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AHMED, Adedolapo Abdulahi
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ACCESSIBILITY AND USABILITY OF GENERATIVE AI FOR TEACHING AMONG SECONDARY SCHOOL CHEMISTRY TEACHERS IN ILORIN METROPOLIS, KWARA STATE IBRAHIM, Abdulmuhsin; AHMED, Adedolapo Abdulahi; OYEYEMI, Waheed Tunde
Jurnal Saintifik (Multi Science Journal) Vol 23 No 1 (2025): JANUARI
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/js.v23i1.378

Abstract

This study examines how easily secondary school chemistry teachers in Ilorin Metropolis, Kwara State, can access and use generative AI tools. Assessing instructors' knowledge of generative artificial intelligence (AI), the accessibility of these resources, and their usefulness in chemistry instruction was its primary goal. Data were gathered from 333 chemistry teachers in the city's different local administrations using a descriptive survey design. The results showed significant awareness gaps, with many teachers not knowing about the benefits and pedagogical potential of generative artificial intelligence. Furthermore, it was discovered that these programs had restricted accessibility; the only one with moderate availability was ChatGPT. The survey also found that using the majority of AI tools in classroom settings can be difficult. The study suggests creating focused professional development programs to increase teachers' comprehension of generative artificial intelligence in light of these findings. It also recommends expanding access to these tools by giving schools the resources and infrastructure they require. Furthermore, more approachable, teacher-focused AI systems that are tailored to the unique requirements of chemistry education must be developed. These steps are intended to help educators better incorporate AI into their lesson plans and improve students' understanding of difficult chemistry concepts.
THE ROLE OF GAMIFICATION IN ENHANCING CRITICAL THINKING SKILLS IN ONLINE SCIENCE EDUCATION AHMED, Adedolapo Abdulahi; OYEYIPO, Ademola Olakunle; YUNUS, Sulyman Ayinla; UMAR, Madiwu Abubakar
Jurnal Saintifik (Multi Science Journal) Vol 23 No 2 (2025): MEI
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/js.v23i2.401

Abstract

This study examines the role of gamification in enhancing critical thinking skills in online science education, centring on the impact of specific game-based elements and learner cognitive behaviour. The research question examines which gamification features best enhance critical thinking and how motivation and prior knowledge influence possible outcomes. Using a quantitative research design with a survey method, a sample of 600 students was selected from three universities with 200 participants from each institution by a multi-stage sampling technique, initially identifying the science education departments and then selecting participants through simple random sampling of the 400-level students. A researcher-design instrument was used to collect data. Data were analysed using descriptive and inferential statistics, including regression analysis, to assess the relationship between gamification elements and critical thinking skills. Results revealed that gamification, particularly reflection tasks and progress-tracking, significantly aids critical thinking by promoting self-assessment and engagement. However, competitive elements like leaderboards proved less effective, indicating a need for balance in gamified educational learning designs. The study recommends structured reflection tasks and progress tracking for online learning. This suggests gamification's potential to enhance critical thinking when directed to varied learner profiles.
Co-Authors IBRAHIM, Abdulmuhsin Oyeyemi, Waheed Tunde OYEYIPO, Ademola Olakunle UMAR, Madiwu Abubakar YUNUS, Sulyman Ayinla