Artificial Intelligence in Education: Psychological Effects and Learning Outcomes of Public Secondary School Students in Abia State (Published)
This study investigated Artificial Intelligence in Education: Psychological Effects and Learning Outcomes of Public Secondary School Students in Abia State. Two research questions guided the study, and two hypotheses were formulated and tested at a 0.05 level of significance. The study employed a descriptive research design. The population of the study comprised 3220 SS II students in the public secondary schools in Umuahia North, Abia State. Five public secondary schools out of seventeen were selected in the Umuahia North Local Government Area for the study using a purposive sampling technique. The sample comprised 109 SS II students from the 5 schools sampled and used for the study. The instrument for data collection was a researcher-designed questionnaire titled “Psychological Effects and Learning Outcomes of Artificial Intelligence Questionnaire (PELOAIQ)”, it was validated by three experts and subjected to reliability using split-half reliability, which was done twice in 2-week intervals, and it yielded a coefficient of 0.80 and 0.83 for the first and second tests. These coefficients indicated that the instrument was reliable for the study. Mean and standard deviation were used to answer the research questions posed to guide the study. The findings from the study showed that students had a moderate agreement that AI has psychological impacts (both positive and negative). AI tends to increase motivation, engagement, and confidence but also raises concerns about distraction, dependency, and anxiety when unavailable; students generally perceive AI as having a positive influence on their academic performance, though concerns about over-dependence and limited task efficiency remain. The study concluded that artificial intelligence (AI) has a generally positive influence on students’ learning outcomes in public secondary schools. The study also recommends that teachers and school administrators should integrate AI tools into classroom teaching in a structured and balanced manner. Since students reported improvements in understanding difficult topics, creativity, and overall academic performance through AI use, educators should deliberately adopt AI-powered learning platforms to supplement teaching and provide timely feedback that enhances students’ progress.
Keywords: Artificial Intelligence, Information and Communication Technology, Learning Outcomes
Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Published)
The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching and learning of Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.
Keywords: Information and Communication Technology, Mathematics, Teaching and Learning
Pre-Service Teachers’ Perception of the Use of Information Communication and Technology (ICT) in the Teaching and Learning of Mathematics in Three Colleges of Education in Ghana (Review Completed - Accepted)
The study sought to explore pre-service teachers’ perception about the use of ICT in the teaching and learning of Mathematics. Two hundred and forty two (242) level 200 teacher trainees offering the special Science and Mathematics programmes at Akatsi College of Education and St. Francis College of Education in the Volta region and OLA College of Education in the Central region of Ghana were conveniently sampled for the study. A questionnaire divided into three thematic areas namely perceived barriers in the use of ICT, current pedagogical practices and professional development and training needs of tutors was used to collect data. The study found that the use of ICT could help facilitate the teaching and learning of Mathematics. The study also revealed the inability of college tutors to integrate ICT into the teaching and learning of Mathematics. It was concluded that college tutors need special ICT training courses to be able to effectively use ICT to facilitate the teaching and learning of Mathematics. Consequently the study recommended among others that the National Council for Tertiary Education in close collaboration with the Ministry of Education and other stake holders of Education should organize special ICT training courses for college tutors in the field from time to time to equip them with those special skills and knowledge needed to enable them integrate ICT into the teaching and learning of Mathematics in order to facilitate the processes.
Keywords: Information and Communication Technology, Mathematics, Teaching and Learning