Volume 11, Issue 2. June 2025
Preliminary Pages of Volume 11 Issue 2. June 2025
Leadership in Technological Transformation: Exploring the Role of Ubuntu in School Leadership with Relation to AI
Chibaya S. & Nyabeni N.
Abstract
In a rapidly evolving education landscape and technological transformation, particularly artificial intelligence (AI), there are challenges and opportunities for school leadership. This paper presents findings from a comprehensive literature review examining the intricate intersection of school leadership and the explosive domain of artificial intelligence (AI) under the lens of Ubuntu. Grounded in a qualitative research paradigm, this study comprehensively explores literature, including renowned academic databases such as Google Scholar, JSTOR, and Scopus. The ensuing analysis underscores the transformative potential of AI within educational frameworks, accentuating the imperative for leadership strategies based on an African Philosophy geared towards contextualised AI integration. The literature review examines how philosophy influences leadership by examining ancient philosophies. Central to this discourse is articulating the African Philosophy of Ubuntu in how school leaders navigate AI-infused educational environments. Furthermore, this paper elucidates the scantness of extant literature, elucidating the pivotal role of school leaders in orchestrating successful AI implementation initiatives, thereby advocating for a paradigmatic shift towards foregrounding AI leadership within Ubuntu. Considering these revelations, this scholarly exposition advocates for a proactive embrace of AI at African school leadership echelons, positing it as a catalyst for engendering a culture of informed AI stewardship characterised by heightened awareness of humanity, collaborative learning, empathy, and the recognition of the worth and dignity of every individual. Drawing upon Ubuntu as a theoretical framework, this research offers valuable perspectives on fostering inclusive, ethical, and socially responsible leadership approaches that prioritise the holistic development and well-being of all stakeholders within the educational ecosystem. Ultimately, this paper endeavours to stimulate scholarly dialogue and policy deliberations to elucidate efficacious strategies for enhancing educational leadership in the epoch of AI proliferation that is cognizant of the African context.
Keywords: Artificial intelligence, school leadership, technological change, Ubuntu
Physics Teachers' Awareness of the Application of Artificial Intelligence in Teaching and Learning of Physics in Senior Secondary Schools in Nsukka Education Zone
Euphemia C Ugwuanyi, Ugochukwu C. Elejere & Christian S. Ugwuanyi1,
Abstract
The study examined Physics teachers' awareness of the Application of Artificial Intelligence in Teaching and Learning Physics in Senior Secondary Schools in Nsukka Education Zone of Enugu State. The study adopted a descriptive survey research design. The study population comprised all 37 Physics teachers (26 males and 11 females) in the Zone. The Artificial Intelligence Awareness Questionnaire (AIAQ) was used for data collection. The instrument was face-validated and trial-tested to ascertain its internal consistency reliability, using Cronbach's alpha, which yielded a reliability index of 0.79. The data collected from the participants were analysed using descriptive statistics. The results showed that the level of Physics teachers' awareness of AI in teaching Physics was moderate. It also showed that there were no statistically significant differences in the mean scores of male and female teachers on their awareness of the application of artificial intelligence in teaching and learning Physics in senior secondary school. This means that the male and female teachers do not differ in their level of awareness of AI. Moreover, it was found that teachers are interested in the use of AI in the classroom, but are handicapped in terms of how to use the AI tools. Thus, the researchers recommend that teachers should be trained on the use of AI in teaching and learning.
Keywords: Artificial intelligence (AI), Teacher awareness, Physics teaching and Learning.
Ethical Implications of Artificial Intelligence in Education: The Perspective of Final-Year Science Education Students
Emmanuel I. Orji; Chibuzo N. Nduba; Stanley C. Onwughalu and Ugorji I. Ogbonnaya
Abstract
In today's educational landscape, students increasingly rely on AI applications for completing assignments, term papers, articles, and theses, which raises concerns about the originality and creativity, as well as the ethical implications of using these technologies in education. Guided by two research questions and one hypothesis, the study examined the ethical implications of artificial intelligence in education through the lens of final-year postgraduate and undergraduate students. A descriptive survey research design was employed, involving a sample of 212 students. Data were collected using a questionnaire. The reliability of the instrument was assessed using the Cronbach Alpha method, yielding an overall reliability index of 0.795. Research questions were analyzed descriptively, while a t-test was conducted to evaluate the sole hypothesis. The findings indicated that AI poses significant ethical challenges, including racial, cultural, and gender biases; furthermore, the use of AI in educational settings complicates teachers' ability to accurately evaluate students' knowledge and comprehension. Consequently, it is suggested that educators undergo capacity training on how to identify work produced by AI applications, among other measures.
Key words: Ethical implication, artificial intelligence, education, and gender
Trends and Challenges of the Use of Artificial Intelligence in the Teaching and Learning of Political Science Education in Ogun State
Sidi Istifanus Abimiku & Ayuba Sulaiman
Abstract
There is no doubt that while the adoption of Artificial Intelligence (AI) technology in political science education shows significant promise, it has also introduced emerging challenges as its presence grows in higher education. A notable concern is the increasing reliance on AI platforms such as ChatGPT and AI Meta among students in tertiary institutions across Ogun State. This dependency has shifted students' academic focus from instructors to AI technologies. This study, therefore, seeks to determine whether this transition has enhanced or hindered students' academic achievement and identifies necessary interventions. By employing a survey research design and purposive sampling method, one hundred (100) questionnaires were administered to lecturers and postgraduate students in five (5) key universities within Ogun State to examine the issue. The data obtained were analyzed using descriptive statistics of mean and standard deviation. The results indicated that while AI technologies significantly contribute to refining traditional teaching practices and support customized learning, their excessive usage has led to a decline in classroom participation and academic performance due to inadequate user training. Hence, the study recommends continuous capacity-building initiatives for both students and educators in the effective utilization of AI tools to improve teaching and learning outcomes.
Keywords: Artificial intelligence, political science education, teaching, learning, tertiary institution
Artificial Intelligence in Virtual Reality (VR): Prospects, Practice and Challenges in Teaching Geography and Environmental Education
Sylvanus, O. Ugwuda, Okoro, Udochukwu, Ajooku, A. Abdulmumin & Omoh, Matthew
Abstract
The integration of Artificial Intelligence (AI) in Virtual Reality (VR) is crucial for creating immersive and personalized experiences. The advanced technology has the potential to revolutionize the teaching of geography and environmental education through adaptive learning, realistic simulations, and intelligent interactions. This paper explores the prospects, practice, and challenges of using AI-powered VR in fields such as marine fisheries and water pollution, geological exploration and geotechnical engineering, smart meteorology, smart agriculture, urban planning, and tourism geography. Its impacts are already felt in Geographic information system (GIS) and remote sensing techniques. The study sought to examine the current state of AI in VR, highlighting its applications in geography and environmental education through immersive learning experiences. When adequately utilized, AI-powered VR could enhance students' interest, improve knowledge retention, and foster deeper understanding of complex geography and environmental education concepts. However, the study equally identified some challenges related to accessibility to technology because not all schools have the required resources to implement AI tools effectively, and the absence of this technology can create disparities in educational opportunities. The paper concludes by discussing future directions for research and development, including the potentials for AI-powered VR to address environmental issues and to promote sustainable development.
