Assessment on Integrating Artificial Intelligence Technological and Pedagogical Competencies among Secondary School Chemistry Teachers in Kaduna State, Nigeria
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Key Points
Low technological and pedagogical competence in AI tools was found among both male and female chemistry teachers, impacting their teaching methods.
Reliability testing of the questionnaires yielded satisfactory coefficients of 0.71 and 0.73, ensuring the validity of the assessment method.
Descriptive survey design was utilized, with a sample of 150 chemistry teachers selected from 80 secondary schools across the state.
Recommendations emphasize the need for government and educational agencies to provide AI tools to improve teaching quality.
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Implication
Descriptive survey assessed AI integration and competencies among chemistry teachers in Kaduna State, suggesting essential tools are needed.