Comparative Analysis of AI-Enhanced and Traditional Biology Instruction on Performance among Secondary School Students in Zaria, Kaduna State

Nuru Ramatu Asabe, Adamu Tairu Arome

Abstract


This study, titled Comparative Analysis of AI-Enhanced and Traditional Biology Instruction on Performance among Secondary School Students in Zaria, Kaduna State, was guided by two specific objectives, along with corresponding research questions and hypotheses. The study focused on Senior secondary Biology students in Zaria, Kaduna State. A quasi-experimental research design was employed, involving a total population of 699 students. A sample of 192 students was selected using purposive sampling from two intact classes. The instrument for data collection was the Biology Performance Test (BPT), which yielded a reliability coefficient of 0.76 after pilot testing. Data collection was self-administered, with research questions analyzed using mean and standard deviation, while hypotheses were tested using the t-test. Findings revealed that the AI-enhanced instructional strategy significantly improved students’ academic performance in Biology compared to the traditional method (p = 0.000). Additionally, there was a statistically significant difference in performance between male and female students exposed to AI-enhanced instruction (p = 0.000). The study recommends that the Kaduna state government and education stakeholders should invest in comprehensive teacher training programs focused on the effective use and integration of AI tools in biology pedagogy.


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References


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