Artificial Intelligence-Driven Application and Secondary School Students Discipline in Ibadan Metropolis of Oyo State, Nigeria

Abstract

This study investigated the role of artificial intelligence-driven application in promoting discipline among secondary school students in Ibadan Metropolis, Oyo State, Nigeria. Existing research has addressed school disciplinary measures, but little attention has been given to the integration of AI vis-à-vis student discipline. The study focused on AI-driven applications (digital talent management, organisational learning, knowledge management, and core technology) and secondary school students in Ibadan Metropolis. A descriptive survey design was adopted, using multistage sampling: six of the eleven LGAs in Ibadan Metropolis were randomly selected, 20% of secondary schools were sampled proportionately, 170 of 1,126 teachers (15%) were sampled proportionately, and 150 students were purposively selected from each sampled school, giving 900 student participants. Structured questionnaires with reliability indices of r=0.82 (students) and r=0.82 (teachers) were used. Findings revealed that student discipline was high in punctuality and school attendance (x̄=3.21) and compliance with school rules (x̄=3.01), and moderately high in respect for peers and teachers (x̄=3.00) and examination malpractice (x̄=2.91), all above the 2.5 threshold. Artificial intelligence dimensions also recorded means above threshold: core technology (x̄=3.04), knowledge management (x̄=2.80), digital talent management (x̄=2.79), and organisational learning (x̄=2.73), indicating a favourable but uneven contribution to student discipline. The study concluded that although AI-driven applications contribute to student discipline, their potential is underutilised due to gaps in fairness, accessibility, and evaluation of AI tools. It is recommended that schools strengthen AI-driven application systems, particularly around transparency and fairness of AI-based evaluations, to improve student discipline.