Keywords: Education. Environment, Artificial Intelligence, Virtual Reality, Environmental Education, Geography.
Preparing English Language Educators for a Sustainable Artificial Intelligence-Driven and Inclusive Classroom: A Professional Development Framework
Uloh-Bethels, Annah Chinyeaka & Iheanacho, Michael Chidiebere
Abstract
The study investigated the preparedness of English language educators for a sustainable artificial intelligence-driven and inclusive classroom in federal colleges of education in South-East, Nigeria. A descriptive survey research design was adopted for the study. Four research questions and one hypothesis guided the study. The sample of the study comprised 108 English language lecturers drawn from three federal colleges of education in the study area. Data were collected using a 33-item instrument titled Preparing English Language Educators for AI-driven and Inclusive Classroom Questionnaire (PELEAICQ), which was validated by five experts and subjected to a reliability test that yielded an index of 0.83 using Cronbach's Alpha Method. Mean and standard deviation were used to answer the research questions while t-test was used to test the hypothesis at 0.05 probability level. The findings of the study revealed that a professional development framework can, to a very high extent, support English language educators in developing skills and competences hence, its high demand for a sustainable AI-driven and inclusive classroom. The study also found that content knowledge, pedagogical, technical, data literacy, digital skills, and collaborative skills and competences in using AI-powered tools were unanimously perceived by male and female English language educators as frameworks to be developed for preparing English language educators. There were no significant gender differences in their perceptions. It was recommended, among others, that federal colleges of education should develop a well-contextualized AI-driven and inclusive professional development framework which will not only enhance English language educators' digital and pedagogical expertise but also ensure that all learners, regardless of background or ability, will benefit from the promise of AI-powered inclusive classroom to foster ongoing educator engagement.
Keywords: English Language Educators, Artificial Intelligence, Professional Development, and Inclusive Classroom
Teachers' Awareness and Application of Artificial Intelligence for Teaching Science Education in Kaduna State College of Education, Gidan Waya, Nigeria
Audu Christopher, Datoek, Elias Daduam & Loretta N. Nworgu
Abstract
The paper aimed to assess academic staff's level of awareness and application of artificial intelligence (AI) for teaching Science Education in Kaduna State College of Education, Gidan Waya, Nigeria. Descriptive survey research design was used for the study. Three research questions guided the study. The population of the study comprised of all 135 teaching staff in School of Science Education, Kaduna State College of Education, Gidan Waya. Sample of 70 teaching staff were randomly selected across all departments using simple random sampling. Artificial Intelligence Science Education Teachers' Awareness Questionnaire (AISETAQ) was used for data collection. The instrument was subjected to face validity by three experts. The internal consistency reliability method was used and Cronbach Alpha reliability was applied which yielded 0.78. Data were analysed using frequency count and simple percentage. Findings showed that although most academic staff were aware of AI, very few applied AI in teaching. Result also showed that several factors such as lack of knowledge about AI and AI tools, inability to download or access AI tools, poor network, inadequate electricity, lack of adequate gadgets for applying AI in teaching were some militating factors affecting the application of AI in teaching. The study recommended among others; workshops and seminars be conducted by government from time to time to update academic staff with trends on the application of AI in teaching. Government should provide sufficient gadgets at departmental levels for effective teaching using AI.
Key words: Teachers' Awareness, AI, Application, Science Education
Exploring the Effectiveness of AI-Driven Adaptive Learning Systems in Science Education, Impact on Student Engagement
Chukwu, Chinedu Ositadimma & Ibuot Cletus
Abstract
The paper explores the potential of AI-driven adaptive learning systems in enhancing student engagement in educational institutions, focusing on science education, students' achievement, retention, and interactive experiences. To achieve these three (3) purposes, three (3) research questions and three (3) hypotheses were formulated to guide the study. The research design adopted for this study was the experimental research design. The study involved 1610 Nigerian secondary school students, with a minimum sample size of 313 respondents. The Krejcie and Morgan (1970) recommendation for a population was followed, with 156 respondents from the first school and 157 from the second. The study developed a new questionnaire and achievement test, the AI-driven adaptive learning systems and students' engagement Questionnaire (AALS-SEQ), to collect data on students' engagement in the educational sector. The questionnaire was designed to ensure validity and reliability by conducting a literature review on students' classroom engagement, particularly in science classes in African and Nigerian contexts. The AALS-SEQ was structured into four sections: A, which captures demographic characteristics, B, which measures AI-driven adaptive learning systems, C, which measures students' engagement, and D, which measures students' retention level of science concepts. The Core Science achievement test, consisting of 30 items from the three core science subjects for senior secondary school, was also developed. The response options were based on their degree of agreement with the statements made for each item. The questionnaire underwent a review by experts in educational psychology and science education to ensure content validity. It was then trial-tested with 100 students to assess clarity, relevance, and reliability. The internal consistency of Sections B to D and core science achievement test was assessed using Cronbach's alpha, which yielded a value of .77, and .82, respectively, indicating high reliability. The result showed that there is a significant effect of students' achievement in science education between AI-driven adaptive learning systems and traditional instructional methods. AI-driven adaptive learning systems have a significant effect on students' retention of science concepts, and AI-driven adaptive learning systems have a significant effect on students' engagement in science classes. The government, teachers, and school administrators are advised to launch nationwide awareness campaigns and raise parental awareness about AI-enhanced teaching to enhance students' learning, retention, engagement, and academic achievement.
Keyword: AI-Driven, Adaptive, Learning Systems, Science Education, Students' Engagement, Students' Learning, Retention, Engagement, And Academic Achievement
Awareness and Utilization of Artificial Intelligence Tools Among Undergraduate Students with Disabilities in Federal Universities in South East, Nigeria
Raphael, Faithful Onyedikachi, Theresa Ofoegbu & Efido B. S. Okechukwu
Abstract
The study examined the awareness and utilization of Artificial Intelligence tools among undergraduate students with disabilities in federal universities in South East, Nigeria. Three research questions guided the study using descriptive survey design. The population of this study comprised 105 undergraduate students with disabilities in federal universities in South East, Nigeria which also makes up the sample. Reliability estimate of 0.94 was obtained using Cronpach Alpha for the instrument titled: Awareness and Utilization of AI among undergraduate students with disabilities Questionnaire. Data collection was through questionnaire. The findings of the study revealed high level of awareness of AI among undergraduate students with disabilities in federal universities in South East. The extent to which undergraduates with disabilities utilize AI was discovered to be low. Furthermore, high cost of ICT facilities and AI enabled gadgets as well as difficulty in finding localized contents of AI are challenges encountered among undergraduates with disabilities in South East, Nigeria. The study recommended that government and school administrators of universities should organize seminars or workshops to maintain the high level of awareness in the use of AI among students including those with disabilities. Government and school administrators should organize workshops to increase the level of awareness and the utilization of AI among students with disabilities. Lecturers and students with disabilities should be encouraged to adequately use AI. Government and school administrators should address challenges to the utilization of AI such as providing power supply, ICT facilities and latest AI enabled infrastructure to compensate students with disabilities.
