Barriers to Incorporating Artificial Intelligence in Chemistry Instruction in Post-Primary Education in Orlu Education Zone II, Imo State

Abstract

This study aimed to determine the impediment to the incorporation of Artificial Intelligence in Chemistry Instruction in Post-primary education in Orlu Education Zone II, Imo State. A descriptive survey research design was adopted in conducting this research. The population of the study comprises of Chemistry teachers from all the 41-government owned post primary schools in Orlu Education Zone II. A census sampling technique was employed which constitutes 41 chemistry teachers comprising 16 males and 25 females. Data were gathered using a four-point Likert questionnaire instrument with a reliability coefficient of 0.71 ascertained using test-retest methodology. The t-test, mean, and standard deviation statistical tools were used to assess the generated data at the 0.05 level of significance. Two research questions and one hypothesis guided the study. The findings indicated a lack of technical assistance, training and resources, low computer self-efficacy, opposition to innovation, and lack of AI knowledge which obstructed the incorporation of Artificial Intelligence in chemistry instruction in post-primary education. In light of the results, attending workshops and seminars was advised for chemistry teachers in order to foster a positive knowledge about AI, increase their computer self-efficacy, and demonstrate an interest in innovation towards AI in chemistry instruction in post-primary education in Imo state.