INSTRUCTIONAL METHODS AND GENERATIVE AI INTEGRATION FOR CLASSROOM TEACHING AMONG SECONDARY SCHOOL BIOLOGY TEACHERS IN ILORIN, KWARA STATE

Abstract

This study investigates the integration of generative AI (GAI) tools in classroom teaching among secondary school Biology teachers in Ilorin, Kwara State, Nigeria, with a focus on their awareness, usage, and the instructional methods employed. A sample of 81 teachers was surveyed to assess their awareness and usage levels of GAI tools and to identify challenges and potential solutions for effective integration. The findings reveal a relatively low overall awareness of GAI tools, with mean awareness scores ranging from 1.6420 to 1.9630, indicating that while some teachers are familiar with GAI, a considerable number lack sufficient knowledge. The usage of GAI tools in teaching is also low, with mean scores ranging from 1.9136 to 2.0741, highlighting a significant gap in practical application. Instructional methods adapted for GAI use showed moderate integration, with mean scores between 1.8519 and 1.9259, suggesting a reliance on traditional teaching approaches. The study found no significant difference in GAI usage between public and private schools, indicating uniform challenges across different school types. Key challenges identified include insufficient training, lack of resources, and inadequate institutional support. These findings underscore the necessity for targeted interventions to enhance the integration of GAI tools, thereby improving instructional methods and educational outcomes in biology teaching.