Int. j. adv. multidisc. res. stud.

2022; 2(5):153-159

Received: 23-07-2022
Accepted: 03-09-2022
International Journal of Advanced Multidisciplinary
Research and Studies
ISSN: 2583-049X

Exploring the Direct and Indirect Impact of AI on Pre-Service Teacher's Teaching

Effectiveness
1 Rasheed
Olatunde AJETUNMOBI, 2 Ismail Olaniyi MURAINA, 3 Benjamin Oghomena OMOROJOR, 4 Akeem
Ademola ADEDOKUN, 5 Moses Adeolu AGOI
1, 2, 3, 4, 5
Department of Computer Science, College of information and Technology Education, Lagos State University of
Education, Lagos Nigeria

Corresponding Author: Ismail Olaniyi MURAINA

Abstract
Artificial Intelligence (AI) as a core branch of computer teachers within Alimosho, and Ojo Local Government Areas
science is seen as an attempt to get to know the importance of Lagos state formed the target population with a total of 80
of intelligence and to give a new trend of intelligent teachers formed the sample for this study. Questionnaire
machines that can respond in the way human beings can was the major instrument used to collect information from
with advance research in various areas of data science, data the samples. The questionnaire items were validated and
mining, data analytics, machine learning, deep learning, reliability index gotten confirmed that the instrument was
knowledge discovery, knowledge reasoning, speech reliable for the study. Results showed that AI has great
recognition, natural language processing, language impact either directly or indirectly on pre-teacher in
recognition, image recognition, computer vision, planning, preparing them for future professional development, it is
robotics, gaming, and many more. This study explains the capable to be used as a tutor to train pre-teachers in creating
essence of AI in the training of pre-service teachers contents that are easily accessible and convenient to students
describes how AI will be used directly and indirectly to regardless of their ages, distance and gender differences, and
assist pre-service teachers to teach effectively and also has capacity to automate tasks to save teachers time
efficiently, spots out some challenges that AI can be used to with convenience. It is concluded that there is no doubt that
resolve in educational processes, and transforms earlier artificial intelligence is the most promising technology, and
approaches of teaching to modern and acceptable types. The the education sector will immensely benefit from it.
study used descriptive survey design approach where

Keywords: AI, Pre-Service Teachers, Teaching Effectiveness, Direct and Indirect Impact of AI

1. Introduction
At present, technology is an essential branch of human life because its development and use have implication on our
educational system worldwide (Stahl, 2021) [10]. The quantity of data collected on daily basis about everyone in the society in
the course of using internets or internet-enabled devices and social media is immense. The data collected can be applied or
used in different domains of life; from tracking individual behaviours, collating data to provide raw materials for artificial
intelligence (AI). In a nutshell, computers have become ubiquitous and relevant to manage and control virtually all manner of
every minute item and objects that were not easily managed some years back (Feng 2019) [4]. Artificial Intelligence (AI) as a
core branch of computer science is seen as an attempt to get to know the importance of intelligence and to give a new trend of
intelligent machines that can respond in the way human beings can with advance research in various areas of data science, data
mining, data analytics, machine learning, deep learning, knowledge discovery, knowledge reasoning, speech recognition,
natural language processing, language recognition, image recognition, computer vision, planning, robotics, gaming, and many
more. The advent of deep learning recently brings breakthrough into AI; the artificial intelligence now becomes a hottest field
or aspect that every researcher in the field of computer which is to carry out studies on. People’s expectations for AI are very
high, because of a series of recent eye-catching events about AI (Suzuki, 2020) [11]. Ocaña-Fernández, (2019) [8] observed that
artificial intelligence-based formats promised a very substantial improvement in education for all the different levels, with an
unprecedented qualitative improvement: to provide the students with an accurate personalization of their learning according to
their requirements, managing to integrate the different forms of human interaction and information and communications