Keywords: Awareness, Utilization, Artificial Intelligence, Undergraduate students, Federal universities, Disabilities, All-inclusive Education.
The Predictive Power of AI-Generated Formative Assessments on Students' Academic Achievement in Chemistry
Nnaji, Anayo David, Agiande, Innocent Undie, Ocheni, Christopher Adah, Nwani, Uchenna Samuel, Ahmad, Sule, Nwani, Keziah Chetachukwu, Ikeh, Francis Elochukwu Oguguo, Basil Chinecherem Ezennadi, Agah, John Joseph, Ugwuanyi, Christian Sunday & Madu, Barnaba
Abstract
The cynosure of the study was to determine the potency of chemistry formative assessment generated by Natural Language Processing Artificial Intelligence tools in predicting students' academic achievement in Chemistry. The study adopted the correlational research design. The direction of the study was provided by two research questions and two hypotheses. The study sampled 336 final-year chemistry-education undergraduate students in Enugu State, Nigeria. The sample was drawn by simple random sampling across public tertiary institutions in the State. The instruments for data collection were “AI-Generated Chemistry Test Questionnaire” (AIGCTQ) and a proforma of students' achievement in Chemistry. The instruments were validated by three experts in the Department of Science Education, University of Nigeria, Nsukka. The reliability of AIGCTQ was 0.84, determined by Cronbach Alpha method. The data for the study was collected using google form and analyzed using Regression Analysis. Coefficient of determination was used for answering the research questions while the hypotheses were tested at 5% level of significance using regression t-test statistic. The findings of the study showed that AI-Generated Formative Assessment predicted 63.2% of students' achievement in Chemistry. Also, gender significantly moderated the predictive power of AI-Generated Formative Assessment on students' achievement in Chemistry. Based on the result, it was concluded that AI-generated formative assessments can be used to predict students' achievement in chemistry. Hence, it was recommended among others that parents and teachers should encourage students to use AI-Generated formative assessment questions for predicting students' academic achievement in Chemistry.
Keywords: AI-Generated, Artificial Intelligence, Formative Assessments, Natural Language Processing, Chemistry Achievement
Artificial Intelligence in Educational Research: Pitfalls and Avoidance Strategies
Asim, Alice Eta & Ita, Caroline Iserom
Abstract
Artificial Intelligence (AI) is rapidly transforming educational research by enhancing data analysis, personalizing learner feedback, and automating complex research tasks. This theoretical paper presents a comprehensive exploration of the opportunities and risks associated with integrating AI into educational research, organized across key thematic areas. The introduction situates the relevance of AI within evolving educational landscapes, emphasizing the dual promise and peril it poses. The theoretical framework draws on constructivist, sociocultural, and critical theories to anchor the ethical and methodological lenses through which AI is examined. The application of AI in educational research is explored across areas such as intelligent tutoring systems, predictive analytics, automated literature review, and qualitative coding. However, the paper highlights a series of pitfalls, including algorithmic bias, data privacy issues, lack of transparency, and diminished human agency. To address these, mitigating strategies are proposed, emphasizing ethical AI development, inclusive data practices, human oversight, and transparency in algorithm design. The paper reflects on how these dynamics reshape the roles of researchers, educators, and learners, with a call for interdisciplinary collaboration and critical digital literacy. The conclusion underscores the importance of balancing technological advancement with ethical responsibility. This study offers a roadmap for responsible integration of AI into educational research and ensures that innovation does not compromise academic integrity or social equity.
Key words: Educational Research, Artificial Intelligence (AI), mitigating strategies
Impact of Artificial Intelligence in teaching and learning Sciences
Orim Richard Ekonesi & Egwo, Prince Micheal
Abstract
The study provided an insight on the need for the use of AI in the pedagogy of sciences. The need for the study is to address the global challenges encountered by teachers and students in selecting and incorporating technologies appropriate in the teaching and learning of sciences in primary, secondary and tertiary institutions of learning. The study listed and provided an insight on basic packages of Artificial Intelligence such as Mathway, GeoGebra, ChemDraw, Chem21labs, LabXchange, BioLab, etc, that promotes easy teaching and learning of Sciences in most parts of the world. The Mathway was noted as a package that enables students solve problems in mathematics with little or no assistance by the teacher and likewise the GeoGebra was also noted as a learning platform that uses AI to offer feedback and assessment on learning. The study also listed other AI supporting packages that are used for teaching and learning Chemistry, Physics, Biology and other science subjects or courses. The study further suggested that Science teachers at all levels of learning should be introduced to various forms of technologies that AI tools used in the teaching and learning sciences.
Keywords: Artificial Intelligence, Pedagogy, Sciences; Mathematics, Physics, Chemistry and Biology
Effect of Chat Generative Pre-Trained Transformer(ChatGPT) on Secondary School Students' Academic Achievement and Interest in Geometry
Njoku, Celestine & Njoku Iheanyi Odochi
Abstract
The study determined the effect of ChatGPT on academic achievement and interest of students' in geometry. Four research questions and six hypotheses were formulated, tested at 0.05 level of significance. The design adopted for this study was quasi-experimental (non-equivalent control group). The researchers sampled 205 students from a population of 20,074 Senior Secondary School Two (SSS2) students in public secondary school in Abia State. Geometry Achievement Test (GAT) and Geometry Interest Scale (GIS) with reliability indices of 0.75 and 0.82 respectively, were used for data collection. Mean, standard deviation and Two-way Analysis of Covariance (ANCOVA) were used for data analysis. Results from data analysis revealed that: the students taught geometry using ChatGPT achieved more than those taught with Conventional Method(CM); F (1, 200) = 284.014, p = .0005, effect size = 0.67, no influence of gender on students' academic achievement scores in geometry; F(1, 200) = 7.062, P = 0.009 and no interaction effect of strategy and gender on students' mean academic achievement score F(1, 200) = 0.011, P = 0.915. Similarly, students taught geometry using ChatGPT expressed more interest in geometry than those taught with CM; F (1, 200) = 1030.263, p < .0005, effect size = 0.837, no influence of gender on students' interest scores in geometry; F(1, 200) = 8.523, P = 0.008 and no interaction effect of strategy and gender on students' mean interest score F(1, 200) = 0.787, P = 0.376. Based on the findings, the recommendation was that ChatGPT should be used to teach geometry in secondary schools.
Keywords: Chat Generative Pre-Trained Transformer(ChatGPT), students' academic achievement, interest, secondary school and geometry.
