Perceive Effect of Integrating ChatGpt in Learning Sciences Among Secondary School Students in Kaduna North, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026575Abstract
This study examined students’ perception on challenges associated with using artificial intelligence (Chat GPT) in learning science in senior secondary schools in Kaduna North Local Government Area, Nigeria. The research design was a cross-sectional survey research design. The population of the study consisted of eight co-educational schools having a total number of two thousand nine hundred and forty three (2,943) of SS III students across the eight secondary schools in Kaduna North Local Government Area. From the population of the study 352 students were selected to form the sample size for the study. The instrument used for data collection was a structured Students ‘Artificial Intelligence Opinion Questionnaire (SAIOQ). The reliability coefficient of the instrument was 0.81. The study was guided by two research questions and two null hypotheses tested at the 0.05 level of significance. Descriptive statistics of frequencies and percentages were used to answer research questions, Chi-square (ꭓ2) statistics was used to test null hypotheses. The result of the finding showed no significant difference between students’ perceptions and the challenges associated with the use of Chat GPT among secondary school students in Kaduna North. Based on these findings, it was therefore recommended that, students should be trained on the responsible use of Chat GPT. Schools should organize orientation programmes, seminars, and workshops to teach students how to use Chat GPT as a supplementary learning tool while avoiding overdependence on AI-generated responses.
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