Abstract

This study investigated the influence of Artificial Intelligence (AI)-assisted instruction on students' achievement in Physics among secondary schools in Uyo Local Government Area of Akwa Ibom State, examining adaptive learning systems, intelligent tutoring systems, and AI-powered virtual laboratories. An ex-post facto design was adopted with a population of 1,290 Physics teachers and SS II students, from which a sample of 306 was drawn using Yamane's (1967) formula. Data were collected using a structured questionnaire (Cronbach's α = .84) and a Physics Achievement Test (KR-20 = .82), and analysed using descriptive statistics and Pearson Product Moment Correlation. Findings showed that adaptive learning systems (r = .654), intelligent tutoring systems (r = .491), and AI-powered virtual laboratories (r = .479) each had a statistically significant positive association with achievement (p < .05). The study recommends increased investment in AI infrastructure and continuous teacher training to strengthen Physics instruction in Nigerian secondary schools