Authoritarian Parenting Style as a Predictor of Students' Interest and Academic Achievement in Senior Secondary School Mathematics
Mercy Ngozi Nwoye, Attah, ThankGod Ugbede, Emenia, Chukwudi Ogonna, Orngu Aondohemba Godwin, Madu, Gloria Chinenye, & Ibok, Enyekeme Owouko
Abstract
This study investigated authoritarian parenting styles as a predictor of students' interest and academic achievement in senior secondary school mathematics. Three (3) research questions and Three (3)) corresponding null hypotheses were raised to guide the study. The correlational research design was adopted. Multistage sampling procedure were used to select a sample of 300 participants from a population of 1203 senior secondary class two (SS11) students in the forty (40) public secondary schools in Idah Education Zone, Kogi State. Three instruments were used for data collection namely; Students Mathematics Achievement Pro Forma (SMAP), Students' Interest Inventory on Mathematics (SIIM), Authoritarian Parenting Style Questionnaire, (APSQ). The instruments were validated by three experts from measurement and evaluation, mathematics and Guardians and counseling unit. The reliability coefficient of 0.896 was obtained for APSQ using Cronbach alpha method, while reliability coefficient value of 0.817 and was obtained for SIIM. The data collected were analysed using regression analysis (correlation). The “r” obtained was used to answer all the research questions. However, the hypothesis were tested at 0.05 level of significance using the regression t-test for simple linear regression. Findings of the study reveal that authoritarian parenting style significantly predicts the interest and academic achievement of students in mathematics. It was recommended among others that Teachers and parents are encourage to always educate the students on the need to have interest in school as doing so will implant in them the curiosity for education and this will enhance their interest and achievement in mathematics.
Modelling the Impact of Agriculture on the Development and Growth of Nigerian Economy
Mmaduakor C. O, Ngwu B.N, Ojo-Lawal S.B, Akintunde O. A. & Ajewole, O.R.
Abstract:
This paper investigates the effect of various agricultural sectors on the economic development and growth in Nigeria from 1981 to 2024. Secondary data collected from the statistical bulletin of the Central Bank of Nigeria were used, and multiple regression technique was employed to analyse the data. The variables under consideration were crop production, forestry production, livestock production and fish production as the explanatory variables, whereas real gross domestic product as the response variable. The results showed that forestry production, crop production and fishing production have significant impacts on Nigerian economic growth, while livestock production does not. Similarly, the results indicated a positive correlation between gross domestic product and each of the independent variables. This implies that as livestock production, crop production, fish production and forestry production increase, gross domestic product increases. Also, the results revealed that 99% of the variation in GDP can be explained by agricultural variables. These findings underscore the vital role agriculture plays in driving Nigeria's economic development. Therefore, the study recommends that the Nigerian government and her citizenry should combine efforts toward increasing the agricultural production capacities with the aim of advancing economic development, growth and food security among others.
Keywords: Economic development, Agricultural production, Gross Domestic Product, Multiple regression, food security
Assessment of the Effectiveness of Existing Measures to Combat Examination Malpractices in Selected Federal Universities in South-East Nigeria
Onu, William Okoroaja, Nzewke Ifeyinwa Anthonia, Suleiman Abubakar, Udeh Amara Loveth & Romanus Chioma Louisa
Abstract
The study assessed the effectiveness of measures put in place by universities to combat examination malpractice. The study was carried out in South-East Nigeria, guided by four research questions. Descriptive survey research design was adopted for the study. The population of the study comprised all Faculty of Education lecturers in Alex Ekwueme Federal University and the University of Nigeria, Nsukka. A sample of 208 lecturers selected through simple random sampling technique took part in the study. Data was collected using a questionnaire developed by the researchers titled “questionnaire on the effectiveness of existing measures to combat examination malpractices”. The instrument was validated by three experts in the University of Nigeria, Nsukka and its reliability index (α = 0.73) was obtained through Cronbach Alpha following trial-testing of the instrument on 20 Faculty of Education lecturers at Nnamdi Azikiwe University, Awka. All research questions were answered using mean and standard deviation. The study demonstrated that: extant administrative, technological, legal and educational measures are effective for combating examination malpractice. The study recommended that the university administrators should increase the number of trained invigilators and external examiners to enhance examination supervision.
Keywords: Examination malpractice, Universities, Measures, South-East, Nigeria
Integration of Innovative Learning Strategies into Science Technology Engineering Arts and Mathematics (STEAM) Education
Eucharia Ifeoma Emeji
Abstract
STEAM education is a method of teaching that equips students with the abilities and understanding necessary to succeed in a constantly evolving global economy. Even with significant attempts to improve STEAM education, teachers encounter considerable challenges in identifying appropriate instructional approaches. A lot of educators not only lack expertise in particular subjects but are also unfamiliar with effective teaching methods that can boost student learning and involvement through STEAM. Hence, this calls for this study which investigates the integration of innovative strategies into STEAM education, highlighting its significance in the 21st century economy. The importance and need for innovative strategies in STEAM education are discussed, emphasizing the role of teachers' qualifications in delivering effective STEAM education. The use and applications of Artificial Intelligence (AI) in STEAM education are also examined, showcasing its potentials to enhance student learning outcomes. Furthermore, the classification and distribution of STEAM education are analyzed, providing insights into its various forms and delivering methods. This study ultimately highlights STEAM education's significance in nurturing critical thinking, creativity, and problem-solving skills, and its function in equipping students for a progressively intricate and interconnected world.
Keywords: Integration, Innovative Strategies, STEAM Education
AI-Driven Education Ecosystems: Opinion on Bridging Equity and Innovation in Global Learning Networks
John Allison & Fenibo O. Dimabo
Abstract
The integration of Artificial Intelligence (AI) in education transcends traditional curricular enhancements by functioning as both a transformative service chain—personalizing learning experiences—and a strategic supply chain—optimizing resource allocation and institutional processes. This dual functionality positions AI as a catalyst for preparing learners to meet the evolving challenges of the Sixth Industrial Revolution (6IR), as articulated by Huang (2021). Through a comprehensive analysis of global case studies, including Chinas AI-driven early education models and the application of 3D visualization tools in architectural training, this study examines how AI transforms problem-solving capabilities, creative thinking, and intuitive knowledge acquisition. However, significant challenges persist, including systemic bias and regional disparities, particularly in Sub-Saharan Africa. This study investigates the evolving role of AI in education through a mixed-methods approach, incorporating computational analysis, stakeholder perspectives, and policy context. Our analysis offers insights into critical gaps in AI literacy and infrastructure, and we explore the implications of AI for educational communication, considering both its potential for enhancing language translation and the challenges posed by misinformation. This study proposes a comprehensive policy-oriented strategic framework for educational institutions and governments to implement inclusive and secure AI training programs, ensuring ethical deployment and sustainable integration within global learning ecosystems.
