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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Alabi, Abidoye James
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Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Lecturers’ Perception and Adoption of Artificial Intelligence (AI) Tools in Tertiary Institutions in Ondo State, Nigeria Alabi, Abidoye James; Oyekola, Ayodele H.; Joyce, Olumide Olubukola
ETDC: Indonesian Journal of Research and Educational Review Vol. 4 No. 4 (2025): September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v4i4.3883

Abstract

The study investigated lecturers’ perception and adoption of Artificial Intelligence (AI) tools in tertiary institutions in Ondo State. The study employed a descriptive survey research design. 150 participants were randomly selected from each of the schools sampled, resulting in a total of 450 participants across the three senatorial districts. A university was randomly selected in each of the three senatorial districts (Ondo South, Central, and North) in Ondo State. A self-developed questionnaire titled Lecturers’ Perception and Adoption of Artificial Intelligence Tools Questionnaire (LPAAITQ) was used to collect data for the study. Data collected were analyzed with the use of both descriptive and inferential statistical tools (Pearson Product Moment Correlation). The study revealed that lecturers’ perception of AI was positive. The study also revealed a very low level of AI adoption among lecturers. The study further revealed some of the challenges confronting lecturers in the effective adoption of AI tools in tertiary institutions in Ondo State. Such challenges include poor internet connectivity, poor funding, and lack of infrastructure to support AI usage in most of the tertiary institutions. The finding also revealed a significant relationship between the lecturer’s perception and adoption of AI. The study concluded by giving appropriate recommendations, which include increased funding, enhanced training programs for lecturers, and research initiatives to advance AI-driven instructional methodologies in tertiary institutions in Nigeria.
Transforming Social Studies Pedagogy: Artificial Intelligence-Based tool and Students’ Academic Performance in Ondo State, Nigeria Alabi, Abidoye James; Adelekan, Akeem Tunde; Olotu, Gbenga
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 1 (2025): December (Early Bird)
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i1.3988

Abstract

This study examined the transformation of social studies pedagogy through artificial intelligence-based tools and students’ academic performance in Ondo State, Nigeria. This study adopted a pre-test, post-test control group quasi-experimental research design. Three objectives were set for the study, and three research hypotheses were formulated to guide it. The population for the study consisted of all secondary students in Ondo State. The sample population comprised 163 Junior Secondary School (JSS II) students drawn from four public secondary schools randomly selected in the Ondo West Local Government Area of Ondo State, Nigeria. Two instruments were used in the study. They are the Social Studies Performance Test (SSPT) and the Modified Lesson Note (MLN). All the instruments were validated by experts. The reliability of the instrument (SSPT) was determined, and a reliability coefficient of 0.83 was obtained. Students' academic data was collected, and we analyzed covariances (ANCOVA). variance (ANCOVA). The social studies that students exposed to ITS demonstrated significantly higher academic performance than those taught by other methods (F (1,154) = 111.124, p < 0.05, partial η² = .419). The findings also revealed no significant effects of gender and school location on students' academic performance. This evidence suggests that intelligent tutoring systems (ITS) provide equitable learning opportunities. The study recommends increased investment in ICT infrastructure, teacher training, and policy interventions to enhance ITS integration into the teaching and learning of secondary schools’ subjects.
Co-Authors Adelekan, Akeem Tunde Joyce, Olumide Olubukola Olotu, Gbenga Oyekola, Ayodele H.