Advancement and Achievement of Artificial Intelligence Technologies in STEM Education Assessment Practices

Abstract

The study investigated determined the advancement of artificial intelligence technologies in STEM education assessment practices in Akwa Ibom State, Nigeria. To achieve the purpose of the study, two research questions were raised and answered in the course of the study. A descriptive study design was adopted. This study was carried out in the south-south, Nigeria. The population for the study comprises 1249 Science Secondary School teachers in eleven public coeducational schools in Nigeria. Two hundred and nine (314) participants were estimated using Taro Yamane (1967) formula. Simple random sampling (tossing the dice) was used to draw the sample. AI advanced technologies in STEM education assessment practices questionnaire (AIATSEAPQ) instrument was developed by the researcher and used for the study. The instrument comprised 15 items with the response options on a 4-point rating scale for cluster one to be strongly agreed (SA), agree (A), disagree(D) and strongly disagree (SD) and cluster two to be Very High Extent(VHE), High Extent (HE), Low Extent (LE), Very Low Extent(VLE), with numeric values of 4, 3, 2 and 1 respectively. The instrument was face validated by 3 experts. The instrument was trial tested on 30 teachers and the reliability coefficients of 0.70 and 0.74 were obtained for clusters 1 and 2 respectively using the Cronbach Alpha method. The face-to-face method was employed in the collection of data to ensure a (100%) return. Data was analyzed using mean and standard deviation. Findings of the results obtained from this study, showed that the advancements of artificial intelligence technologies are to a Low extent been applied in STEM assessment practices. Thus, there is a limited integration of AI advancements in evaluating and measuring student performance in science, technology, engineering, and mathematics fields. Based on the findings of the result, recommendation made was the ministry and relevant education stakeholders should promote awareness and training on AI-STEM Assessment Technologies by developing workshops, training programs, or professional development sessions on enhancing teachers' understanding of advancements in AI-STEM assessment technologies.