AI-SUPPORTED CHEMISTRY PEDAGOGY AND SECONDARY SCHOOL STUDENTS' LEARNING OUTCOMES AND EXPERIENCES IN KWARA STATE, NIGERIA: A MIXED-METHODS STUDY

Abstract

Artificial Intelligence (AI) has the potential to revolutionize educational systems, especially in resource-limited settings, and is particularly relevant to STEM disciplines. This study examined the experiences, perceptions, and learning outcomes of secondary school students in Kwara State, Nigeria, after the pedagogical use of AI tools in Chemistry education. The study employed a mixed-methods sequential explanatory design with 320 students of Senior Secondary School (SSS II) in 12 public and private schools in the three senatorial districts of Kwara State. A structured questionnaire was used to gather quantitative data on perceived usefulness, ease of use, engagement, and anxiety, and focus group discussions were used to obtain qualitative data. An experimental group (n=160) was given instructions on the "Acids, Bases, and Salts" unit along with AI tools (AI-powered simulations, adaptive quizzes, virtual lab assistants), and a control group (n=160) was given traditional instruction. The pre- and post-test results revealed a statistically significant difference between the experimental group's mean score ($F(1, 317) = 28.74, p < .001, \eta^2 = 0.083$). The experimental group's survey results indicated high levels of usefulness ($M=4.21, SD=0.76$) and engagement ($M=4.33, SD=0.69$) with AI, while also showing moderate levels of AI anxiety ($M=3.02, SD=0.95$). Themes emerging from the qualitative findings included improved visualization, individualized learning, and motivational support, alongside issues of infrastructure shortcomings and sometimes information overload. The findings of the study indicate that AI pedagogy was found to be positively related to Chemistry achievement of the sampled secondary school students in Kwara State, but the sustainable integration of AI in the teaching and learning of Chemistry is dependent on the provision of adequate digital infrastructure, teacher training, and the adaptation of AI content.