This study investigates how Artificial Intelligence (AI)-based Tutoring Systems can be used to provide secondary school students with personalized learning feedback and to enhance their academic performance. The two main empirical objectives were to assess individualized formative assessment in classroom settings and to examine teachers’ and students’ perceptions of AI adoption. A mixed-methods quasi-experimental design was employed, integrating quantitative pre-/post-tests, interviews, and focus groups across six schools (n = 600). This approach enabled triangulation between measurable learning outcomes and contextual perception data for robust validation. Quantitative data were analyzed using Python (t-tests, ANCOVA), while thematic coding in NVivo was applied to qualitative data. Expert review, pilot testing, and Cronbach’s α (>0.80) were used to validate the instruments and ensure reliability, including pre-/post-tests and engagement scales. Findings revealed that students who received AI-based interventions achieved significantly higher academic performance (Cohen’s d = 1.05) and engagement (d = 0.72) compared with control groups. Teachers with AI exposure reported greater preparedness (mean = 3.4) and fewer perceived barriers. The study provides empirical evidence on the pedagogical viability of AI tutoring in under-resourced contexts, contributing to self-regulated and socio-technical learning theories. It also recommends enhanced systemic teacher education, ethical leadership, and structural support to foster equitable adoption of AI in education. The findings carry strong implications for policy development and educational innovation in promoting data-driven, inclusive learning within Nigeria’s secondary education system
