PERCEIVED INFLUENCE OF ARTIFICIAL INTELLIGENCE ON THE TEACHING AND LEARNING OF VOCATIONAL EDUCATION AMONG LECTURERS AND POSTGRADUATE STUDENTS

Abstract

This study investigated the Perceived Influence of Artificial Intelligence on the Teaching and Learning of Vocational Education among Lecturers and Postgraduate Students at the University of Uyo. A descriptive survey research design was adopted for the study. Two research questions were posed and two null hypotheses were formulated and tested at a 0.05 level of significance. The population comprised all lecturers and postgraduate students in the Faculty of Education. A sample of 90 lecturers and 300 postgraduate students was selected using a stratified random sampling technique. The instrument for data collection was a researcher-developed questionnaire titled "Perceived Influence of Artificial Intelligence on Teaching and Learning of Vocational Education (PIAITLVE)". The instrument was validated by three experts in Vocational Education and Measurement and Evaluation, and its reliability was established with a Cronbach's alpha coefficient of 0.81. Simple percentages were used to analyze the research questions, while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses. The findings revealed a strong, statistically significant positive relationship between the perceived influence of AI and the teaching of Vocational Education among lecturers (r = .849, p < 0.05). A significant positive relationship was also found between the perceived influence of AI and the learning of Vocational Education among postgraduate students (r = .699, p < 0.05). It was concluded that AI has a substantial perceived influence on enhancing both instructional delivery and knowledge acquisition in vocational education. It was recommended that the university administration should prioritize investment in AI infrastructure and facilitate comprehensive training programs to maximize the beneficial integration of AI in vocational training.