The study examined the determinants of Artificial Intelligence (AI) adoption for teaching physics in senior secondary schools in Ibadan North Local Government Oyo State, Nigeria. A sample of one hundred (100) teachers was randomly selected from randomly selected senior secondary schools in Ibadan North L.G.A. Physics Teachers Artificial Intelligence Adoption Questionnaire (PTAIAQ) r=0.50 was used to collect data for the study. Four research questions were answered, and data collected were analysed using frequency counts, percentages and mean. The results indicated that most physics teachers are of the view that AI would make their work easier and most teachers know how to make us of AI tools in teaching of physics. Perceived usefulness of ICT is a major predictor for teachers’ adoption of AI. Similarly, the results showed that perceived ease of use is also a significant variable of AI adoption. It is therefore recommended that teachers should be provided with the relevant AI tools by the school or the government for the effective teaching of physics. Teachers should be motivated to use the available AI resources for the teaching of physics. They should be adequately trained to be able to make judicious use of the available AI tools/resources at their disposal. The school environment, structures and composition should be AI accommodating.

Authors: Edidiong Enyeneokpon Ukoh, Jude Nicholas

Published in: Ireland International Conference on Education (IICE-2022)

  • Date of Conference: 26-28 April 2022
  • DOI: 10.20533/IICE.2022.0018
  • ISBN: 978-1-913572-46-4
  • Conference Location: Virtual (Dún Laoghaire, Ireland)