IMPACT OF BASIC AND EMOTIONAL AI ON LEARNING OUTCOMES IN BLOCKLAYING, BRICKLAYING AND CONCRETING IN TECHNICAL COLLEGES, NIGER STATE

Abstract

This study explored the impact of basic and emotional artificial intelligence on learning outcomes in blocklaying, bricklaying and concreting in Technical Colleges, Niger State, Nigeria. The research was guided by three objectives and corresponding research questions and adopted a quasi-experimental design. The population comprised 220 National Technical Certificate (NTC II) students (163 males and 57 females) from six National Board for Technical Education (NBTE)  - accredited technical colleges, all of whom participated in the study. Data were collected using achievement tests, interest inventories, and retention tests and analysed with SPSS version 23.0. Descriptive statistics (mean and standard deviation) were used to address the research questions, while Analysis of Variance (ANOVA) was applied to test the hypotheses at the 0.05 significance level. Results indicated that students taught using basic and emotional AI instructional strategies achieved significantly higher academic performance compared to those taught through conventional methods, with a noticeable increase in mean achievement scores. AI-assisted instruction also led to improved student interest and retention, as evidenced by higher mean scores and retention gains. Statistical analysis confirmed a significant difference in achievement and retention between AI-assisted and conventionally taught groups. However, no significant difference was observed in some performance areas, suggesting that AI is most effective when strategically integrated into instruction. The study recommends that technical college teachers incorporate basic and emotional AI tools into their teaching to boost student engagement, interest, and retention. Additionally, teachers should foster active participation and provide AI-supported feedback to maximize learning outcomes in BBC