AI-Mobile Learning Tool and Pre-Primary School Pupils’ Performance on Language Development in Rivers State
Keywords:
AI, Mobile, Learning, Tool, Language, Development, Google Read AlongAbstract
This research evaluated how the AI-powered mobile application, Google Read Along, influences the linguistic development of pre-primary students in Rivers State, alongside an examination of whether gender affects this progression. The inquiry was structured around two specific objectives, research questions, and hypotheses. Adopting a quasi-experimental design, the study sampled 45 pupils from two established classes across two purposefully selected co-educational pre-primary schools. Data were collected using the Language Development Performance Test (LDPT), with the Google Read Along application serving as the core intervention. Descriptive statistics, such as mean and standard deviation, were used to answer the research questions, while analysis of covariance (ANCOVA) was used to facilitate the testing of hypotheses. The results indicated that there was a significant difference in the academic performance of the experimental group who used the AI-based tool and the control group who received instruction through the conventional play-way method. The results further revealed that gender did not influence the performance of pupils in the experimental group. It is therefore recommended that school owners should encourage teachers to use the Google Read Along application in their lessons to support language development in pre-primary education.
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