peer group can also have a negative effect. They can encourage each other to indulge in many atrocities such as use drugs or alcohol, or become involve in other risky behaviours. Majority of adolescents with substance abuse problems began using drug or alcohol as a result of effects of peer group. Peer group may influence in various ways like joining group who drink alcohol, smoke cigarette and Indian hemp among others. It may also lead to the decision to have a boy/girl friend, negative peer group indulges youth into loitering about in the streets, watching films and attending parties during school hours, taping as alternative to stealing which may eventually graduate into armed robbery (Arief, 2011).

There is no doubt that Arabic Language has an exceptional position in Islam. Allah has chosen the Arabic Language as an effective medium of communication for His message. Arabic is not only a language per se, but a language that has been chosen by Allah to communicate with His servants. Allah says in the Quran: Verily, We have sent it down as an Arabic Quran in order that you may understand Quran 12:2). Faryadi (2002) stated that Allah is emphasizing that learning Arabic is proper way in understanding His message. Indeed, in order to understand the beauty of Al-Quran, the revelation by which Allah has sent down His messages, one must make the learning of the Arabic Language a priority. In the educational arena, Nigeria is one of the fastest developing countries in the world. Arabic Language has been a pivotal to economic and educational development in northern Nigeria. The sub-division of makranta Alo and makranta llmi in North before the advent of the Western education cannot be robbed off from the history of Nigerian education. The roles of friendship on understanding the concept of Arabic language cannot be jetissoned. This is because the better ones friends are, the better the understanding of such student.

The academic performance of every student is wired with the state of the cognitive condition that the child his. The reason for this is that cognitive skill is the processor that processes the learning bits that student learns in the class. Raheem (2015) stated that to process and exercise knowledge gained by every students required three skills. These skills are receptive skills, cognitive skill and productive skills. Receptive skills are skills that students used to receive information, these are reading and listening. Cognitive skill is the skill used by the students to process the information received, this is the reasoning faculty of the students. Productive skills are skills that the students use to express what they have learnt through receptive skills and their cognitive skills has processed. Defect in the learning ability of a student will have effect on the cognitive state of such student. As a result, students with learning disability will of no doubt needs positive peer group who will assist their ability in their academic performance especially, in subjects like Arabic Language.

1.2. Statement of the problem

The roles that peer group plays in the life of students is not limited. The primary reason on this is that student’s life is surrounded with friends making and group association. This is one of the reasons why some groups are known as leading sets while some are known as failure group. Learners with learning disabilities are often known to be performing below average in their academic pursuit. However, if these learners make the choice of good peer group, it is believed that their academic performance will be improved, but if they make the choice of bad peer group, it is believed that there academic performance may be adversely affected. What bothers the mind of the researchers is that they are curious on investigating the effects of peer group on academic performance of students with learning disabilities in Arabic language.

1.3     Purpose of the Study

The main purpose of the study is to examine the effects of peer group on the academic performance of Arabic students in some selected Muslims schools in Afijio Local Government Area of Oyo State.

 

1.4 Scope of the Study

This research work assessed the effects of peer group on the academic performance of Arabic students in some selected Muslims schools. The scope of this study is some in some selected Muslims schools in Afijio Local Government Area of Oyo State.

 

1.5. Significance of the study

This study will be of help to many people in the society especially students who are in secondary school as it will be of benefits to educational planners and educational managers. This is because they will be able to have an in-dept look into how peer group affect the academic performance of learners with learning disabilities in Arabic language. The study is also of significance to specialists taking care of the educational curriculum of learners with learning disabilities in Nigeria.

In addendum, the study will be of immense benefits to teachers teaching learners with learning disabilities Arabic language as they will be able to understand the effects of peer group on what they are teaching their learning disabled students. Without doubt, this study will really be of great benefit to Ministry of Education, and government at large by aiding them in giving setting educational policy.

 

1.6 Research Questions

(i) How does peer group affect the academic performance of learners with learning disabilities in Arabic language?

(ii) Does relating with peer group has effect on the moral behaviour of Arabic students who are learners with learning disables?

(iii) Does peer group that students relate with has effect on the academic performance of students in Arabic Language?

1.7 Operational Definition of terms

– Academic Performance: This means the result of educational efforts students in English language.

– Peer group: This means friends and colleagues that a person moves, discuss and shares experience with in school or environment

– Effects: In this study, this means the pressure that does come from friends and colleagues in taking a decision. This may be positive or negative.

– Arabic Language: In this study, it refers to one of the foreign languages that is learnt in Nigeria majorly by Muslim students as it is the language of their religion texts.