Abstract

This study investigated the effectiveness of an AI-powered language translation system on the
academic performance of secondary school students in Mbaitolu Local Government Area, Imo
State. A quasi-experimental, non-randomized pretest���posttest control group design was employed.
Three research questions and three hypotheses were formulated for the study. The population of the
study comprised 1200 secondary school students who were purposively selected. The sample size
was 129 senior secondary students (N = 129). A standardized instrument titled Standardized
Academic Test (SAT), which contained 30 multiple-choice questions, was used to elicit information
from the respondents. And the instrument was administered by the researchers. The instrument's
reliability coefficient of 0.77 was determined using the Kuder-Richardson 21 method. Data were
analyzed using both descriptive statistics (mean and standard deviation) to answer research
questions, while hypotheses were tested using. Analysis of Covariance (ANCOVA) and Two-way
ANOVA at 0.05 level of significance. The findings revealed that students exposed to lessons
supported with AI translation tools performed significantly better than their counterparts taught
using the conventional English-only instructional approach. The AI-powered system enhanced
comprehension, reduced the cognitive burden associated with second-language learning, and
allowed learners to grasp subject-specific concepts more effectively by bridging the gap between
English and their indigenous language.
Based on the findings of the study, it was recommended, among others, that the Ministry of
Education and school management boards should organize regular workshops and training
programs to equip teachers with the necessary digital literacy skills to effectively use AI-powered
translation systems.

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