INTEGRATING AI TOOLS IN MATHEMATICS CURRICULUM QUALITY ASSURANCE IN PUBLIC SENIOR SECONDARY SCHOOL IN OBIO/AKPOR LGA

Abstract

This study examined the integration of Artificial Intelligence (AI) tools into mathematics curriculum quality assurance in public senior secondary schools within Obio/Akpor Local Government Area (LGA) of Rivers State, Nigeria. The study was guided by the Technology Acceptance Model (TAM) and employed a descriptive survey design involving all 72 mathematics teachers in the LGA. Data were collected using a validated questionnaire with a reliability index of 0.77, and analyzed using mean, standard deviation, and t-test statistics at a 0.05 significance level. Findings revealed that AI tools have significant potential to enhance mathematics curriculum quality assurance by identifying curriculum gaps, improving alignment with national standards, enabling real-time updates, and informing evidence-based decisions in curriculum development and review. AI integration was also found to support instructional delivery monitoring by tracking lesson delivery, analyzing student engagement, and providing real-time feedback, as well as evaluation and assessment by generating adaptive test items, offering detailed learning analytics, and delivering personalized feedback. No significant gender differences were observed in teachers’ perceptions across all dimensions, indicating a shared acceptance of AI integration. The study concludes that AI tools can drive data-driven, adaptive, and efficient approaches to curriculum quality assurance when supported by adequate resources, training, and ethical frameworks. It recommends capacity building for teachers, provision of digital infrastructure, policy development for AI integration, and collaborative approaches among stakeholders to ensure effective and sustainable implementation.