Effect of AI-Supported Digital Pedagogy on Students' Academic AchievementandCreative Performance in Music Education in Secondary Schools inKogi State, Nigeria

The study investigated effect of AI-Supported digital pedagogy on students' academicachievement and creative performance in Music Education in Secondary Schools in Kogi State, Nigeria. Three research questions and three hypotheses guided the study. The populationcomprised 2,410 senior secondary school music students in public secondary schools inKogiState. Sample comprised of 160 students from six intact classrooms across three senatorialdistricts; three schools were assigned to the experimental group and three to the control group. Data were collected using the Music Education Achievement Test (MEAT) and the CreativePerformance Rating Scale (CPRS). The MEAT was validated for internal consistencyusingtheKuder-Richardson Formula 20 (KR-20), yielding a reliability coefficient of 0.87, while theCPRSwas validated using Cronbach’s alpha, yielding a coefficient of 0.84. The hypotheses weretestedusing Analysis of Covariance (ANCOVA) at 0.05 level of significance. Data were analyzedusingmean and standard deviation to answer the research questions. The results indicatedthat AI-supported digital pedagogy significantly enhanced students’ academic achievement inmusiceducation [F(1, 157) = 184.37, p = .000, η²p = .54] and significantly improvedcreativeperformance [F(1, 157) = 147.62, p = .000, η²p = .48]. The effect of AI-supported digital pedagogyon creative performance did not vary significantly by gender [F(1, 76) = 0.214, p =.645, η²p= .003]. It was recommended among others that music educators adopt AI-supported digital toolsincluding intelligent music composition assistants, adaptive ear-training platforms, andAI-drivenmusic theory tutors to deepen students’ conceptual and creative engagement