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technologies. The great challenge of the University of the AI have been already around for several decades, recent
New Millennium lies in the urgent need to plan, design, technological breakthroughs are accelerating what AI could
develop and implement digital skills in order to train better do. This study looks at what this could mean for learning,
professionals capable of understanding and developing the teaching, and education. This study as well describes the
technological environment according to their needs, as well current state of the art in artificial intelligence (AI) and its
as implementing the universalization of a digital language potential impact on learning, teaching, and education. It also
supported by programs developed under artificial makes contributions that are of interest for AI technology
intelligence formats. developers and researchers studying the impact of AI on the
Computers were originally developed for executing complex future of education and learning (Tuomi, 2018) [12]. The
calculations fast and effectively. The intelligence of following research questions guide the study:
computer was based on arithmetic capabilities. This has ▪ Will direct and indirect impact of AI on pre-teachers
been the mainstream in the development of computers until prepare them for future professional development?
now. In the middle of 1950s a new application area, ▪ Can AI stand as training teacher to pre-service teachers
Artificial Intelligence (AI), was introduced by researchers. in creating contents that suits the students’ need?
They had interest to use computers to solve problems in the ▪ Do AI have capability to automate tasks to save
way intelligent beings do. The architecture, which supported teachers time in order to impart knowledge to students?
calculations, was conquered to perform tasks associated
with intelligence beings, to execute inference operations and 2. Related literature
to simulate human sense. Artificial intelligence has had The origin of AI goes further back than many would
several reincarnation cycles; it has reappeared in different suspect: the dream of automating human behaviour and
manifestations since this research area became interesting reasoning can be traced back to antiquity. In Hellenistic
for the researchers. All the time a lot of discussion about myths it was seen that bronze automatons such as Talos,
intelligence of these systems has been going on – are the AI which protected Crete from pirates. In the Middle Ages, AI
based systems and robots intelligent, what is the difference ideas can also be found in the stories about the Golem of
of human and machine intelligence, etc. Abilities related to Prague. Modern ideas about AI go back to the rise of the
intelligence cover ability to acquire and apply knowledge computer with key figures such as Turing, Walters and
and skills, as well as ability to learn. AI provides different Minsky.
manifestations to the term “intelligence”: the human The term "artificial intelligence" was introduced in 1956 by
intelligence is a wide variety of different types of scientist John McCarthy. The scientific field has since
intelligence, as well as the meaning of artificial intelligence experienced a number of cycles; highs, in which AI was
has varied over time. In their paper they looked to this term, strongly hyped, followed by disappointment and criticism.
especially to provide means for comparing human and The AI field has had three such major waves so far. The
artificial intelligence and have a look to the learning inception took place around the 1950s and 1960s, around the
capability related to it (Jaakkola et al., 2021) [6]. period that the term was created, driven by pioneers at MIT
According to Tuomi, (2018) [12] all human actions are based and Stanford. In the 1970s, however, the research budgets
on anticipated futures. We cannot know the future because it were cut considerably, because AI was unable in practice to
does not exist yet, but we can use our current knowledge to translate (for example) texts from Russian into English - an
imagine futures and make them happen. The better we application for which there was a demand at the time (due to
understand the present and the history that has created it, the the Cold War) and AI was expected to be able to fulfill. The
better we can understand the possibilities of the future. To classic example is the poor translation from "The mind is
appreciate the opportunities and challenges that artificial willing, but the flesh is weak" into Russian, to "the vodka is
intelligence (AI) creates, we need both good understanding good but the meat is spoiled" into English, by an AI.
of what AI is today and what the future may bring when AI In the eighties we see Japan strongly committed to AI to
is widely used in the society. AI can enable new ways of help its industry move forward. The United States and the
learning, teaching and education, and it may also change the United Kingdom followed quickly. During this period, AI
society in ways that pose new challenges for educational was dominated by expert systems. Expert systems emulate
institutions. It may amplify skill differences and polarize certain specific tasks/actions of people. In these systems the
jobs, or it may equalize opportunities for learning. The use ‘intelligence’ is completely programmed by hand.
of AI in education may generate insights on how learning Therefore, the AI could not learn new tasks without a person
happens, and it can change the way learning is assessed. It programming the new rules that are necessary. The systems
may re-organize classrooms or make them obsolete, it can can best be described as a pre-programmed 'decision tree'
increase the efficiency of teaching, or it may force students that systematically assesses if/else statements to derive a
to adapt to the requirements of technology, depriving decision. Because experts’ systems used hand crafted rules,
humans from the powers of agency and possibilities for it turned out that the expert systems did not work as well as
responsible action. All this is possible. Now is a good time was expected. It was often too difficult for the AI
