INVESTIGATING THE APPLICATION OF AI TOOLS IN CHEMISTRY EDUCATION AT COLLEGES OF EDUCATION IN NASARAWA STATE, NIGERIA
DOI:
https://doi.org/10.17605/Keywords:
Artificial Intelligence, Chemistry Education, AI Utilization, Teaching and Learning, Colleges of Education, Nasarawa State.Abstract
This study examined the role of Artificial Intelligence (AI) in the teaching and learning of Chemistry at public Colleges of Education in Nasarawa State, Nigeria. The aim was to gain insights into the awareness, accessibility, usage, perceived benefits, and challenges associated with AI in Chemistry education. A descriptive survey research design was utilized, focusing on a population of 35 Chemistry lecturers and 2,000 NCE II students. From this population, a sample of 235 respondents was chosen, comprising 35 lecturers and 200 students. Data was collected through a questionnaire created by the researcher, which underwent validation by experts and reliability testing. The analysis included calculating means, standard deviations, and performing independent-samples t-tests at a significance level of 0.05. The results revealed that both lecturers and students demonstrated a relatively high awareness of AI tools, with average scores of 2.98 for lecturers and 2.82 for students. Regarding accessibility, lecturers had an average score of 2.69, while students scored 2.53. In terms of AI usage, the averages were 2.62 for lecturers and 2.48 for students. Overall, respondents perceived AI as advantageous for teaching and learning Chemistry, with average scores of 3.24 for lecturers and 3.18 for students. Nonetheless, challenges in utilizing AI were also identified, with average scores of 3.06 for lecturers and 3.11 for students. The independent-samples t-test indicated no significant differences between lecturers and students concerning awareness, accessibility, usage, perceived benefits, and challenges (p > 0.05). As a result, all null. The study concluded that AI has significant potential to enhance Chemistry education, but there are still obstacles to address, including accessibility issues, gaps in digital skills, costs, and the necessity for responsible usage. It is important to note that the research was confined to specific public Colleges of Education in Nasarawa State and relied on self-reported data. The study suggests that these Colleges should focus on improving their digital infrastructure and internet access, provide regular training on AI literacy, and establish guidelines for the effective, ethical, and responsible use of AI in Chemistry education.
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