ABSTRACT

The ubiquity of Artificial Intelligence (AI) has generated different perceptions and
views regarding its usefulness in conducting educational assessment in secondary
schools in Oyun, Kwara state Nigeira. And it also examined the perception and
utilizations of artificial intelligence by STEM Teacher’s in senior secondary
schools in oyun, kwara state. The study had three objectives, three research
questions, and three null hypotheses. Relevant literature was reviewed based on
the study objectives, and the Unified Theory of Acceptance and use of artificial
intelligence (AI) was adopted as the theoretical framework. The study employed a
descriptive survey design, and sample size of 50 STEM teachers was selected.
Questionnaire was used as the instrument for data collection, and its reliability was
validated using Cronbach’s alpha at 0.981. The data collected were analyzed using
descriptive statistics of frequency counts, percentages, mean and standard
deviation. The findings of the study revealed that information and
communication technology devices are not adequately available and utilized
for teaching and learning. Finding also revealed that the use of artificial
intelligence (AI in teaching can make learning more effective and improve the
performance of students in examinations in oyun, Kwara State Nigeria. Based on
the findings, the study recommends amongst others that there should be adequate
provision of information and communication technology devices, and necessary
infrastructural facilities for its use in schools.
 CHAPTER ONE
INTRODUCTION

Background to the Study

Science is the methodical study of the organization and behaviour of the
social, physical, and natural worlds through observation and experimentation. It is
essential for innovation, increased global competition, and societal growth
(Badmus & Omosewo, 2018). Science is one of the most significant subjects in
senior secondary schools due to its relevance to students’ lives and the widely
applicable problem-solving and critical thinking abilities it fosters.
The swift innovations occurring during the 21st century have influenced
the global socioeconomic landscape and the acceleration of knowledge based on
the mobile internet, the Internet of Things, and big data (Allam, 2020). In
addressing these challenges, the Nigeria needs a talented new generation to adapt
to rapid technological development (Allam, 2020; Topcu, 2020). Managing
technological developments to prepares future generations with the necessary
knowledge of 21st century skills (Chuang, 2020; Schwab, 2019; Topcu, 2020).
Demand for science, technology, engineering, and mathematics (STEM) is
increasing in most countries like Nigeria around the world because of the swift
development (Zaza et al., 2020). Therefore, a state competitiveness depends on
STEM human capital. Placing an emphasis on STEM topics is one of the main
agendas of many educational systems (Attard et al., 2020; Topcu, 2020). These
curriculum agendas were established to equip future generations with STEM
skills, enabling them to compete internationally in the science and technology
(Attard et al., 2020; Schwab, 2019). STEM education is a platform on which
Oyun, kwara state, Nigeria can compete internationally (Attard et al., 2020;
Hossain & Robinson, 2012). The involvement of students in STEM at the
secondary school level motivates them to explore STEM domains by
furthering their studies in tertiary institutions (Evans et al., 2020; Kaleva et al.,
2019; Siregar et al., 2019; Wells, 2013). Students who venture into STEM will be
a resource in the workforce that can compete and contribute to their country and
local government in the future (Younes et al., 2020).
The Programme for Nigeria student Assessment (NSA) 2018 results
demonstrated that, across the Organization for Economic Co-operation and
Development (OECD), for mathematics and science, 76% and 78% of students,
respectively, attained a score of Level 2 or higher. These students were on average
15 years old and could at a minimum interpret and recognize, without instructions,
how a simple situation can be presented mathematically. In science, at a minimum
level, students managed to recognize the correct explanation for familiar scientific
phenomena and use such knowledge to identify, in simple cases, whether a
conclusion was valid based on the data provided. The NSA 2018 report also stated
that teachers' attitudes and practices across 43 educational systems in Nigeria
resulted in higher student achievement in reading, mathematics, and science.
Student enjoyment in learning the three literacy’s depended on teachers'
enthusiasm for solid and positive teaching practices (Al Salami et al., 2017;
Kennedy & Odell, 2014; Maass et al., 2019). Thus, STEM teachers' roles are vital
in implementing STEM education because they are the mainstay and driving force
in using appropriate instructional design to provide a suitable learning
environment for students (Allen et al., 2016; Ayar, 2015; Honey et al., 2014;
Kelley et al., 2020).
Pedagogical Content Knowledge for Teaching STEM