Keywords: Artificial Intelligence, Education, Sixth Industrial Revolution, Educational Equity, Innovation, AI Literacy, Ethical Frameworks, Global Learning
Enhancing Assessment Literacy for Effective Teaching and Learning of Chemistry in Senior Secondary Schools in Rivers State
Zudonu, Onisoman Chuks & Orji Chinasa Margaret
Abstract
Effective teaching and learning of chemistry requires not only a sound curriculum and teaching strategies but also
appropriate assessment practices. This study investigated how enhancing assessment literacy can improve teaching
and learning outcomes in chemistry, focusing on senior secondary schools in Rivers State. A descriptive survey
research design was adopted for this study, using stratified random sampling technique a sample size of 212 was
selected as the respondents. A 4-point Likert scale questionnaire titled “Chemistry Teachers’ Assessment Literacy
Questionnaire (CTALQ)” was used to obtain data from the respondents for the four research questions and two
hypotheses that guided the study. The questionnaire was face validated and trial tested. Cronbach Alpha reliability
coefficient of .854 was obtained. The results obtained were analyzed using mean, standard deviation and t-test. The
study revealed a moderate level of assessment literacy, utilization of assessments, challenges and strategies
employed to improve assessment literacy among chemistry teachers in Rivers State. It was also revealed that there is
a statistical significant difference between urban and rural chemistry teachers’ assessment literacy and utilization of
assessment in favour of urban chemistry teachers. Thus, the findings emphasized the need for targeted training
programs and professional development for teachers, as well as the importance of incorporating a variety of
assessment methods to foster deeper student understanding of chemistry concepts.
Keywords: Assessment literacy, chemistry teacher, summative, formative, utilization, data interpretation
Awareness, Access, and Use of Artificial Intelligence Tools Among Chemistry Teachers in Abeokuta Metropolis, Ogun State
Ugwuanyi, Anselem Abonyi, Ezeudu, Florence Obiageli & Aderanti, Monisade Folasade
Abstract
The research investigated the degree to which chemistry teachers in Abeokuta Metropolis, Ogun State, are aware of, have access to, and make use of artificial intelligence (AI) tools. Three research questions and three hypotheses served as the study's guide. The design of the study used in this research was a survey that is descriptive. The population was made of 166 chemistry educators from the public secondary schools with a purposive sample of 64 teachers (30 males, 34 females) from 60 senior secondary schools. Teachers' awareness, accessibility and utilization of artificial intelligence for teaching chemistry (TAAUAITC) was the instrument used to collect the data which was modified from Enebechi et al. (2024) and Zudonu et al. (2024). Three subject-matter experts validated the instrument. Using Cronbach's Alpha, the TAAUAITC instrument's internal consistency reliability was found to be 0.84. The descriptive statistics were used to answer the study questions, particularly standard deviation and mean, and the hypotheses were examined at the 0.05 significance level using a t-test. The findings showed that chemistry teachers were not very aware of, had limited access to, or used AI tools. The awareness, availability, and use of artificial intelligence tools by chemistry teachers were not significantly impacted by gender. Among other things, it was suggested that the government should provide in-service and, on the job, artificial intelligence training for the chemistry teachers for increased teachers' awareness, accessibility and utilization in their instruction and learning.
Keywords: Awareness, Accessibility, Utilization, Artificial Intelligence, Chemistry Teachers,
Inculcating the Right Attitude to Life Among Nigerian Youths: The Need for Social Studies Curriculum Review
Agbo Chidi Nathaniel, Onah Chinweuba Godson & Ogenyi Patience Nkechi
Abstract
Nigeria as a nation witnessed a myriad of social upheavals that have posed serious threat to our very social and political foundations. The educational system too has some fundamental challenges in a manner that the products of the system appear not to possess the right attitude to life exemplified by high rate of growth in yahoo business, kidnappings, armed banditry and a host of others among Nigerian youths. Social studies as a subject have as part of its cardinal objective the development of good citizenship, the up-liftmen of moral character and promotion of social understanding in the society. This study adopted theoretical approach in analyzing the issues surrounding the missing links in the current social studies curriculum that have made it difficult for the nation to enjoy uninterrupted peace resulting from restiveness and other social vices among the teaming youth population of this great country. The study revealed that social studies curriculum has a gap in the secondary school level. The non-extension of the curriculum to cover students in the senior secondary school paved way for the increasing cases of deviant behaviours experienced in the senior secondary school. The study, therefore, recommended that curriculum experts should do the needful to ensure this obvious gap should be closed in the interest of achieving the educational objectives of this subject and the nation at large. Teachers of this subject especially at the secondary school level should be more equipped to deliver the appropriate content and methods of teaching the subject to drive home the national objectives of the subject.
Key Words: Values, Morals, Social Studies Teaching, Curriculum
Teachers' Awareness and Application of Artificial Intelligence for Teaching Science Education in Kaduna State College of Education, Gidan Waya, Nigeria
Audu Christopher, Datoek, Elias Daduam & Loretta N. Nworgu
Abstract
The paper aimed to assess academic staff's level of awareness and application of artificial intelligence (AI) for teaching Science Education in Kaduna State College of Education, Gidan Waya, Nigeria. Descriptive survey research design was used for the study. Three research questions guided the study. The population of the study comprised of all 135 teaching staff in School of Science Education, Kaduna State College of Education, Gidan Waya. Sample of 70 teaching staff were randomly selected across all departments using simple random sampling. Artificial Intelligence Science Education Teachers' Awareness Questionnaire (AISETAQ) was used for data collection. The instrument was subjected to face validity by three experts. The internal consistency reliability method was used and Cronbach Alpha reliability was applied which yielded 0.78. Data were analysed using frequency count and simple percentage. Findings showed that although most academic staff were aware of AI, very few applied AI in teaching. Result also showed that several factors such as lack of knowledge about AI and AI tools, inability to download or access AI tools, poor network, inadequate electricity, lack of adequate gadgets for applying AI in teaching were some militating factors affecting the application of AI in teaching. The study recommended among others; workshops and seminars be conducted by government from time to time to update academic staff with trends on the application of AI in teaching. Government should provide sufficient gadgets at departmental levels for effective teaching using AI.
Key words: Teachers' Awareness, AI, Application, Science Education
Assessment of Physics Teachers' Perception of the Applications of Artificial Intelligence in Teaching and Learning of Physics
Okere, Ikechukwu Justice, Njoku Oluebub, Nnenanya Grace Chinenye, Yohanna, Ibrahim, Ugwu, Chukwuka Emmanuel, Ololo Kennedy Okechukwu & Ugwuanyi Christian Sunday1,
Abstract
This study was conducted to examine teachers' perceptions of the applications of artificial intelligence (AI) in teaching physics. The study was carried out in Okigwe Education Zone 2 of Imo State using a descriptive design. The population comprised 36 teachers. Physics Teachers' Perception of the Application of AI Questionnaire (PTPAAIQ) was used to collect data. Reliability of PTPAAIQ was determined to be .78 using Cronbach's alpha. Mean and standard deviation were used to analyze the data in order to answer the research questions, while independent samples t-test and ANOVA were used to test the hypotheses at 5% probability level. The result showed that Physics teachers have low perception of the applications of AI. Gender, experience and qualification do not have any significant influence on physics teachers' perception of the applications of AI. From the findings, it was recommended among others that, government should organize workshops for Physics teachers on the application of A.I.
