STUDENTS’ PERCEPTION ON THE ROLE OF ARTIFICIAL INTELLIGENCE (CHAT GPT) IN SHAPING THE LEARNING OF SCIENCE AMONG SENIOR SECONDARY STUDENTS IN KADUNA NORTH, NIGERIA

Abstract

This study investigated students’ perception on the role of artificial intelligence (Chat GPT) in shaping science among senior secondary students in Kaduna North Local Government Area, Nigeria. The research design was a cross-sectional survey research design. The population of the study consisted of eight co educational schools having a total number of two thousand nine hundred and forty three (2,943) SS III students across the eight secondary schools in Kaduna North Local Government Area. From the population of the study 352 students constituted the sample size for the study. The instrument used for data collection was a structured Students’ Artificial Intelligence Opinion Questionnaire (SAIOQ). The reliability coefficient of the instrument was 0.82. The study was guided by two research questions and two null hypotheses tested at the 0.05 level of significance. Descriptive statistics of frequencies and percentages were used to answer research questions, Chi-square (ꭓ2) statistics was used to test null hypotheses. The result of the finding showed no significant difference between students’ perception and the role Chat GPT plays in shaping students’ learning in science education. Based on these findings, it is therefore recommended that, science teachers should integrate Chat GPT into classroom instruction as a supplementary learning tool.