Abstract

This study examined the use of AI-assisted tools in lesson planning and instruction and their effects on integrity, accountability, and learning outcomes in public secondary schools in Cross River State, Nigeria. The study adopted a descriptive survey design and involved a population of 5,302 teachers and 77,485 students. Using Taro Yamane’s formula, a sample size of 770 respondents (372 teachers and 398 students) was selected through stratified random sampling. Data were collected using a structured questionnaire and analyzed using mean scores and Pearson Product Moment Correlation (PPMC). The findings revealed that the use of AI-assisted tools in lesson planning and instruction was moderate among teachers and was similarly perceived by students. The study also found that AIassisted tools have a moderate positive effect on integrity and accountability in teaching and learning, and a moderate positive effect on students’ learning outcomes. Pearson correlation results indicated significant positive relationships between the use of AI-assisted tools and the quality of lesson delivery (r = 0.46; p < 0.05), integrity and accountability (r = 0.41; p < 0.05), and students’ learning outcomes (r = 0.44; p < 0.05). The study concluded that AI-assisted tools have the potential to improve teaching quality, promote integrity and accountability, and enhance students’ learning outcomes in public secondary schools. However, the integration of AI tools is constrained by limited access, inadequate infrastructure, and insufficient training. The study recommended improved ICT infrastructure, teacher training, ethical guidelines for AI use, and effective monitoring mechanisms to enhance AI adoption and maximize its benefits in secondary education