Students’ Perceptions of Artificial Intelligence-Supported Inquiry Based Instruction and Its Influence on Learning Basic Science among Junior Secondary School Students in Niger State

Abstract

Artificial Intelligence (AI) has emerged as a transformative technology with significant potential to enhance teaching and learning across educational contexts. In science education, AI-supported inquiry instruction provides learners with opportunities to engage actively in scientific investigations through personalized guidance, adaptive feedback, intelligent tutoring, and interactive learning experiences. This study investigated students’ perceptions of Artificial Intelligence-supported inquiry instruction and its influence on learning Basic Science among junior secondary school students. The study adopted a descriptive survey research design. The population comprised Junior Secondary School II students in public secondary schools, from which a sample of 420 students was selected using a multistage sampling procedure. Data were collected using a researcher-developed instrument titled Students’ Perceptions of Artificial Intelligence-Supported Inquiry Instruction Questionnaire (SPAISIQ). The instrument was validated by experts in Science Education and Educational Technology, while a Cronbach’s Alpha reliability coefficient of 0.88 was obtained. Data were analyzed using mean, standard deviation, simple linear regression, and independent samples t-test at the 0.05 level of significance. The findings revealed that students held positive perceptions of Artificial Intelligence-supported inquiry instruction and perceived it as beneficial for enhancing conceptual understanding, scientific inquiry skills, classroom participation, motivation, and overall learning experiences in Basic Science (Grand Mean = 3.43). The study further revealed that students’ perceptions significantly influenced learning Basic Science, accounting for 47.2% of the variance in perceived learning outcomes (R² = .472, p < .05). The study concluded that Artificial Intelligence-supported inquiry instruction is positively perceived by students and possesses substantial potential for improving learning experiences in Basic Science. The study recommends the integration of AI-supported inquiry activities into science classrooms, provision of adequate technological infrastructure, and teacher training on the effective use of AI technologies in science education.