Secondary school teachers in Nigeria are yet to fully explore AI in their educational activities, which may be due to inadequate awareness, teachers’ attitude, lack of self-efficacy, opposition to change, lack of adequate preparedness to utilize AI. Hence, this study seeks to assess Teachers’ awareness on Integration of Artificial Intelligence Technology for instructional delivery among Secondary Schools in Osun State, Nigeria. The study adopted a descriptive survey of research design. A sample of 100 Secondary school teachers during the 2024/2025 academic session in Osun State were selected using Proportionate Stratified Randomly Sampling Technique. The study was guided by one research question and a corresponding research hypothesis. A researcher-designed structured questionnaire validated by four experts was used for data collection. The pilot questionnaire was tested, and the data obtained were subjected to statistical analysis using Cronbach Alpha Correlation Formula and a reliability coefficient of 0.80 was obtained. The study revealed teachers are aware on the use of AI, no significant difference in the mean response of male and female secondary school teachers’ awareness on the use of Artificial Intelligence. It was recommended among others that conferences, seminars and workshops should be organized for teachers to enable them use AI in augmenting their educational activities; enabling environment with adequate facilities that will enable the teachers to acquire adequate knowledge and skills on the use of AI should be provided by education stakeholders.
Maruf et al. (Tue,) studied this question.
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