Keywords: Teachers perception, artificial intelligence and Physics.
Perceived Impact of AI-Driven Personalized Learning System on Students of Nursing and Midwifery Institutions
Ifeanyi i. Adonu; Vincent C. Davidson; Iwuoha Joy; Maduegbunam O. Theresa; Ejinkeonye O. Felicitas
Abstract
This study investigated the impact of AI-driven personalized learning system on students, with its challenges/ barriers. Four research questions guided the study. The study adopted a descriptive survey design. The population of the study was all the nursing and midwifery students in the case study school in the 2023/2024 academic session. A total of four hundred and twenty-five (425) students formed the population of the study, from which a total of 156 nursing students were randomly sampled from 100,200, and 300 levels students using a proportionate stratified random sampling technique. An instrument titled “Impact and challenges of use of AI on students' learning questionnaire (ICASLQ) was used to collect data. The instrument was validated. The instrument was checked for reliability, reliability index of 0.92 was obtained using test-retest reliability. Arithmetic mean and percentages were used to answer the research questions. Students' responses revealed that AI–powered real-time feedback improves comprehension, allows students to understand their strengths and weaknesses in real-time, facilitates self-reflection and enables students to make necessary improvements and leads to enhanced learning outcomes. The study also revealed that high cost of implementing AI, lack of adequate training for educators and administrators to effectively use AI tools are challenges affecting the application of AI. Some recommendations were made.
Keywords: Artificial Intelligence, learning, AI-driven personalized learning.
Stifling Creativity in the classroom: The Challenge of Artificial Intelligence (AI)
Odimkpa Christiana Ogonna, Chibueze Utum Mgboro & Adaora Phina Anudu
Abstract
The paper focused on stifling creativity in the classroom looking at the challenge of Artificial Intelligence (AI). AI is being used in education to enhance teaching and learning. Individual students also employ AI to help them learn. The growing desire to use AI in education is shaping the classroom environment and the creativity of the students. However, creativity is not a skill but a way of thinking which has to be nurtured. The paper examined the positive impact of AI as in increasing learning effectiveness, providing learning experiences tailored to individual needs, and speeding up the sourcing of educational information. The paper highlighted the relationship between AI and Creativity, areas where AI stifles the creativity of individuals in the classroom, and the way forward on the usage of AI in the classroom.
Keywords: Artificial Intelligence; Creativity; Stifling Creativity.
Examining the Integration of Artificial Intelligence in Undergraduate Chemistry Education Programmes
Stephen Chinedu Nwafor & Maria Tsakeni
Abstract
This study examined the integration of artificial intelligence (AI) in Chemistry Education programmes in universities. A quantitative approach was used; specifically, a descriptive survey research design was adopted. The study was done using 224 respondents comprising 209 undergraduate chemistry education/natural science students and 15 science education lecturers with a speciality in Chemistry or natural science in South Africa and Nigeria. A questionnaire entitled “Integration of Artificial Intelligence in Chemistry Education Programmes (IAICEP)”, developed by the researchers, was used for data collection and shared with the respondents using a Google form link. The internal consistency of QIAICEP was established using Cronbach alpha to be 0.86 after validation by three experts. Mean and standard deviation were used to answer the research questions, while an independent sample t-test was utilised to test the hypothesis at a 0.05 level of significance. The results showed that both students and lecturers perceived that the integration of artificial intelligence into Chemistry Education programmes is to a low extent. However, they acknowledge the positive influence of AI in improving students' learning outcomes by improving their accessibility to educational materials, and increasing their problem-solving skills, interactivity and interest in learning. Also, the challenges encountered by institutions towards incorporating AI into the chemistry education programmes are the high cost of AI tools, insufficient resources, poor training of teachers and students, difficulty in integrating AI into the existing curriculum and poor knowledge of the ethical considerations of AI. The researchers recommended the establishment of partnerships with technology companies to provide students with internship opportunities and lecturers with professional training focused on AI and its usage in education.
Keywords: Artificial intelligence, Chemistry education programmes, learning outcome, challenges and universities
Role of Artificial Intelligence in Fostering Inclusive Education Among Undergraduates in Nigeria
Agu, Patricia Uzoamaka
Abstract
The study investigated the role of artificial intelligent (AI) in fostering inclusive education among undergraduates. The study adopted a descriptive survey research design. The study sampled 354 undergraduates from the University of Nigeria, Nsukka. Questionnaire was the instrument of data collection for this study. Mean and standard deviation were used for analysis. The study found that artificial intelligence helps to open up new ways of interacting for students with learning disabilities, helps in learning management system, helps in bringing industry and academia together, among others. Based on the findings, the study among others recommended that university administration should provide opportunities for professional development for educators to enable them learn about effective integration of AI in teaching and learning.
Keywords: Artificial Intelligence, Inclusive Education, Higher Education
Development of Science Process Skills: Insights Gained from Observing Two Grade 3 Foundation Phase Classes
Zukiswa Nhase
Abstract
This study investigates how science process skills are introduced and developed in the early years of schooling. Considering the persistently poor performance of South African learners in science-related subjects, there is increasing awareness of the value of incorporating science education from the Foundation Phase. The underlying belief is that fostering these skills early on can contribute to better academic outcomes in later stages. The research specifically examined how teachers in the Foundation Phase facilitate and promote the development of science process skills in their teaching practices. As part of a larger research initiative, data were collected through semi-structured interviews and classroom observations conducted in two Grade 3 classes situated in Quintile 4 schools. The study was guided by Vygotsky's sociocultural theory, with a particular focus on Zaretskii's six conditions for learning as the analytical framework. Furthermore, the Curriculum and Assessment Policy Statement (CAPS) was used to identify the core science process skills that should be taught in classroom instruction. Findings revealed that these skills are often not taught in a deliberate or consistent manner in the early grades. Nonetheless, when teachers applied suitable teaching methods and made use of accessible materials, they were able to meaningfully engage learners in developing science process skills. The results highlight a pressing need for targeted professional development to assist Foundation Phase teachers in designing and delivering lessons that incorporate scientific concepts. Emphasising the use of hands-on activities, available classroom resources, and structured lesson planning is crucial for advancing science process skill acquisition in the Foundation Phase.
Keywords: Accessible Resources, Foundation Phase, Practical Activities, Scientific Process Skills, Sociocultural Theory,
Investigating Application and Challenges of Dialogic Teaching as A Formative Assessment Tool Among Science Education University Lecturers
OKEKE, A. O.
