TEACHERS' DISPOSITIONS TOWARDS INTEGRATING ARTIFICIAL INTELLIGENCE IN SECONDARY SCHOOL CURRICULUM IN ADO-ODO OTA

Abstract

Artificial Intelligence (AI) is the theory and development of computer systems capable of performing tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. This approach has been adopted by many organizations, including schools, to facilitate the teaching and learning process. This development has raised varying opinions on the future of employment within all sectors, including the educational sector. The purpose of this research was to examine teachers' dispositions towards integrating artificial intelligence in secondary school curriculum using selected schools in Ado-Odo Ota Local Government in Ogun State. A descriptive statistical method was used, and 120 teachers were purposively sampled from public secondary schools in Ado-Odo Ota Local Government in Ogun State. The data were collected using a questionnaire and analyzed using descriptive statistical methods. The findings of the study revealed that Teachers’ disposition towards integrating AI in secondary school is positive and slightly above the 50% average point, Teachers perceive the influence of integrating AI on the academic performance of secondary school students is positive and very high and lack of understanding of AI concepts, lack of access to digital devices, lack of training skills, and high cost of data subscription affected the integration of AI in the school. It was recommended among others that teachers should be sensitized to the importance of Artificial Intelligence in teaching.