Enhancing Academic Achievements of Slow Learners through AI: A study based on Junior Secondary schools in the Kalkudah Zone

Abstract

This study examines the impact of AI-powered learning systems on enhancing the academic achievement of slow learners within the 21st century educational landscape of inclusive education. It seeks to determine how AI technologies can identify specific student challenges, reduce learning gaps and provide customized learning experiences. The ultimate goal is to build up self-confidence, increase student engagement, and improve overall learning efficiency in the classroom. A significant challenge is the digital divide, particularly the lack of technical facilities and internet access in rural and underdeveloped areas. To address this, a mixed-methods approach was used, involving 120 students, 90 teachers, 5 principals, 5 ADS/ISAs and 30 parents from all five schools in the Kalkudah zone. Data collection methods included questionnaires, interviews, observations, and document analysis, performed using SPSS version 29.0. The Findings indicate that AI-based interventions can significantly enhance student achievement by creating customized learning paths and adapting the curriculum to individual learning speeds. AI has transformed the roles of teachers, the tools they use, and the content they deliver. The research also revealed that AI tools can empower teachers to provide immediate and necessary assistance. The study recommends creating localized, interactive AI learning resources, offering comprehensive professional training for teachers, improving the distribution of technical facilities and fostering collaboration with policymakers. By implementing these recommendations, the country can better achieve its future educational goals and adapt to timely technological changes. This study also emphasizes the important of conducting research not only on future technological developments but also on the rapid change occurring in technology today.