Assessment of Implementation of Artificial Intelligence Tools in Biology Teaching and Learning at Secondary Schools in Ilorin, Nigeria

Research Article

Authors

  • Odunola Ayobami Lawal Research Scholar, Department of Science Education (Biology), Faculty of Education, University of Ilorin, Nigeria Author
  • Okoi Michael Obeten Lecturer, Department of Computer Science, Auchi Polytechnic, Edo State, Nigeria Author
  • Adepeju Kafayat Olowookere PG Scholar, Department of Nanoscience, Joint School of Nanoscience and Nanoengineering, University of North Carolina, Greensboro, North Carolina, USA Author
  • Gabriel Lagbel Research Scholar, Department of Physics, Kwame Nkrumah University of Science and Technology – Kumasi, Ghana Author
  • Ubalaeze Solomon Elechi Research Scholar, Department of Radiography and Radiological Sciences, University of Nigeria Nsukka, Enugu, Nigeria Author
  • Emeka Onyebuchi Enechukwu Research Scholar, Edinburgh Futures Institute, The University of Edinburgh, Scotland, United Kingdom Author

DOI:

https://doi.org/10.69613/41z5vh71

Keywords:

Artificial Intelligence, Biology Education, Teacher Perceptions, Secondary Education, Educational Technology

Abstract

The rapid evolution of artificial intelligence (AI) technologies provides numerous possibilities for science education, particularly in biology instruction at the secondary level. This study investigated the perceptions of biology teachers regarding AI integration in secondary schools within Ilorin-West Local Government Area, Kwara State, Nigeria. The research employed a descriptive survey design with a sample of 71 biology teachers selected through systematic sampling. Data collection utilized a structured questionnaire focusing on perceived benefits and consequences of AI integration in biology education. The study considered teachers' gender, qualifications, and teaching experience as moderating variables. Results indicated that teachers strongly recognized AI's potential for personalizing learning experiences (Mean = 3.57) and creating interactive biology lessons (Mean = 3.24). However, significant concerns emerged regarding the reduction of traditional teaching roles (Mean = 3.27) and ethical implications of AI implementation (Mean = 3.13). Statistical analyses revealed no significant differences in perceptions based on gender (t(68) = 1.45; p > .05), qualifications (t(68) = -0.54; p > .05), or teaching experience (F(2,67) = 0.04; p > .05). The results indicate a collective understanding among biology teachers regarding AI's educational value, while indicating the need for structured professional development programs to optimize AI integration in biology instruction

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Published

05-04-2025

Issue

Section

Articles

How to Cite

Assessment of Implementation of Artificial Intelligence Tools in Biology Teaching and Learning at Secondary Schools in Ilorin, Nigeria: Research Article. (2025). Journal of Pharma Insights and Research, 3(2), 211-217. https://doi.org/10.69613/41z5vh71