The initiatives for strengthening STEM education involve teachers. By
continuously providing programs for retraining through professional
development, workshops, symposiums, colloquiums, and discourse, teachers can
increase their competencies, knowledge, skills, abilities, teaching approaches, and
understanding of the content for their students (Burrows et al., 2021; Faikhamta et
al., 2020; Gardner et al., 2019; Giamellaro & Siegel, 2018; Guzey et al., 2016;
Ketelhut et al., 2020; Lau & Multani, 2018; Shernoff et al., 2017; Vossen et al.,
2019; Yıldırım & Türk, 2018). Thus, the utilization of knowledge provided by
teachers as facilitators and learning assistants provides opportunities for students
to learn meaningfully (Song, 2019).
The potential for teachers to deliver and convey STEM content
depends on teachers' pedagogical content knowledge (PCK) and STEM
knowledge (Alonzo & Kim; 2015; Ayar, 2015; Aydin- Gunbatar et al., 2020;
Rahman, Rosli, & Rambely, 2021a, 2021b). Practical application of knowledge in
a form related to students' daily lives encourages student interest in STEM and
hopefully develops students who can meet the demand for future STEM human
resources (Al Salami et al., 2017; Attard et al., 2020; Faikhamta et al., 2020;
Maass et al., 2019; Rahman, Rosli, & Rambely, 2021a; Siregar et al., 2019; Song,
2019). Using one discipline as a tool for teaching two disciplines may appear
simple from ordinary teaching and learning processes for mathematics teachers.
Teaching mathematical concepts sometimes requires science, such as heat
absorption, light reflection, photosynthesis, or a green environment. However,
teaching with integrated STEM refers to something more intentional and
specific.
 STEM education may be enhanced by integrating it with other academic
subjects, such as language arts, social studies, language, and the arts (Sanders,
2009, 2012; Wells, 2013). Educators must encourage students to participate in
engineering design and thought by developing and exploring technologies in a
manner that requires deep learning and application of mathematics and science as
well as a consideration of other disciplines, for example, social science, English,
or language arts (Abdurrahman, 2019; Moore et al., 2015; Nguyen, 2020; Sanders,
2012). Technology education integrates mathematics and science into design-
based activity (Sanders, 2012; Wells, 2013). According to Vossen et al. (2019),
teachers need PCK to outline a STEM-based lesson plan, implement it, and
engage students in design-based activities using mathematical and scientific
knowledge, which develops necessary and relevant skills.
The integration of Artificial Intelligence (AI) into education has ushered in a
new era of possibilities and challenges, particularly in the realm of educational
assessment. As scholars and researchers delve into the implications of AI
technologies, a multifaceted landscape emerges, highlighting both the
advancements and the critical considerations that shape the future of assessment
practices especially in Nigerian secondary schools.
The emergence of Student-Facing AI, exemplified by tools like Automated
Writing Evaluation (AWE), Automated Essay Scoring (AES), and ChatGPT,
marks a significant step towards personalized and efficient learning experiences.
These AI applications aim to empower teachers and students by providing instant
educations Herman (2022) suggest, there looms a concern among scholars
regarding the potential displacement of traditional assessment methods,
particularly in the domain of essay writing. Yet, the promise of AI extends beyond
students to encompass educators through Teacher-Facing AI. This facet of AI
technology, as highlighted by Baker et al. (2019), aids teachers in developing
assessments, managing classrooms, and tailoring instruction to meet individual
student needs. This symbiotic relationship between AI and educators holds the
potential to revolutionize teaching practices, provided the technology is harnessed
effectively. Moreover, the realm of System-Facing AI introduces innovative
solutions for educational institutions, streamlining administrative tasks and
enhancing overall efficiency. Martínez-Plumed's (2020) pilot project, focused on
co-creating an AI handbook for teachers and education developers, reflects a
collaborative effort to navigate this evolving landscape of AI in education. Such
initiatives underscore the importance of aligning technological advancements with
pedagogical goals.
The use artificial intelligence (AI) in education increases the ability of
users to retain information and also, their level of engagement. Students are more
interested in their work when artificial intelligence (AI) is included into the
classroom. This is due to the fact that technology offers several chances to make it
more engaging and exciting to teach the same thing in various methods. It is
therefore against this background that this study seeks to assess STEM teachers’
perception on availability and utilization of artificial intelligence (AI) for
teaching and learning in secondary schools, in Oyun,Kwara state, Nigeria.