to start thinking about what AI could mean for learning, programmer to hand code all rules into an expert system. In
teaching, and education. There is a lot of hype, and the topic the 1990s, therefore, the attention for AI once again declined
is not an easy one. It is, however, both important, sharply.
interesting, and worth the effort. Artificial intelligence is the most promising among these
Artificial Intelligence (AI) is currently high on the political technologies. The developments in this field go back to
and research agendas around the world. With the emergence when Alan Turing proposed the Turing machine, which
of every new technology, there is always both a lot of hype indicated that if we cannot differentiate a human response or
and skepticism around its implications for society and the a machine response, it is artificial intelligence. This deals
economy. Although acknowledging that the foundations for with the human cognitive process and decision-making
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capabilities. Artificial intelligence applications are needed by teachers to gather evidence in a systematic,
comprised of expert systems, natural language processing, detailed and incremental manner that can be also shared
speech recognition and machine vision/ computer vision. with and inspected by others. Viewing the contribution of
Computer vision allows a machine to interpret and AI to Education as a methodological one opens up an
understand the visual world as it sees it. We have different important perspective on the possible role of AI in
models: Deep Learning, Machine learning and neural Education than has been adopted to date.
networks, which constitute artificial intelligence. Huang, Saleh & Liu, (2021) [5] were of opinion that at
According to Verma, (2018) [13] artificial intelligence is the present, with the development of global science and
combination of two words artificial + intelligence. Where technology, AI technology has also been improved by leaps
artificial means ‘not real’ or ‘natural’ and by intelligence and bounds. AI technology is continuously updated and
means ‘the ability to reason, to trigger new thoughts, to widely used in various fields (Pannu, 2015). It is an
perceive and learn’. Artificial intelligence can be defined indisputable fact that AI has increasingly penetrated into the
that area of computer science that mainly focus on the educational environment and teaching process of schools. In
making on such kind of intelligent machines that work and the process of development, more and more people pay
give reactions same like human beings. It is combination of attention to the importance of this technology in the field of
many activities which includes for designing the artificial in education. AI has been widely used in the education field
computers that are like-recognizing the speech, learning, and has shown substantial application advantages, which has
planning and solving the problem. When any system adapts a profound impact on the teaching process and classroom
itself according to situation in any environment is called management (Chassignol, Khoroshavin, Klimova, &
intelligent. In other words, it can be defined as programming Bilyatdinova, 2018; Roll & Wylie, 2016) [2, 9]. AI can
such machines which can think and act with some level of continuously optimize and improve the learning
human intelligence is known as artificial intelligence. environment, stimulate the enthusiasm, initiative and
Artificial intelligence can be defined as efficiently use of creativity of students (Colchester, Hagras, Alghazzawi, &
limited resources. So artificial intelligence can be defined as Aldabbagh, 2017; Yang & Bai, 2020) [3, 15]. At the same
making computer programs to solve complex problems time, it can significantly improve the classroom
same like as human solve the problems. So, it is also divided management level of teachers and ensure that classroom
into two parts one is to solving complex problems by the management is more reasonable and efficient (Tuomi, 2018;
machine and second is same like human beings. The term Wang, 2020) [12, 14]. With the rapid development of modern
artificial intelligence is also used to describe a property of science and technology, AI technology is also advancing.
machines or programs: the intelligence that the system The research results in related fields have enabled AI to be
demonstrates. Artificial intelligence is combination of further applied to the education field, and it has shown
science and engineering for making the machines which sound application effects, contributing to teaching reform.
behaves in intelligent manner. In it many fields are The application of AI in the field of education has realized
combined like philosophy, psychology and computer the full integration of teaching and learning, and also
science provided an opportunity for the reform of teaching and
Artificial Intelligence has many different definitions. From learning. This article comprehensively summarizes and
the most past articles, AI is a machine that thinks, analyzes the application of AI in education
understands languages, solves problems, diagnoses medical In education, AI can eliminate the need for standardized
conditions, keeps cars on the highways, plays chess, and tests. One criticism of standardized tests is that it is a
paints impressionistic imitations of van Gogh paintings. AI snapshot, and is not always a good representation of a
is often defined as a computer system with the ability to student's performance. With AI the performance of a learner
perform tasks commonly associated with intelligent beings. can be monitored throughout the learning process. This
As this definition somewhat problematically requires us to eliminates the need for testing at specific moments and
define intelligence and is inconveniently tautological, creates a better picture of a student’s abilities. It can be
artificial intelligence is now commonly defined as a categorized as a digital learning resource. In order for AI to
scientific discipline; as the activity that creates machines be used successfully, similar prerequisites must be met. At
that can function appropriately and with foresight in their the lowest level there must be a good digital infrastructure.
