ARTIFICIAL INTELLIGENCE IN BASIC SCIENCE EDUCATION: A NIGERIAN PERSPECTIVE ON ENHANCING ASSESSMENT

Abstract

This study focused on the potential of Artificial Intelligence (AI) in enhancing assessment in Basic Science Education in Taraba State, Nigeria. Three research questions guided the study. The study adopted descriptive survey research design. The population for the study comprised 1449 Basic science teachers.  The sample size of 150 and a Simple random sampling technique was applied in selecting 20 schools in Jalingo Education zone.  A structured questionnaire titled ‘Artificial Intelligence Basic Science Assessment Questionnaire (AIBSAQ) was used as the instrument with reliability index of 0.86 obtained from Cronbach Alpha statistical measure. The research questions were answered using mean and standard deviation. The study highlights the potential benefits of AI tools in improving assessment practices, but also highlights challenges such as lack of training, high costs, and inadequate infrastructure. It underscores the need for science educators and policymakers to address these limitations and contribute to ongoing research on AI in education. The report recommends that science educators receive training to effectively use Artificial Intelligence tools in their assessments, and that policymakers should develop and implement AI-based assessment tools.