Perceived Impact of Artificial Intelligence, Digital Tools, and Pedagogical Innovations in Directed Writing in Secondary Schools in Eastern Nigeria

Abstract

The integration of Artificial Intelligence (AI) and digital tools in directed writing instruction is transforming education globally. However, public secondary schools in Eastern Nigeria face challenges such as inadequate infrastructure, limited teacher training, and student adaptation difficulties. This study examines the perceived impact of AI-driven technologies and digital teaching methods on directed writing instruction in English language classrooms. Using a mixed-methods research design, the study targeted secondary schools across Anambra, Imo, Ebonyi, Abia, and Enugu states. A random sample of 150 students participated, and 36 validated questionnaires were administered to assess AI usage, engagement, and writing skill development. The questionnaire’s validity and reliability were confirmed through expert review and a test-retest method yielding a Spearman correlation coefficient of 0.82. Structured interviews provided qualitative insights into AI adoption challenges. Data analysis involved descriptive and inferential statistics, with SPSS version 25 used to conduct a one-sample t-test and one-way ANOVA to determine significant relationships between AI usage and writing performance. Thematic analysis of qualitative data highlighted benefits and obstacles in AI integration. The findings indicated that AI tools enhance personalized learning, student engagement, and writing proficiency, though technological limitations, insufficient teacher training, and socio-economic factors hinder full implementation. The study recommends AI integration into the curriculum, improved teacher training, and enhanced technological infrastructure to support AI adoption. Addressing these barriers will create a more inclusive, technology-driven educational system, fostering digital literacy, writing proficiency, and educational equity in Eastern Nigeria’s secondary schools.