INFLUENCE OF ARTIFICIAL INTELLIGENCE (AI) ON TEACHING EFFECTIVENESS AND EDUCATIONAL OUTCOMES IN BENUE STATE SECONDARY SCHOOLS, NIGERIA
Keywords:
Artificial Intelligence, teaching effectiveness, educational outcomes, secondary, schools, Benue StateAbstract
This study examined the influence of Artificial Intelligence (AI), including ChatGPT, Google Gemini and Microsoft Copilot, on teaching effectiveness and educational outcomes in Benue State secondary schools, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested at the 0.05 level of significance. A descriptive survey research design was adopted. The population comprised 75,969 secondary school students in 290 public secondary schools across the 23 local government areas of Benue State, from which a sample of 500 students was selected using the Research Advisor Sample Size Table. A multi-stage sampling procedure involving stratified, proportional and simple random sampling techniques was used to select the respondents. Data were collected using a researcher-developed instrument titled Artificial Intelligence, Teaching Effectiveness and Educational Outcomes Questionnaire (AITEEOQ). The instrument was validated by three experts in the Faculty of Education, and a pilot test using Cronbach Alpha yielded a reliability coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while one-sample t-test statistics were used to test the hypotheses against the criterion mean of 2.50. Results showed that AI had a significant positive influence on teaching effectiveness and educational outcomes in Benue State secondary schools. The study concluded that AI can support lesson planning, instructional material development, assessment, feedback, student participation, personalised learning and digital skills when teachers are adequately trained and schools are provided with appropriate infrastructure and ethical guidelines.
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