ACCESSIBILITY AND USABILITY OF GENERATIVE AI FOR TEACHING AMONG SECONDARY SCHOOL CHEMISTRY TEACHERS IN ILORIN METROPOLIS, KWARA STATE
Keywords:
Generative AI, Chemistry Education, Accessibility, Usability, Professional Development
Abstract
This study examines how easily secondary school chemistry teachers in Ilorin Metropolis, Kwara State, can access and use generative AI tools. Assessing instructors' knowledge of generative artificial intelligence (AI), the accessibility of these resources, and their usefulness in chemistry instruction was its primary goal. Data were gathered from 333 chemistry teachers in the city's different local administrations using a descriptive survey design. The results showed significant awareness gaps, with many teachers not knowing about the benefits and pedagogical potential of generative artificial intelligence. Furthermore, it was discovered that these programs had restricted accessibility; the only one with moderate availability was ChatGPT. The survey also found that using the majority of AI tools in classroom settings can be difficult. The study suggests creating focused professional development programs to increase teachers' comprehension of generative artificial intelligence in light of these findings. It also recommends expanding access to these tools by giving schools the resources and infrastructure they require. Furthermore, more approachable, teacher-focused AI systems that are tailored to the unique requirements of chemistry education must be developed. These steps are intended to help educators better incorporate AI into their lesson plans and improve students' understanding of difficult chemistry concepts.
References
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Prabhod, K. J. (2023). Leveraging Generative AI for Personalized Medicine: Applications in Drug Discovery and Development. Journal of AI-Assisted Scientific Discovery, 3(1), 392-434.
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Adelana, O. P., & Akinyemi, A. L. (2021). Artificial Intelligence-Based Tutoring Systems Utilization for Learning: A Survey Of Senior Secondary Students’ Awareness And Readiness In Ijebu-Ode, Ogun State. UNIZIK Journal of Educational Research and Policy Studies, 9, 16-28.
Aderibigbe, A. O., Ohenhen, P. E., Nwaobia, N. K., Gidiagba, J. O., & Ani, E. C. (2023). Artificial intelligence in developing countries: bridging the gap between potential and implementation. Computer Science & IT Research Journal, 4(3), 185-199.
Adetayo, A. J. (2023). ChatGPT and librarians for reference consultations. Internet Reference Services Quarterly, 27(3), 131-147.
Akande, T. O., Alabi, O. O., & Oyinloye, J. B. (2024). A Review of Generative Models for 3D Vehicle Wheel Generation and Synthesis. Journal of Computing Theories and Applications, 1(4), 368-385.
Akwang, N. E., & Ebiwolate, P. B. (2024). Library and Information Science Professionals’ Awareness, Competencies, Institutional Support, and Application of AI-Powered Tools in Research Writing in South-South, Nigerian Universities. Asian Journal of Education and Social Studies, 50(7), 451-466.
Anantrasirichai, N., & Bull, D. (2022). Artificial intelligence in the creative industries: a review. Artificial intelligence review, 55(1), 589-656.
Binhammad, M. H. Y., Othman, A., Abuljadayel, L., Al Mheiri, H., Alkaabi, M., & Almarri, M. (2024). Investigating How Generative AI Can Create Personalized Learning Materials Tailored to Individual Student Needs. Creative Education, 15(7), 1499-1523.
Cai, J. (2024). Analysis of the Impact of AI on Modern Education: Inside and Outside the Classroom. Journal of Computer Science and Technology Studies, 6(4), 25-31.
Chen, Z., & Li, F. (2022). Generative AI in STEM Education: A Study on Tutoring Support for Mathematics and Science. Journal of Science Education and Technology, 31(4), 395-410.
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452.
Ebuka, A. A., Emmanuel, D., & Idigo, P. (2023). Artificial Intelligence as a Catalyst for the Sustainability of Small and Medium Scale Businesses (SMEs) in Nigeria. Annals of Management and Organization Research, 5(1), 1-11.
Ezugwu, A. E., Oyelade, O. N., Ikotun, A. M., Agushaka, J. O., & Ho, Y. S. (2023). Machine learning research trends in Africa: a 30 years overview with bibliometric analysis review. Archives of Computational Methods in Engineering, 30(7), 4177-4207.
Gaspard-Richards, D. (2023). Reflections on the use of Generative AI, Technology Tools, Mobile Applications and Sharing Perspectives from Educators and Stakeholders in the Teaching and Learning process. International Journal of Education and Development using Information and Communication Technology, 19(3), 3-8.
Ijiga, A. C., Peace, A. E., Idoko, I. P., Agbo, D. O., Harry, K. D., Ezebuka, C. I., & Ukatu, I. E. (2024). Ethical considerations in implementing generative AI for healthcare supply chain optimization: A cross-country analysis across India, the United Kingdom, and the United States of America. International Journal of Biological and Pharmaceutical Sciences Archive, 7(01), 048-063.
