Assessment on Integrating Artificial Intelligence Technological and Pedagogical Competencies among Secondary School Chemistry Teachers in Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.202571Keywords:
Artificial Intelligence, Competence, Chemistry teachers, Secondary school.Abstract
The study assessed the Integration of Artificial Intelligence Technological and Pedagogical Competencies among Secondary School Chemistry Teachers in Kaduna State, Nigeria. Adopting a descriptive survey design, the research was guided by two research questions and two corresponding null hypotheses. A random sampling technique was employed to select a representative group of chemistry teachers from various secondary schools within the state. The sample comprised 150 chemistry teachers (72 males and 78 females), drawn from a population of 1,500 teachers across 80 secondary schools. To collect data, the researcher developed a structured questionnaire comprising two sections: Section 1, titled Artificial Intelligence Chemistry Teachers’ Technological Competence for Curriculum Implementation Questionnaire (AICTTCCIQ), and Section 2, Artificial Intelligence Chemistry Teachers’ Pedagogical Competence for Curriculum Implementation Questionnaire (AICTPCCIQ), each containing seven items. The instrument was face-validated by two data analysts and two senior chemistry educators from the Department of Science Education, Ahmadu Bello University, Zaria. Reliability testing using Cronbach’s alpha yielded coefficients of 0.71 and 0.73 respectively, indicating a satisfactory level of internal consistency. Data analysis involved the use of means to address the research questions, while t-test statistics were used to test the hypotheses at the 0.05 significance level. Key findings from the study include: (i) Both male and female chemistry teachers exhibited low levels of competence, technologically and pedagogically, in the application of AI tools for teaching. (ii) There was no statistically significant difference between male and female teachers regarding their technological competence in AI. (iii) Similarly, no significant difference was found in pedagogical competence related to AI usage between genders. Based on these findings, the study recommended that the Kaduna State government, in collaboration with relevant educational agencies, should prioritize the provision of essential AI tools and infrastructure. Such support would enable chemistry teachers to effectively integrate AI into lesson planning, delivery, and assessment, thereby enhancing the quality of chemistry education in secondary schools.
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