ASSESSING THE AWARENESS AND ADOPTION OF ARTIFICIAL INTELLIGENCE-BASED INSTRUCTIONAL TOOLS IN PUBLIC SECONDARY SCHOOLS

Abstract

The integration of Artificial Intelligence (AI) in education has transformed the learning landscape, offering unparalleled opportunities for personalized instruction, enhanced student engagement, and improved academic outcomes. However, the extent to which public
secondary schools have embraced AI-based instructional tools remained unclear. This study examined the awareness and adoption of AI-based instructional tools among teachers in public secondary schools within the Akure South Local Government Area of Ondo State. The descriptive research design was adopted. The population consisted of all teachers in public secondary schools in Akure South Local Government Area of Ondo State. The sample consisted of 100 teachers, that were randomly selected from 10 schools in the area. One research instrument titled “Teachers’ Awareness and Adoption of AI-Based Instructional Tool Questionnaire” (TAAAITQ) was used to collect data for the study. This was validated and found reliable, r= 0.76. Two research questions were answered using descriptive statistics. Findings showed a low teacher awareness of AI-based instructional tools ( X =1.93) and a low extent of the adoption of AI-based instructional tools( ( X =1.87) by teachers in public secondary schools in Akure South Local Government Area of Ondo State. The study concluded that 65% of teachers are not aware of AI-based instructional tools, 37% rarely use them, and 42% never use AI-based instructional tools. Based on the findings and conclusion drawn from the study, it was recommended that policymakers should allocate funds to support the development and implementation of AI-based instructional tools, and school
administrators should offer training and support for teachers to develop their skills in using AI-based instructional tools among others.