TEACHERS' ATTITUDES TOWARD THE INTEGRATION OF ARTIFICIAL INTELLIGENCE-BASED TEACHING IN PUBLIC SECONDARY SCHOOLS IN DELTA STATE"

Abstract

The study explores the attitudes of teachers toward the adoption of artificial intelligence (AI)-based teaching in public secondary schools in Delta State, Nigeria. Employing a survey research design, the study targeted a sample of 500 participants, including 100 principals and 400 teachers, selected from 12 Local Government Areas. Data were collected using a structured four-point Likert scale questionnaire, the "Attitude of Teachers to Artificial Intelligence-Based Teaching Questionnaire" (ATAITQ). The findings revealed a nuanced attitude among teachers, with some recognizing the potential benefits of AI in education while others displayed concerns and resistance. Charts were used to analyze and present the data visually. The study concluded that teachers' attitudes are influenced by various factors, necessitating targeted interventions, implementing teacher training programs tailored to AI teaching; developing AI teaching methods suitable for local contexts; and promoting collaboration among educators, policymakers, and tech experts to facilitate AI integration in teaching.   Keywords: Attitude of Teachers, Artificial Intelligence-Based Nigeria