Integrated Science Pre-Service Teachers' Perception and Utilization of AI-Driven Pedagogical Strategies in Nigerian Universities
Keywords:
AI-driven, pedagogical strategies, technology, Pre-service, UniversitiesAbstract
This study investigated Pre-service Integrated Science teachers’ perception and utilization of AI-driven pedagogical strategies in Nigerian universities. Two research questions guided the study. A descriptive survey was adopted. The population comprised 643 pre-service Integrated Science teachers in government-owned universities in Akwa Ibom State. Two universities were purposively selected for the study and using an accidental sampling technique, a sample size of 120 respondents was obtained. The instrument for data collection was the Pre-service Teachers’ Perception and Utilization of AI-Driven Pedagogical Strategies Questionnaire (PSTPUAIDPSQ). Cronbach Alpha statistics was used to determine the reliability of the instrument and a coefficient of 0.89 was obtained, indicating that the instrument was reliable for the study. The data collected were analyzed using mean and standard deviation to answer the research questions. The findings of this study showed that there is a great extent of Integrated Science Pre-service teachers’ perception and utilization of AI-driven pedagogical strategies in Nigerian Universities. Based on the findings, it was concluded that, though there is a great extent of perception and utilization of AI-driven pedagogical strategies in Nigerian universities, recommendations were made, among others, that university management should guarantee access to technology resources, so that more students can improve their knowledge, change perception and utilize artificial intelligence tools.
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