ASSESSING TEACHERS' ARTIFICIAL INTELLIGENCE COMPETENCE AND ATTITUDE FOR EFFECTIVE IMPLEMENTATION OF COMPUTER STUDIES CURRICULUM IN KWARA STATE, NIGERIA.

Abstract

This study assessed the competence and attitudes for effective AI
integration in senior secondary education in Kwara State, Nigeria. A
descriptive survey design was employed. The population of the study
comprised Computer Science teachers in Kwara State, while a
sample of 200 computer teachers was selected through purposive
sampling as the respondents for the study. Data were collected using
the Teachers AI and Curriculum Implementation Questionnaire
(TAICIQ), validated through face validity and it was tested for
reliability by using test-retest method with the reliability coefficient
of 0.85. Findings revealed a low level of AI competence among
Computer Science teachers in Kwara State (mean = 2.04). Also, the
study found out a positive attitude of Computer Science teachers
towards integrating AI tools into the Computer curriculum (mean =
3.09). The study revealed that there are challenges hindering their ability to effectively integrate AI in computer studies curriculum
among which are lack of adequate, practical professional
development or training specifically focused on AI pedagogy, and
lack of devices and unstable internet are major constraints to
integrating AI into Computer Science lessons. The study
recommended that, the ministry of education incorporate capacity
building initiatives, specifically systematic AI-Pedagogy
professional development programmes, to enhance teachers'
competence. This is necessary to address the current competence gap
and ensure effective AI integration. The study's results have
implications for education policy and practice, highlighting the
importance of teacher training and support in AI integration. The
study concludes that low AI competence rates in teachers are due to
systemic lack of capacity building and infrastructural support, not
teachers' willingness.