International Journal of Innovative Technology Integration in Education

THE IMPACT OF PERSONALIZED AI-DRIVEN LEARNING PATHS ON STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE IN UNIVERSITY OF ILORIN, ILORIN

AHMED Adedolapo Abdulahi, OYEYIPO Ademola Olakunle , BOLAJI Hameed Olalekan — Thu, 19 Dec 2024 00:00:00 +0000

This study investigated the impact of personalized AI-driven learning paths on student engagement and academic performance in University of Ilorin, Ilorin. In an era of technological advancement, traditional educational models are yielding to personalized learning, facilitated by artificial intelligence (AI). These AI-driven systems adapt to students' unique characteristics, preferences, and learning needs to enrich their educational experiences. Using a descriptive survey research design, the study surveyed 360 undergraduate students from the Department of Educational Technology. Data were collected through surveys and statistically analyzed mean and standard deviation. The research questions addressed the extent to which personalized AI-driven learning paths impact student engagement levels, the influence of personalized AI-driven learning paths on students perceived academic performance, and students' perceptions of the effectiveness of personalized AI-driven learning paths in enhancing their learning experience. The findings indicate that personalized AI-driven learning paths have a positive impact on student engagement and perceived academic performance. Students reported increased motivation, focus, and interest in course materials, coupled with improved interactions with content. Furthermore, the study establishes that personalized AI-driven learning paths are effective in enhancing academic performance. Students perceived these paths as crucial in achieving improved grades and exam scores, with many attributing their recent academic achievements to AI-driven personalization. Additionally, students expressed satisfaction with AI-driven platforms, highlighting user-friendly interfaces and timely feedback. These findings underscore AI-driven personalized learning's potential to revolutionize education by boosting student engagement and academic success. This research offers valuable insights for educational institutions seeking to harness AI-driven technologies to enhance student learning experiences.

ARTIFICIAL INTELLIGENCE: KEY TO UNLOCKING PRODUCTIVITY IN STEAM EDUCATION IN NIGERIA

ADESINA Abiodun Ezekiel., SHOTAYO Elizabeth Olusola — Thu, 19 Dec 2024 00:00:00 +0000

There is a general low productivity in STEAM education as either a disintegrated or integrated construct. Artificial Intelligence (AI) integration has significant implications for improving productivity and efficiency in STEAM (science, technology, engineering, arts, and mathematics) education in today's educational environment. This article explores the revolutionary potential of AI-driven approaches to upend traditional learning models and promote creativity in a range of STEAM education fields. Artificial Intelligence (AI) is revolutionizing STEAM education by tailoring content to individual needs and learning styles, enhancing comprehension and retention. AI-powered platforms provide adaptive learning experiences, automating administrative tasks and providing valuable insights into student progress. Virtual laboratories and simulations offer immersive learning experiences, fostering critical thinking and problem-solving skills. AI-powered tutoring systems offer personalized support, promoting self-directed learning. AI also fosters interdisciplinary collaboration and innovation, allowing students to explore creative expression and extract insights from complex datasets. Integrating artificial intelligence for STEAM education efficiency is premised on constructivists’, behaviorists’, connectivity’ theories of learning and copious empirical evidence buttressed AI for STEAM education efficiency. However, widespread integration raises ethical and societal concerns, such as data privacy and equitable access to AI-driven resources. A holistic approach involving ethical guidelines, transparent algorithms, and inclusive pedagogical practices is needed to ensure AI technologies empower students and promote inclusive STEAM learning opportunities.

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

Jimba et. al — Tue, 31 Dec 2024 00:00:00 +0000

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.

TEACHERS' AWARENESS AND READINESS TO USE AI ASSESSMENT METHODS IN KWARA STATE, NIGERIA

Samaila, K,, Abdulfattah, K., Babatunde, O. M, Akindele, N. A. — Tue, 31 Dec 2024 00:00:00 +0000

Although AI-driven educational assessment has the potential to assess students’ learning automatically and reduce the workload of teachers, there is still a lack of empirical research to holistically examine the field of AI-driven educational assessment, especially in the secondary education context. Hence, this research uses qualitative method to investigate teachers’ awareness and readiness to use AI assessment tools in Kwara State, Nigeria. The results showed that teachers were fully aware of the impact of automated assessment methods, however, they were partially attentive with AI assessment tools. Moreover, most of the teachers were ready to adopt and utilize AI assessment methods in their teaching practices. The findings of this study contribute to the existing literature on AI-driven assessment methods adoption and implementation. Conclusively, the findings of this research will therefore inform educational stakeholders about the status of teachers' awareness and readiness to adopt the AI assessment methods. This study recommended that training and workshops should be organized for teachers to successfully adopt and utilize AI assessment tools in their teaching practices.