Abstract
The study investigated the application and challenges of dialogic teaching as a formative The study investigated the use of dialogic teaching as a formative assessment strategy among university lecturers in Science Education. It was conducted at the University of Nigeria, Nsukka (UNN). Two research questions guided the inquiry, which employed a descriptive survey design. The target population included all 57 academic staff members in the Department of Science Education, Faculty of Education, UNN (2025). A sample of 42 lecturers was selected using a volunteer sampling method. Data were collected using a researcher-developed 20-item questionnaire titled “Application and Challenges of Dialogic Teaching as Formative Assessment Tool Questionnaire (ACDTFATQ),” structured into two sections with 10 items each. The instrument underwent face validation by three experts in Research, Measurement, and Evaluation from UNN. Reliability testing using Cronbach's alpha produced coefficients of 0.82 and 0.86 for Clusters A and B, respectively. Descriptive statistics, mean and standard deviation, were employed to analyze the research questions. The findings revealed that dialogic teaching is utilized by Science Education lecturers as a formative assessment method, though its implementation is met with various challenges. In light of these findings, it was recommended that dialogic teaching be integrated into the curriculum wherever appropriate to enhance student achievement.
Keywords: Assessment, Formative Assessment, Dialogic Teaching, Application, Challenges
Utilizing AI to Enhance Learning for Children with Autism Spectrum Disorders: A Case Study of a School in Eswatini
S'lungile K. Thwala
Abstract
The advent of artificial intelligence (AI) has become instrumental in supporting the education of children with Autism Spectrum Disorder (ASD), providing customized learning experiences that cater to their distinctive cognitive and social needs. This study investigates the effects of technology-assisted learning for children with autism in a school in Eswatini. The sample size comprised six learners from one primary school. By employing interactive applications, digital communication tools, and adaptive learning software, this research evaluates the ways in which technology contributes to increased engagement, improved communication, and academic achievement. Data were gathered through observations, teacher interviews, and tracking of students' progress. The interviews were analyzed using the grounded theory approach. The results revealed the efficacy of technology in promoting individualized learning, enhancing social interactions, and mitigating sensory overload. Additionally, the study offers recommendations for the integration of digital tools into special education curricula in Eswatini, aiming to develop inclusive and effective educational environments for children with autism.
Keywords: Autism Spectrum Disorder, Digital Tools, Inclusive Education, Special Education, Technology-Assisted Learning
Artificial Intelligence as Emerging Tool in Teaching and Learning of Biology in Senior Secondary Schools in Gumel Local Government Area, Jigawa State
Maryann O. Ozioko, Shu'aibu Ibrahim & Chidinma Blessing Anita Ugwu
Abstract
Artificial Intelligence (AI) has emerged as a transformative force across various sectors, with education being one of the key areas experiencing significant change. The integration of AI into teaching and learning, particularly in science education, is reshaping traditional instructional methodologies and enhancing student engagement. This paper examined the impact of AI in the teaching and learning of Biology in senior secondary schools within Gumel Local Government Area, Jigawa State. It explored AI-powered instructional tools, virtual Biology labs, automated assessment systems, and the role of AI in fostering scientific inquiry and critical thinking among students. The study highlighted the numerous benefits of AI, including personalized learning experiences, improved student comprehension, enhanced accessibility to educational resources, and reduced workload for teachers. However, the paper also addressed significant challenges such as inadequate infrastructure, limited teacher readiness, financial constraints, and ethical concerns surrounding AI use in education. Through an analysis of global case studies of AI implementation in science education, the study draws lesson that can be applied to the Nigerian educational landscape. Furthermore, it provides policy recommendations for successful AI integration into Biology education in Nigeria. The final section of the paper explored the prospects of AI in Biology education, emphasizing its potential to revolutionize learning experiences, bridge educational gaps, and contribute to scientific advancements.
Keywords: Biology, Artificial Intelligence & AI technologies.
Effect of Retention in Chemistry Ethnochemistry-Based Instructional Package on Students'
Cecilia O. Odume & Nwanneka, E. Ireh
Abstract
The study, effect of Ethnochemistry-based instructional package on students' Retention in chemistry was investigated in Enugu State. The study adopted quasi experimental research design. A population of 3,909 senior secondary one chemistry students (SSI) from twenty-one co-educational schools. *96Four co-educational schools with a sample size of 208 students were selected by simple random sampling technique by balloting from Enugu Education zone of Enugu State. Out of four schools drawn, two were assigned to the treatment group while the remaining two schools were assigned to the control group. The treatment group were taught chemistry using enthnochemistry-based approach while the control group was taught chemistry using a conventional method. The same topics were taught to both the treatment and control groups. Four regular chemistry teachers from the four schools were used as research assistants. Before the unset of the experiment, topics in both treatment and control groups were given pre-tests. After the pre-test the regular chemistry started the experiments in their respective schools, adhering strictly to the lesson plan that was developed from the packages during the training conference. The experiment was conducted during the normal school period, following the timetable of the school. At the end of the experiment, that lasted for six weeks the teachers administered the post-tests to the subject to the two groups. The instrument for data collection was chemistry retention test (CRT), which was a reshuffled chemistry Achievement test (CAT), with reliability index of 0.70 using Kuder-Richardson (K-R20) approach. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation, while the hypotheses were tested at 0.05 level of significance using analysis of covariance (ANCOVA). The study revealed that students taught chemistry using ethnochemistry-based instruction had higher mean retention scores than those taught will a conventional method. The study further revealed that there is no interaction between methods and gender on students' mean retention scores in chemistry. It was recommended that science teachers Association of Nigeria (STAN) should encourage chemistry teachers on the use of the ethnochemistry strategy by producing textbooks on ethnochemistry-based instruction.
Keywords: Ethnochemistry, Retention, in Chemistry, Chemistry Students
Artificial Intelligence and Pedagogy in Science Education
Ozioko, S.U., Ugwu, D.U. & Nnamani, H. U.
Abstract
Education is an instrument per excellence for individual and national development. Education is the process of transferring articulated and abundant knowledge by experts in education to learners in an organized manner. Furthermore, science education is the teaching of the interrelationship between science and education principles for the purpose of understanding science concepts. The quest to modernize the teaching and learning of science education has led to integration of artificial intelligence in our education system. Artificial intelligence (AI) is the application of computer and robots by teachers for successful teaching of science concepts. Artificial intelligence is concerned with the utilization of internal and digital parts of computer for teaching science while robots is the programmable machine that deals with physical tasks/activities such as teaching and loading of products in the factory. Both (AI) and robots contribute immensely in the pedagogical approaches. Pedagogy is the method of teaching adopted by teachers for teaching of science for better comprehension. This paper therefore examined factors like science education fields, the importance of science education in society. Other factors examined were pentagonal pedagogical approaches, the benefits of pedagogical approaches, artificial intelligence and importance in teaching and learning of science education, challenges of teaching science education with artificial intelligence and robots, ethical consideration in application of (AI) and robots in teaching and learning were equally examined, the difference between human and artificial intelligence. In addition, recommendations were put forward for proper teaching of science education using artificial intelligence and robots.
