Teachers’ Awareness and Perception on Utilization of Artificial Intelligence as a Tools for Teaching and Learning of Chemistry at Secondary Schools in Sokoto State
Faruku Aliyu
1*Department of Science Education, Faculty of Education, Sokoto State University, Sokoto State, Nigeria.
Abstract
The integration of Artificial Intelligence (AI) in education, particularly in science subjects like chemistry, has emerged as a transformative force, offering personalized learning, simulations, and real-time feedback. Despite its potential, the adoption of AI tools in secondary schools, especially in Sokoto State, Nigeria, remains limited due to factors such as lack of awareness, inadequate infrastructure, and insufficient teacher training. This study examined secondary school chemistry teachers' awareness and perceptions of AI utilization for teaching and learning chemistry in Sokoto State. A descriptive research design was employed, with a sample of 160 teachers from Sokoto Metropolis. Data were collected using a structured questionnaire and analyzed through descriptive statistics. Findings revealed a low level of teachers' awareness regarding AI tools in chemistry education, with most teachers lacking familiarity with AI applications in their teaching. However, the perception of AI's potential benefits was generally positive, with teachers recognizing the value of AI in enhancing student engagement and offering individualized learning experiences. The study highlights the need for targeted professional development programs to improve teachers' understanding and application of AI in chemistry education. This research contributes to the broader discourse on AI's role in education, particularly in resource-constrained regions like Sokoto State, and provides insights for policy and practice to optimize the use of AI in classrooms.
Keywords
Artificial Intelligence, Awareness, Perception, Chemistry, Teachers
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