Assessment of Teachers’ Perception of Artificial Intelligence Technology on Academic Achievement in Physics among Secondary Schools in Plateau State, Nigeria

This study investigated the teachers’ perception of artificial intelligence technology on academic achievement in physics among secondary schools in Plateau State, Nigeria. Guided by two objectives and two hypotheses respectively, grounded in Bento’s AI Literacy Framework of 2020, the study explored teachers’ perceptions of AI and examined whether gender differences influenced their effectiveness in utilizing AI to enhance learning outcomes. Using an ex post facto research design, a sample of 36 Physics teachers and 393 SS3 students were selected across 36 secondary schools during the 2024/2025 academic session in Plateau State. Data were collected using the Physics Teachers’ AI Literacy Assessment Questionnaire (PTAILAQ) and a Physics Students’ Academic Achievement Proforma (PSAAP). Descriptive statistics of mean and standard deviation was used to answer the research questions and inferential analyses of ANOVA & ANCOVA were used to test the two hypotheses at a 0.05 level of significance. Results revealed that teachers exhibited a high level of perception of AI as a useful tool for improving students learning. However, no significant effect was found between teachers’ AI perception and students’ academic achievement. The study concludes that while teacher’s perception of AI is high, it does not directly translate to improved academic outcomes. Recommendations included targeted AI training, infrastructural support, and policy reforms to bridge the gap between perception and classroom practice.