STUDENTS' PERCEPTIONS OF AI-BASED CHEMISTRY LEARNING PLATFORMS AND THEIR RELATIONSHIP WITH SELF-EFFICACY AND ACADEMIC ENGAGEMENT AMONG SECONDARY SCHOOL STUDENTS IN ZARIA, NIGERIA

Abstract

The present study examined the perceptions of the secondary school students on artificial intelligence (AI) based chemistry learning platform, and the relationship between the perceptions and students’ self-efficacy and academic engagement in Zaria education zone, Kaduna state, Nigeria. A mixed-research design (descriptive and correlational survey design) was used. A purposive sampling technique was employed in selecting 103 Senior Secondary School students (62 males and 41 females) from two public schools namely Government Secondary School (GSS) Dakace and Government Secondary School (GSS) Gyallesu. Three four-point scales were used to gather data, with reliability coefficients ranging from .85 to .89 and were expert-validated. Mean, standard deviation, simple linear regression and Pearson product-moment correlation were used to analyse the data at .05 level of significance. The students had positive attitudes towards chemistry learning platforms that use AI (M = 3.00, SD = 0.44). Perceptions were highly and positively associated with self-efficacy (β = 0.52, p < 0.001), academic engagement (β = 0.52, p < 0.001), and highly and positively correlated with both of those outcomes together (r = 0.58, p < 0.001). A positive correlation was found between favorable attitudes toward AI-based platforms, students' confidence and engagement in chemistry, but no causal inference could be made due to the cross-sectional design. Schools be given guidance on access to AI platforms; teachers be trained to use them in lessons; and data-cost issues be resolved.