Integrating artificial intelligence into STEM classrooms: Impact on students critical thinking and problemsolving skills in secondary schools Zaria education zone, Kaduna State, Nigeria

Abstract

This study investigated the impact of integrating Artificial Intelligence (AI) tools into STEM classrooms on the criti cal thinking and problem-solving skills of secondary school students in Zaria Education Zone, Northern Nigeria. A quasi-experimental pre-test, post-test control group design was employed involving 192 SSII students drawn from four public secondary schools using simple random sampling technique. The experimental group was taught STEM concepts using AI-powered adaptive platforms, while the control group received conventional instruction. Data were collected using a Critical Thinking Skills Test (CTST) and a STEM Problem-Solving Performance Test (SPSPT), both validated and piloted for reliability. Analysis of Covariance (ANCOVA) revealed statistically significant differ ences in favor of the experimental group for both critical thinking (F(1,188) = 27.78, p < 0.001, η² = 0.128) and prob lem-solving performance (F(1,188) = 35.21, p < 0.001, η² = 0.158). These results indicate that AI-integrated instruc tion meaningfully enhances cognitive outcomes in STEM education. The study concludes that AI tools, when effec tively implemented, can foster deeper learning, support personalized instruction, and strengthen students’ 21st century skills. It recommends teacher training, infrastructure provision, and curriculum reform to facilitate scalable AI adoption in Nigerian schools.