Keywords; Education, Science Education, Artificial Intelligence, Pedagogy
Effect of Cucumeropsis mannii Seed Oil on Antioxidant Enzymes in the Spleen of Rats Intoxicated with Calcium Carbide
Chinemelum A. Onodugo, Maryann N. Nwafor, Mathew D. Ezema, Patrick, M. Ajah, Peter C. Agu, Bartholomew I.C. Brai
Abstract
Spleen carries out a vital role in immune response and the regulation of oxidative stress. Calcium carbide, a compound commonly used in acetylene production and fruit ripening has obviously shown harmful effects on human health due to its oxidative stress-inducing properties. Cucumeropsis mannii, A specie of African melon, was investigated for its protecting properties against calcium carbide-induced oxidative stress in the spleen of rats. This study aimed to determine the capability of Cucumeropsis mannii seed oil (CMSO) to counteract oxidative damage caused by calcium carbide by examining changes in antioxidant enzyme activities in the spleen. The study involved 28 albino rats sectioned into 7 groups, including a normal control, a positive control, a standard control, and four test groups receiving different dosages of CMSO 1.5 mL, 1.5 mL, 2.5 mL and 5.0m L respectively. Results revealed calcium carbide considerably decreased the antioxidant enzyme activities of superoxide dismutase, catalase, glutathione peroxidase and glutathione levels, indicating oxidative stress. Furthermore, treatment with CMSO resulted in significant restoration of enzyme activities, suggesting its antioxidative effect. This study highlights CMSO'S potential as a natural antioxidant in mitigating oxidative stress and preserving spleen health.
Keywords: Immune, Oxidative damage, Acetylene, Fruit ripening.
Views of Science Educators on ChatGPT as a Learning Paradigm: Implication for Attaining Sustainable Development Goal 4
Innocent Ebere Okereke Ada Grace Ikoroha, Shyllo Ifechukwu Ebereokereke & Sunday Emeka Amaja
Abstract
Artificial Intelligence tool such as ChatGPT has found applications in almost all fields, including education. This study investigated views of science educators on ChatGPT as a learning paradigm and its implication for attaining Sustainable Development Goal 4. The study was conducted at Department of Science Education, University of Nigeria, Nsukka, using a descriptive survey research design. It has a population of 59 science educators who were used as participants since the population was manageable. Data were collected using researchers-developed Likert-type scale titled “Scale on Science Educators’ Views on the Use of ChatGPT (SSEVUC)”. It was face-validated and has an overall reliability of 0.93, determined using Cronbach’s Alpha. Data were analyzed using mean and standard deviation. The findings revealed that science educators view ChatGPT as a tool that enhances students’ engagement, personalized learning, varied learning needs, complements traditional teaching method and addresses students’ frequently asked questions through automation. It also showed the concerns science educators have for ChatGPT, and their views on ways of integrating ChatGPT as a learning paradigm. It highlighted the implication of the findings for attaining Sustainable Development Goal 4 as ChatGPT serves as a free or low-cost tutor which offers explanation, summaries and practices in diverse subjects at any time. It was recommended among other things that ChatGPT should be used wisely for effective learning.
Key-words: Artificial Intelligence, ChatGPT, Science Education, Learning
The Roles of Digital Tools and Resources in Mathematics Teaching and Learning
Okpalanwa, Gladys N., Ugwuanyi, Chika C. & Attah, Theresa N.
Abstract
This paper examines the powerful impact that digital tools and technologies can have on the teaching and learning of Mathematics. The use of technology in education has significantly transformed how Mathematics is delivered, enabling more interactive, flexible, and student-centered learning experiences. Tools such as digital textbooks, learning apps, and educational software now make it easier to design engaging and accessible learning environments tailored to individual needs. The discussion in this paper covers several key areas, including how digital resources can support and enrich Mathematics instruction, effective strategies for integrating technology into classroom practices, and the professional training teachers require to make the most of these tools. It also explores the influence of digital technologies on students' academic performance, the alignment of digital tools with existing Mathematics curricula, and their role in promoting equity and access to quality education. Additionally, the paper addresses the common challenges and limitations educators may face when adopting technology in Mathematics instruction and suggests practical steps for moving forward. By tapping into the possibilities offered by digital innovations, Mathematics educators can foster more inclusive, engaging, and effective learning experiences that meet the demands of 21st-century education.
Keywords:
Digital tools, Mathematics education, Teaching and learning, Technology integration, Online resources.
Utilization of AI-Based Tools and Students' Academic Engagement in Secondary School Chemistry Learning
Loveth Ebere Offiah, Florence O. Ezeudu, Jonathan Emeka Abugu & Peterclaver Chidiogo Okafor
Abstract
This study examined the utilization of AI-based tools in secondary school chemistry learning and their impact on students' academic engagement. The study adopted a descriptive survey design. The population of the study consisted of all the chemistry teachers and students in Enugu Education Zone. A sample size of 12 chemistry teachers and 173 chemistry students was drawn using a stratified random sampling technique. The questionnaire on AI-based tools utilization and students' engagement in chemistry (QATUSEC), which was on a four-point Likert scale, was developed by the researchers, which has two clusters. An internal consistency reliability estimate of the instrument was established to be 0.85 and 0.88 for AI utilization and students' engagement, respectively, using Cronbach-alpha method. Mean and standard deviation were used to answer the research questions. Based on the analysis, the following major findings emerged: that AI-based tools are utilized in secondary school chemistry teaching and that AI tools are not frequently integrated into lessons. Moreover, AI tools encourage students to study outside the classroom, while AI also promotes active class participation. The findings suggest that AI tools effectively enhance engagement. Based on the study's findings, it was recommended, among other things, that educational institutions invest in comprehensive professional development programs to equip chemistry teachers with the skills and confidence to effectively integrate AI tools into their pedagogy. Future research should focus on developing assessment frameworks to measure the long-term impact of AI integration on student performance and investigating optimal implementation models for different learning environments.
Keywords: AI-based tools, Academic Engagement, Chemistry Learning
Effect of Facebook as a Blended Learning Tool on Students' Interest in Government in Public Secondary Schools in Awka Education Zone, Anambra State
Uche, Chukwudi Stephen & Ofozoba, Chinonso Anthony
Abstract
This study examined the effect of Facebook as a blended learning tool on students' interest in Government in public secondary schools in Awka Education Zone, Anambra State. A quasi-experimental design was adopted, with a sample of 91 SS2 Government students selected using purposive sampling. Data were collected using the Government Achievement Test (GAT) and the Government Facebook Application of Blended Learning Interest Inventory (GFBABLII). Findings revealed that Facebook application of blended learning (FBABL) significantly improved students' interest in Government compared to conventional instructional methods (CIM). Additionally, no significant gender differences were observed in students' interest levels when exposed to FBABL. The study concluded that FBABL enhances students' interest in Government and recommended its integration into secondary school teaching methodologies.
Impact of Climate Change on Teaching of Electricity Practicals in Public Polytechnics in Nigeria
Sabastine Emeka Ugwuanyi