Teachers’ Knowledge and Attitude Toward Artificial Intelligence as a Correlate of Teaching Effectiveness in Senior Secondary Schools in Delta State:

Olaleye, Emmanuel Olumuyiwa; Ufuoma, Esiri Tricia; Oladejo, Muhideen Adewale; Olugbogi Yusuf Folorunsho

doi:10.52968/5604658

Olaleye, Emmanuel Olumuyiwa Department of Educational Management, Lagos State University of Education, Oto/Ijanikin, Lagos State.
Ufuoma, Esiri Tricia Department of Educational Foundations, National Open University of Nigeria, Abuja.
Oladejo, Muhideen Adewale Department of Educational Management, Lagos State University, Nigeria
Olugbogi Yusuf Folorunsho Department of Educational Management, Lagos State University, Nigeria

Keywords: Artificial Intelligence, Teachers' knowledge, Teachers' attitude, Teaching effectiveness, Senior secondary schools, Delta State, Nigeria

Abstract

This study examined the influence of teachers’ knowledge and attitude
towards Artificial Intelligence (AI) tools on teaching effectiveness in senior
secondary schools in Delta State, Nigeria. Motivated by the persistent
underutilization of AI tools in Nigerian secondary school classrooms despite
their acknowledged transformative potential, the study investigated the level
of teachers’ AI knowledge, the nature of their attitude towards AI, and the
extent to which these variables relate to teaching effectiveness. Grounded in
the Technology Acceptance Model (TAM) and the Technological
Pedagogical Content Knowledge (TPACK) framework, the study adopted a
descriptive survey design. A sample of 360 teachers was drawn from public
senior secondary schools using a multi-stage sampling technique. Data were
collected using the Teachers’ Knowledge, Attitudes toward Artificial
Intelligence, and Teaching Effectiveness Questionnaire (TKAITEQ), a
researcher-developed instrument with established content validity (CVI =
0.87) and confirmed internal consistency (α = 0.79–0.84). Descriptive
statistics and Pearson Product-Moment Correlation (PPMC) were employed
for data analysis. Findings revealed that teachers’ knowledge of AI was
generally low (grand mean = 2.18), while their attitudes were cautiously
positive but mixed (grand mean = 2.89), reflecting simultaneous recognition
of AI’s educational potential and reservations about its feasibility in the
Nigerian school context. Both null hypotheses were rejected at the .05 level
of significance, denoting that teachers’ AI knowledge exhibited a strong
positive relationship with teaching effectiveness (r = 0.671, p = 0.02), and
teachers’ attitudes toward AI showed a moderate to strong positive
relationship with teaching effectiveness (r = 0.58, p=.02).