Statement of the Problem

Artificial Intelligence (AI) technology is one of the tools that are used to
enhance teaching and learning. Artificial intelligence (AI) technology tools can
help to make science, technology, engineering, and mathematics (STEM)
s u b j e c t instructions more interactive, engaging, and visually stimulating,
leading to better understanding.
 However, despite the potential benefits of artificial intelligence (AI)
technology in enhancing teaching and learning, much attention is still given to the
traditional method (chalkboard and textbook) in teaching in the classroom, rather
than the use of artificial intelligence (AI). This development raises questions
about the extent to which STEM teachers in Oyun, Kwara State, Nigeria are
effectively incorporating (AI) tools into their teaching process. Thus, it is
important to examine STEM teachers' perception and utilization of artificial
intelligence (AI) technology for teaching and learning in senior secondary
schools, in Oyun, Kwara State Nigeira.
This development calls for further improvement through the inclusion and
integration of artificial intelligence (AI) technology in teaching and learning to
enhance the performance of students in the subject. While technology is
often seen as a way to make learning easier for both teachers and students,
many teachers are not prepared to use it due to their perceptions, and most
school buildings are not equipped for its integration, especially in public senior
secondary schools. The study seeks to address the following propose.

Propose Of the Study

The specific propose of the study are to:
1. Determine the perception of Senior Secondary School STEM teachers
intonating on AI.
2. Assess the extent of utilization of AI technologies by STEM teachers in
senior secondary school in Oyun, Kwara State, Nigeria.
3. Investigate the influence of computer literacy on STEM teachers and
limitation of AI technologies in senior secondary school in Oyun Kwara
state, Nigeria.
 4. Explored the influence of education of level on STEM teacher’s perception
and utilization of AI technologies in senior secondary school in Oyun, kwara
state, Nigeria.
5. As certain the impact of utilization AI teachers on student’s engagements
as perceived by STEM teachers in senior secondary school in Oyun, Kwara
State, Nigeria.

Research Questions
In this study answer will be provided to the following questions as follow:
1. What is the perception of senior secondary school STEM teachers on
incorporating AI technologies into teaching and learning?
2. What is the extent of utilization of AI technologies by STEM teachers in
senior secondary school in Oyun, Kwara State, Nigeria?
3. What is the influence of computer literacy on STEM teachers utilization of
AI technologies in senior secondary school in Oyun, Kwara state, Nigeria?
4. What is the influence of education level on STEM teachers and their
perception and utilization of AI in senior secondary school in Oyun, Kwara
state, Nigeria?
5. What is the impact of utilize AI technologies into education in Oyun, Kwara
state, Nigeria?
1.5 Research Hypotheses
The following five hypotheses are formulated and will be texted in the study at
0.05 level of significant:

HO1: There is no significant difference in the perception of senior secondary

school
STEM teachers on incorporating AI technologies into teaching and learning.

HO2: There is no significant difference in the utilization of AI technologies by

STEM
Teachers in senior secondary school in Oyun, Kwara State, Nigeria

HO3: There is no significant difference in the perception and utilization of AI

Technologies by STEM teachers in senior secondary school in Oyun, Kwara
State, Nigeria.

HO4: There is significant difference in STEM teacher’s education level and their
Perception and Utilization of AI in senior secondary school in Oyun, Kwara
State, Nigeria.

HO5: There is no significant difference between utilization of AI technologies and

Student’s engagement as prescient by senior secondary school STEM
teachers in Oyun, Kwara State, Nigeria.

Significance of the Study

 This study explored the perception of STEM teacher’s on the perception
and use of artificial intelligence (AI) for teaching and learning in secondary
schools in Oyun, Kwara State Nigeria. By the end of this study, nearly all teachers
are expect to use artificial intelligence (AI) in their classrooms, to address AI
integration in classes, schools and districts, stakeholders to empower educators,
address ethical considerations of AI, collaborate with state leaders on the critical
guidelines and guardrails for responsible AI integration and ensure equitable
access to AI-enhanced learning.