environment. The first explicit definition of artificial The digital infrastructure consists at least of a broadband
intelligence was suggested in a funding proposal to the internet connection and devices for students and teachers.
Rockefeller Foundation in 1955. It was based on the Data must also be available to train AI models. This can be
“conjecture that every aspect of learning or any other feature data from administrative systems, (meta) data about
of intelligence can in principle be so precisely described that educational resources, and data generated by the use of
a machine can be made to simulate it.” This early definition (digital) educational resources.
rapidly led to deep controversies. In practice, the early The prerequisites for successful AI applications are not only
developers of AI interpreted intelligence and thinking as technical in nature. Teachers, school leaders and
mechanical processing of logical statements, thus, in effect, administrators must also be able to see the added value of AI
defining human intelligence as computation of truth values. applications and use them responsibly. For this, it is
This interpretation was historically aligned with logical necessary that staff in the education sector have sufficient
positivism and attempts to formalize mathematics using digital skills. Next, subject-specific AI applications can be
purely syntactic means, but it also raised important used in the teaching process. Finally, when users have
questions about the philosophical foundations of AI (Tuomi, sufficient experience with responsible application of AI, an
2018) [12]. To Bundy, (1986) [1] AI methods used to elicit institution can move towards integration of different AI
knowledge of teaching and learning processes and to systems.
represent such knowledge computationally, offer the tools
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In the Nigeria education system, the teacher plays a central timetabling (FET, Lantiv Timetable, among others) – and
role. The teacher is free to decide how he or she organizes there is a burgeoning market for the development of AI for
the lesson. The design of an AI must therefore be assessment purposes by Pearson and other commercial
approached from a design thinking perspective. In design organizations. Obviously, automated systems can be used
thinking, the needs of the user are central in the (and have been for many years) in ‘objective marking’ (as in
development (Student-centred) of a technology. In order to a multiple-choice test). The deeper question is about the
successfully implement AI in education, the AI must be efficacy and occurrence of any unintended consequences
flexible in its use and must fit with the different learning when automated systems are used for more open-ended
styles of teachers. The greatest impact of AI, in addition to assignments.
the users of the applications (pupils and students), will be
experienced by instructors. Some teaching tasks can be 3. Methodology
automated by AI, some of the existing tasks will become The research design used for this study was descriptive
more important, and there will also be new tasks introduced survey design type. The use of descriptive survey design is
by applying AI in education. Among the tasks that can be considered appropriate for the study because it suits the
taken over, we mainly see the selection of course material nature of the study. In order to capture the exploring the
and assessment/grading. The provision of feedback to the direct and indirect impact of AI on Pre-Service teacher's
student can also be taken over by an AI. Because some of teaching effectiveness, the target population involved all
the tasks can be automated by an AI, this leaves room for teachers within Alimosho, and Ojo Local Government Areas
the teacher to pay more attention to tasks that are difficult or of Lagos state. A total of 80 teachers formed the sample for
impossible to automate with AI (e.g., social tasks such as this study. Eight secondary schools were sampled within the
guidance and coaching). The application of AI will also local government areas chosen. Ten teachers were randomly
result in new tasks. In order to be able to apply an AI selected in each school; totaling 80 teachers altogether.
responsibly, a teacher must be able to interpret the output of Equal numbers of male and female were picked from each
an AI and translate it into concrete actions. school (male: 5 and female: 5 for). The selection of the
Schools are complex organizations and there is little doubt schools involved in the study was based on proximity. The
that AI will play an increasing role in what might be termed sample used was a through representative of the population
the non-teaching aspects of education. Some of these have for the study
little or nothing to do with the classroom teacher – for Questionnaire was the major instrument used to collect
example, the allocation of students to schools in places information from the samples. The items/statements used
where such decisions are still made outside individual were coined out from already formulated research questions
schools, improved recruitment procedures for teachers and earlier in the study. The instrument was validated and also
other staff, better procurement systems for materials used in subjected to reliability and internal consistence using
schools and more accurate registration of students. Other Chronbach’s alpha analyses that yielded 0.78 index. The
aspects do involve the teacher – for example, improved data collected were collated and subjected to statistical tools
design and marking of terminal assessments, more valid for proper analysis. The analysis was done using tables,
provision of information about students to their charts, and other descriptive statistics with the aid of SPSS
parents/guardians (reports) and so on. The importance of statistical package.
these for the lives of teachers should not be underestimated.
Many teachers would be delighted if AI could reduce what 4. Results
they often characterize as bureaucracy that wears them RQ1: Will direct and indirect impact of AI on pre-teachers
down. A range of software tools to help with some of these prepare them for future professional development?
aspects of school life already exists – for example, for

