Assessment on Integrating Artificial Intelligence Tools for Basic Science and Technology Teaching among Junior Secondary School Teachers in Daura, Katsina State, Nigeria

Abstract

The integration of Artificial Intelligence (AI) into education has the potential to improve instructional delivery and students' learning outcomes. However, its adoption in Nigerian junior secondary schools remains limited, particularly in rural areas. This study examined the integration of AI tools in the teaching of Basic Science and Technology in junior secondary schools in Daura Local Government Area, Katsina State. Specifically, the study determined teachers' awareness and readiness to integrate AI tools, assessed the availability of AI instructional resources and challenges affecting their integration, and examined the perceived benefits of AI in teaching. A descriptive survey research design was adopted. The population comprised 124 Basic Science and Technology teachers, from which 95 respondents were selected using simple random sampling. Data were collected using the Artificial Intelligence Integration Questionnaire (AIIQ), which yielded a Cronbach's Alpha reliability coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while independent samples t-test and Pearson Product Moment Correlation were used to test the hypotheses at the 0.05 level of significance. The findings revealed high teachers' awareness and readiness to integrate AI tools despite inadequate instructional facilities and infrastructural challenges. Teachers perceived AI as beneficial for improving instructional delivery and students' learning. The study recommends improved digital infrastructure, teacher training, and supportive educational policies to enhance AI integration.