Investigates the impact of integrating Artificial Intelligence (AI) in teaching Chemistry at Higher Secondary School level

Abstract

abstract

There are also numbers of dimensions of the educational system where the AI application is leading to modifications in terms of teaching-learning strategies, assessment and accreditation processes, and organizational practices. Moreover, it has the vested interest of promoting the improvement of the teaching of science. Of interest to this systematic review is therefore to present a basic understanding of the empirically tested connection between science education and artificial intelligence. It also assesses impacts of AI on learning outcomes for students, possible adoption contexts, perceptions that students and teachers have concerning AI, as well as challenges inherent in use of AI in the teaching of sciences. The research also aims to answer questions as to how resources developed with AI may enhance chemistry students’ performance and understanding and increase their level of interest. In this study, the quasi-experimental group was used to investigate an experimental group that has used the AI-learning modules and a control group that was taught according to usual teaching procedures. Data was collected using questionnaires, interviews with students, pre- and post- tests. This research suggested that incorporating of AI could significantly improve the students’ performance outcomes particularly on their understanding of concepts and problem solving skills. Thus, for the effect to go viral, some of the teachers may require training on the use of the equipment, and technology needs to be made available in order to support the wide use.