The potential of AI to tailor educational experiences, streamline administrative

processes and refine research investigations substantially impacts educational
approaches and outcomes,” said Krista Glazewski. The research is convening
stakeholders to explore critical frontier technologies and their potential to foster
student problem-solving abilities and collaborative exploration. AI is the way in
which a program, technology or a system can sense, reason, act and adapt. This
technology has existed in education since the 1970s, from the military’s adaptive
testing and intelligent tutoring systems in the 80s to multimodal learning analytics
more in the recent decades. Two of the AI-driven applications typically used in
schools include generative AI and predictive AI. Generative AI can create text,
code, images and other content that can serve as a resource for learning.
Predictive AI analyzes patterns in student data to forecast outcomes and allow
educators to intervene if needed.

There are several benefits of AI for both students and teachers including
personalized learning, access to a high-quality education, efficiency, productivity
and engaging learning experiences. For students, AI-driven tools can be a scaffold
that increases access to ideas and gets kids excited about learning. For educators,
AI can assist with workloads by automating targeted tasks, helping create
interactive, innovative learning materials that are responsive to the needs of the
students and increasing feedback loops.

A state and district education leaders, the engagement in the AI conversation is

vital for shaping a future where technology enhances learning for every student,”
said Emma Braaten, director of digital learning. “The role in policy-making,
research-based resource development and community engagement ensures that
the integration of AI in schools is not only innovative but also equitable and
aligned with long-term educational goals.” Other panelists discussed data privacy
concerns and several other resources available for educators, including the White
House’s AI Bill of Rights, TeachAI’s AI Guidance for Schools Toolkit and AI for
Education’s AI Adoption Roadmap for Education, which focuses on how to
establish a strong foundation in developing an AI policy, developing staff and
updating educational materials; train students and the larger school community;
and continuously review an implementation plan.

Delimitation of the Study

This research is concerned with STEM teachers’ perception and utilization
of artificial intelligence (AI) for teaching and learning in secondary schools, in
Oyun, Kwara state Nigeria. The research covers senior secondary schools in
Oyun, Kwara state Nigeria. It focuses mainly on STEM teachers in selected senior
secondary schools in Oyun, Kwara state Nigeria.
1.8 Definition of Terms
1. Artificial Intelligence (AI):
- Artificial intelligence is a field of science concerned with building computers
and machines that can reason, learn, and act in such a way that would
normally require human intelligence or that involves data whose scale
exceeds what humans can analyze. AI is a broad field that encompasses
many different disciplines, including computer science, data analytics and
statistics, hardware and software engineering, linguistics, neuroscience,
and even philosophy and psychology.

2. STEM:
- STEM is an educational program developed to prepare primary and
secondary students for college, graduate study and careers in the fields of
science, technology, engineering and mathematics (STEM). In addition to
subject-specific learning, STEM aims to foster inquiring minds, logical
reasoning and collaboration skills.

3. Perception:
- It is the way in which something is perceived or understood. It describes
how a STEM teacher sensory stimuli and gives them meaning based
mostly on prior experience on AI technologies in their teaching.

4. Utilization:
 - Utilization is described as the act of STEM teachers using AI technologies to
make things function in their teaching and learning. It is the capacity to use
AI in an efficient and independent manner.

5. Secondary School:
- Secondary school, also known as high school, is a school for students who
are older than elementary or grammar school but younger than college.

6. Computer Literacy:
- Computer literacy is the ability to use computers and related technology
like AI, efficiently and the knowledge and understanding required to do
so. It can range from basic skills, like turning a computer on and off, to
advanced programming and software development. Computer literacy also
includes understanding computer terminology, concepts, and functional
operations.

7. STEM Teacher:

- A STEM teacher, or Science, Technology, Engineering, and Mathematics

teacher, is an educator who teaches STEM subjects in various educational
settings, from primary schools to universities. STEM teachers may
specialize in one subject area, such as chemistry or physics, especially at the
secondary and post-secondary levels.