ARTIFICIAL INTELLIGENCE IN CONTENT DEVELOPMENT, DELIVERY AND ASSESSMENT AMONG SECONDARY SCHOOL TEACHERS IN OYE-EKITI: A RELATIVE IMPORTANCE INDEX

Abstract

The purpose of this study was to investigate the level of adoption of artificial intelligence (AI) in content development, delivery and assessment among secondary school teachers in Oye-Ekiti, Nigeria. The study employed a descriptive survey research design, with a population of all the secondary school teachers in Oye-Ekiti. A sample of 122 participants was drawn using a stratified sampling technique to ensure representation across different schools. Data were collected using the Artificial Intelligence Adoption Questionnaire (AIAQ), validated by educational experts, yielding a reliability coefficient of .84. The analysis utilized the Statistical Package for Social Sciences (SPSS), incorporating descriptive statistics to summarize sociodemographic characteristics and the Relative Importance Index (RII) to assess AI adoption levels and analyze challenges of adoption. The RII quantified various barriers identified by participants, allowing for a ranking of challenges based on their perceived impact on integration. Results indicated that AI is increasingly adopted, particularly for lesson planning and assessment, with significant integration in interactive teaching methods. The study concluded that while there is a growing willingness to embrace AI among teachers, challenges such as inadequate training and infrastructure remain prevalent. The study recommended that education authorities invest in comprehensive training programs for teachers and improve ICT infrastructure to facilitate effective AI integration in the classroom.