Fig 1: Response of Teachers on Direct and indirect impact of AI on pre-teachers

As shown in figure 1, teachers were asked about their views development. Five statements were relevant to the
to how AI can be used directly and indirectly to help pre- formulated hypotheses. The results showed that 45 and 20
teachers preparing them for future professional teachers disagreed and strongly disagreed to statement 1, 40
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and 31 teachers strongly agreed and disagreed to statement hypothesis that says ‘Direct and indirect impact of AI on
2, 43 and 21 teachers strongly disagreed and disagreed to pre-teachers will likely to prepare them for future
statement 3, 38 and 28 disagreed and strongly disagreed to professional development’. Hence, AI has an enormous
statement 4, while 48 and 28 strongly disagreed and impact in preparing pre-teachers for future professional
disagreed to statement 5. This result implies that more than development.
60 respondents out of 80 collectively disagreed or rejected
the null hypothesis that says ‘Direct and indirect impact of RQ2: Can AI stand as training teacher to pre-service
AI on pre-teachers will not likely to prepare them for future teachers in creating contents that suits the students’ need?
professional development’ to consider an alternative

Fig 2: Response on how AI can stand as training teacher approach to pre-service teachers in creating contents

In the same manner, figure 2 showed the responses of cannot stand as training teacher approach to pre-service
teachers regarding how AI can be used to train pre-teachers teachers in creating contents that suits the students’ needs’
in creating teaching contents. Five statements relevant to the to consider an alternative hypothesis that says ‘AI can stand
formulated hypothesis were asked. The results showed that as training teacher approach to pre-service teachers in
40 and 20 teachers disagreed and strongly disagreed to creating contents that suits the students’ needs. Hence, AI
statement 6, 40 and 28 teachers strongly agreed and can stand independently as a tutor to train pre-teachers in
disagreed to statement 7, 44 and 18 teachers strongly creating effective contents that suits learners’ needs at any
disagreed and disagreed to statement 8, 34 and 32 disagreed time.
and strongly disagreed to statement 9, while 41 and 29
strongly disagreed and disagreed to statement 10. This result RQ3: Do AI have capability to automate tasks to save
implies that more than 60 respondents out of 80 collectively teachers time in order to impart knowledge to students?
disagreed or rejected the null hypothesis that says ‘AI

Fig 3: Response on how AI can save teachers’ time in imparting knowledge to students

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Figure 3 revealed the teachers responses concerning how AI 6. Conclusion

can save teachers time of knowledge presentation. Using the There is no doubt that artificial intelligence is the most
same trend, five statements relevant to the formulated promising technology, and the education sector will
hypothesis were asked (Statement11 – Statement15). The immensely benefit from it. Self-learning is one of the best
results showed that 38 and 20 teachers disagreed and advantages for students. By offering personalized education,
strongly disagreed to statement 11, 40 and 20 teachers working as a teaching assistant, enabling inclusive and
strongly agreed and disagreed to statement 12, 44 and 18 accessible education, proctored online examinations; AI is
teachers strongly disagreed and disagreed to statement 13, the way to go forward for the Nigerian educational system.
52 and 24 strongly disagreed and disagreed to statement 14, National Education Policy has emphasized the use of
while 38 and 30 disagreed and strongly disagreed to technology, and it is hoped that our students and teachers
statement 15. This result implies that more than 57 would reap the benefits to maximum potential. It has been
respondents out of 80 collectively disagreed or rejected the established that AI is here to stay in education. It is possible
null hypothesis that says ‘AI does not have capability to that in the short- to medium-term (roughly, the next decade)
automate tasks to save teachers’ time in imparting it will have only modest effects – whereas its effects in
knowledge to students’ to consider an alternative hypothesis many other areas of our lives will almost certainly be very
that says ‘AI has capability to automate tasks to save substantial. At some point, however, AI is likely to have
teachers’ time in imparting knowledge to students. Hence, profound effects on education. Integrating AI into education
AI can automate teaching to the extent of reducing time brings new quality to both learning and teaching. The AI-
spent on conventional teaching environment. powered tools help create sophisticated educational
environment where learning may be more personalized,
5. Discussion of findings teaching more flexible, and management more inclusive.
The discussion was done by answering the formulated They can help learners develop the knowledge and skills
research questions in chapter one. The results from fig. 1 that modern technology-enhanced society looks for and
help to answer the first research question that says ‘Will requires. So, this study has explained the essence of AI in
direct and indirect impact of AI on pre-teachers prepare the training of pre-service teachers, describe how AI will be
them for future professional development? The outcome of used directly and indirectly to assist pre-service teachers to
the analysis showed that AI has great impact either directly teach effectively and efficiently, it has well spot out some
or indirectly on pre-teacher in preparing them for future challenges that AI can be used to resolve in educational
professional development. This finding was supported by processes, and finally how AI can be used to transform
Chassignol, Khoroshavin, Klimova, & Bilyatdinova, (2018) earlier approaches of teaching to a modern and acceptable
[2]
; Roll & Wylie, (2016) [9] when they said that AI has been types
widely used in the education field and has shown substantial
application advantages, which has a profound impact on the 7. References
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