Leveraging Artificial Intelligence for Enhancing Formative Evaluation in Bayelsa State Secondary Schools: Qualitative Approach

Abstract

This study examined the role of Artificial Intelligence (AI) in enhancing formative evaluation in secondary schools in Bayelsa State, Nigeria, with particular emphasis on its application in personalizing feedback, supporting real-time assessment and progress tracking, and identifying students’ learning gaps. The study adopted a qualitative research design, and data were collected through focus group discussions involving 73 participants comprising teachers, school administrators, and education policymakers. The data were analyzed thematically using NVivo software to identify emerging patterns and themes. Findings revealed that AI significantly enhances formative evaluation by improving the speed, accuracy, and personalization of feedback, as well as strengthening real-time monitoring of students’ academic progress and facilitating early identification of learning gaps. However, the study also found that the adoption of AI in secondary schools is constrained by inadequate infrastructural facilities, high implementation costs, limited ICT competence among teachers, and ethical concerns relating to data privacy and algorithmic bias. The study concluded that while Artificial Intelligence has strong potential to transform formative evaluation practices and improve student learning outcomes, its effective integration depends on adequate infrastructure, teacher capacity development, and strong policy frameworks to guide ethical usage. The study recommended increased government investment in ICT infrastructure, continuous teacher training on AI tools, and the development of clear ethical guidelines for AI adoption in education.