AWARENESS, UTILIZATION, PERCEPTION AND CHALLENGES: INTEGRATION OF ARTIFICIAL INTELLIGENCE-BASED CHATGPT INTO SCIENCE EDUCATION

Abstract

This research investigates the awareness, utilisation, perceptions, and challenges faced by secondary school science teachers in the Akwa Ibom North East Senatorial District, Nigeria, regarding the integration of artificial intelligence-based ChatGPT into science instruction. The study employed a descriptive survey research design. The Science Teachers’ Awareness and Perceptions of AI-based ChatGPT Questionnaire (STAPACQ) was used to collect data from a stratified random sample of 189 science teachers. Quantitative data were analysed using descriptive statistics (mean and standard deviation). The findings revealed a low level of awareness (Mean = 2.03) and a very low level of utilisation (Mean = 1.41) of ChatGPT among the teachers. However, teachers' perceptions of its potential impact were generally positive (Mean = 3.31), indicating optimism about its benefits for teaching efficiency and student engagement, alongside concerns about its potential to hinder critical thinking. The challenges to integration were perceived as very high (Mean = 3.66), with unreliable internet connectivity, lack of technical knowledge, concerns about information accuracy, and absence of institutional support identified as the most significant barriers. The study concludes that while science teachers are open to the potential of AI tools, systemic and infrastructural constraints severely limit their adoption. It emphasises the critical need for targeted professional development, robust policy frameworks, and substantial investment in school infrastructure to facilitate the effective integration of AI technologies in science education.