TECHNICAL COLLEGE STUDENTS’ ATTITUDE TOWARDS THE USE OF MOBILE APPS FOR LEARNING IN LAGOS STATE

AKINDELE, N. A., SOETAN, A.K, SOETAN, A.K, USMAN, M — Tue, 31 Dec 2024 00:00:00 +0000

Mobile apps are software applications designed to run on a mobile device such as a phone to enhance teaching-learning. However, technical college students’ performance over the years has consistently been below average. Hence, this study examined the technical college students’ attitude towards using mobile apps for learning in Lagos State. This study (i) ascertained the attitude of learners in the use of mobile apps for learning; and (ii) examined the effect of gender on attitude of technical college learners in the use of mobile apps for learning. The research was a descriptive research design of the survey type. The study sample was randomly drawn from six technical colleges in Lagos State. The respondents were 351 students, (166 were males and 178 were females). Mean score was used to answer research questions and independent sample t-test was used to the test hypothesis. The findings of the study were that: learners’ attitude when using the Mobile Apps for learning was positive. There was no significant difference in technical college learners’ attitude in using mobile apps for learning based on gender. It therefore means that when teachers are motivated to adopt mobile apps in the instructional delivery process, teaching-learning process would be enhanced and made pleasurable for learners to learn. Consequently, it was recommended among others that the National Business and Technical Examination Board should encourage the use of mobile apps for the teaching-learning process at technical college level.

ASSESSMENT OF STUDENT-TEACHERS' AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE (AI) AT EKITI STATE UNIVERSITY

ADENIRAN, Tolulope Adeyemi, DARANIJO, Simiyu Bidemi, LAWAL, Zaynab Olawumi — Tue, 31 Dec 2024 00:00:00 +0000

This study explores the awareness and utilization of Artificial Intelligence (AI) among student-teachers at Ekiti State University, focusing on how AI integration in educational methodologies influences teaching and learning processes. This study adopted a descriptive research method. The population of this study comprised of all 300Level Students both in main Campus in Ekiti and Oyo Campus. A sample of 180 students was randomly selected and a researcher made-rating scale titled “Assessment of Student-Teachers' Awareness and Utilization of Artificial Intelligence (AI) at Ekiti State University” (ASAUAIESU) was used to gather data for the study. It was a Likert 4-points type of rating scale ranging from Strongly Agree to Strongly Disagree. The instrument was piloted test with twenty 300level student-teachers from University of Ibadan and Cronbach Alpha was applied to obtain reliability coefficient of 0.73 which was acceptable for the study. The findings reveal that the participants have a growing awareness of AI technologies with a significant disparity in the level of utilization of Artificial Intelligence (AI) while some student-teachers show interest and competent in integrating AI tools in their teaching practice, others remain apprehensive due to a lack of sufficient training and resources. The study recommended the development of a comprehensive AI literacy programme within the teacher education curriculum, partnerships with tech companies for resource provision, and the establishment of a supportive community of teaching

PRE-SERVICE SCIENCE EDUCATORS’ PERCEPTION OF PEDAGOGICAL SKILLS ACQUISITION AND THE USE OF OPEN TECHNOLOGY FOR INCLUSIVE CLASSROOM INTERACTION

ABDULAZEEZ, Bolanle Tawakalt-Anu, BOLAJI, Hameed Olalekan, IBRAHIM, Abdulmuhsin — Tue, 31 Dec 2024 00:00:00 +0000

Inclusive education, as emphasized in SDG4, seeks to ensure that students with special educational needs (SEN) learn alongside their non-disabled peers in the same classroom environment, receiving equal learning opportunities. Despite its importance, the effective implementation of inclusive education remains a challenge, largely due to gaps in educator training programs. This study explores ways to address these challenges by examining how pre-service science educators can develop the necessary pedagogical skills through the use of open technology to facilitate inclusive classroom interactions. The study adopted a descriptive survey research design, formulating five research questions and testing two hypotheses at a 0.05 significance level. The target population included science education students from both public and private tertiary institutions in Ilorin. A total of 300 respondents were selected through random sampling, with 50 participants each drawn from a federal university, a state university, a private university, a federal college of education, a state college of education, and a private college of education. Data collection was conducted using a well-structured, 32-item questionnaire designed on a four-point Likert scale, titled “Pre-service Educators’ Acquisition of Pedagogical Skills with Open Technology for Inclusive Classroom Questionnaire (PEAPSOTICQ).” Findings indicated that a significant obstacle to inclusive education in Nigeria is educators' limited knowledge, which stems from inadequate training. However, the integration of open technology can support pre-service educators in acquiring essential pedagogical skills. The study recommends enhancing teacher training programs and promoting awareness of open technology to improve the implementation of inclusive education.

GAMIFICATION AND ARTIFICIAL INTELLIGENCE TOOLS: AWARENESS AND USABILITY FOR LEARNING AMONG SENIOR SCHOOL BIOLOGY STUDENTS IN ILORIN SOUTH L.G.A, KWARA STATE

Owolarafe, K. I., Bolaji, H. O., Abdulraheem, A. J. and Bello, I. A. — Tue, 31 Dec 2024 00:00:00 +0000

This study explores the awareness and usability of gamification and AI tools for learning biology among senior school students in Ilorin South L.G.A, Kwara State, highlighting their importance in revolutionizing traditional teaching methods. Despite the growing interest in these innovative approaches, there remains a notable gap in research regarding their utilization and challenges, particularly among students in Kwara State. The study targeted all senior school biology students in Kwara State, with a specific focus on Ilorin South L.G.A. A sample of 300 senior school biology students was randomly selected from 10 schools in the region. Data collection was facilitated through a researcher-designed questionnaire, and analysis was conducted using descriptive and inferential statistics. Factors such as access to technology and infrastructure were identified as significant influences. The findings emphasize the need for increased awareness and the provision of adequate equipment and facilities to facilitate the integration of gamification and AI tools into learning environments, contributing to ongoing discussions on technology integration in education and informing policymakers and practitioners on effective strategies for enhanced learning experiences.