TEACHERS USE OF AI TOOLS AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENTS IN SECONDARY SCHOOL IN OBUDU LOCAL GOVERNMENT AREA OF CROSS RIVER STATE

Abstract

This study sought to investigate the influence of teachers' use of AI and the academic achievement of chemistry students in secondary schools in Obudu Local Government Area of Cross River State. To achieve the purpose of the study, two research questions were raised and two hypotheses were formulated. Survey research design was adopted for the study. The sample of 200 SS II chemistry students was drawn from the entire population of SSII chemistry students in public secondary schools in the study area using proportionate random sampling and simple random sampling techniques. Data collection was carried out with the use of research instruments titled Chemistry Teachers Use of AI Questionnaire (CTUAIQ) and Chemistry Achievement Test (CAT). The instruments were subjected to face validity by experts in Measurement and Evaluation and Chemistry Department respectively. The reliability was computed using the Cronbach alpha reliability coefficient. The reliability coefficient of 0.82 was obtained from the instrument. Mean and standard deviation were used to answer the research questions and independent t-test was used for research hypotheses. Based on the result of the study, it was revealed that teachers’ use of AI significantly influenced the academic achievement of chemistry students in secondary schools. In conclusion the use of AI tools in Chemistry teaching enhances personalized learning and make students learn at their own pace and receive instant feedback. Based on the findings of the study, it was recommended amongst others that: government should formulate and implement policies that encourage the adoption of artificial intelligence tools in secondary school chemistry education and also organize regular training workshops, seminars, and certification programmes to equip teachers with the necessary skills to effectively use intelligent tutoring systems