Jarrahi, M. H., Askay, D., Eshraghi, A., & Smith, P. (2023). Artificial intelligence and knowledge management: A partnership between human and AI. Business Horizons, 66(1), 87-99.
Khaldi, M. (Ed.). (2024). Technological tools for innovative teaching. IGI Global.
Khennouche, F., Elmir, Y., Himeur, Y., Djebari, N., & Amira, A. (2024). Revolutionizing generative pre-traineds: Insights and challenges in deploying ChatGPT and generative chatbots for FAQs. Expert Systems with Applications, 246, 123224.
Lanham, J., & Smith, G. (2025). Integrating Artificial Intelligence to Foster Inclusivity in Social Work and Community Development Education: A Transatlantic Online Collaboration. In Teachers' Roles and Perspectives on AI Integration in Schools (pp. 393-428). IGI Global Scientific Publishing.
Mabrouk, N. (2024). Exploring the Impact of Using Chat GPT on Learners’ Motivation in the Writing Classroom The Case of Second Year Students at Larbi Tébessi University–Tebessa_ (Doctoral dissertation, University of Martyr Sheikh Larbi Tebessi Tebessa).
Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: a systematic review. Cogent Education, 12(1), 2433814.
Ngbarabara, P. B., & Odibo, A. (2024). Effect of Generative Artificial Intelligence (GAI) on Science Education Students’ Achievements in Federal University Otuoke, Bayelsa State. FUO-Journal of Educational Research, 3(2), 121-131.
Nutsugah, N., & Senanu, B. (2024). On the Tech Trek and Industrial Revolutions: Unravelling the Impact of Generative AI on Public Relations Praxis in Africa. Journal of Public Relations Research, 36(4), 341-359.
Okechukwu, O. C., Ndubuisi-Okoh, E. E., Okoche, C., & Oladokun, B. D. (2024). Scholarly Publishing Practices among LIS Lecturers in Higher Institutions of Learning in Nigeria. Journal of Digital Learning and Education, 4(1), 50-60.
Olubiyi, I. A., Oyedeji-Oduyale, R., & Adeniyi, D. M. (2024). Artificial Intelligence and the law: an overview. ABUAD Law Journal, 12(1), 1-27.
Oluyemisi, O. M. (2023). Impact of Artificial intelligence in Curriculum Development in Nigerian Tertiary Education. International Journal of Educational Research, 12(2), 192-211.
Onyejelem, T. E., & Aondover, E. M. (2024). Digital Generative Multimedia Tool Theory (DGMTT): A Theoretical Postulation in the Era of Artificial Intelligence. Adv Mach Lear Art Inte, 5(2), 01-09.
Onyejelem, T. E., & Aondover, E. M. (2024). Digital Generative Multimedia Tool Theory (DGMTT): A Theoretical Postulation. Journalism, 14(3), 189-204.
Prabhod, K. J. (2023). Leveraging Generative AI for Personalized Medicine: Applications in Drug Discovery and Development. Journal of AI-Assisted Scientific Discovery, 3(1), 392-434.
Sajja, R., Sermet, Y., Cikmaz, M., Cwiertny, D., & Demir, I. (2024). Artificial intelligence-enabled intelligent assistant for personalized and adaptive learning in higher education. Information, 15(10), 596.
Salau, B. A., Rawal, A., & Rawat, D. B. (2022). Recent advances in artificial intelligence for wireless internet of things and cyber–physical systems: A comprehensive survey. IEEE Internet of Things Journal, 9(15), 12916-12930.
Shihab, S. R., Sultana, N., & Samad, A. (2023). Revisiting the use of ChatGPT in business and educational fields: possibilities and challenges. BULLET: Jurnal Multidisiplin Ilmu, 2(3), 534-545.
World Bank. (2024). World Bank begins education programme on generative AI in Nigeria. THIS DAY LIVE. Retrieved from Thisdaylivewww.thisdaylive.com/index.php/2024/09/29/world-bank-begins-education-programme-on-generative-ai-in-nigeria/)
Yan, L., Martinez-Maldonado, R., & Gasevic, D. (2024, March). Generative artificial intelligence in learning analytics: Contextualising opportunities and challenges through the learning analytics cycle. In Proceedings of the 14th Learning Analytics and Knowledge Conference (pp. 101-111).
Published
2025-01-17
How to Cite
IBRAHIM, A., AHMED, A. A., & OYEYEMI, W. T. (2025). ACCESSIBILITY AND USABILITY OF GENERATIVE AI FOR TEACHING AMONG SECONDARY SCHOOL CHEMISTRY TEACHERS IN ILORIN METROPOLIS, KWARA STATE. Jurnal Saintifik (Multi Science Journal), 23(1), 33-46. https://doi.org/10.58222/js.v23i1.378
Section
Articles
