Awareness and Extent of Utilisation of AI Tools in Teaching Biology in Secondary Schools in Anambra State
DOI:
https://doi.org/10.57125/ELIJ.2026.09.25.04Keywords:
Anambra State, artificial intelligence in education, biology instruction, digital competence, secondary education, teacher awareness, technology adoption.Abstract
The undeniable relevance of Artificial Intelligence (AI) tools in Education, in the 21st century, especially their role in fostering the spirit of independent learning and influencing students’ learning outcomes, engendered the investigation into biology teachers’ awareness and extent of utilisation of AI tools in the teaching of biology in secondary schools in Anambra State, Nigeria. The study adopted a descriptive survey design and employed a sample of 179 biology teachers, drawn from the population using simple random sampling. Data were collected using a validated 28-item questionnaire (AUTBSS; Cronbach's α = 0.82) and analysed using frequencies, percentages, mean, standard deviation, and independent-samples t-test. AI chatbots and NLP tools recorded the highest awareness level (78.8%), while intelligent tutoring systems (26.3%) and AI-powered virtual laboratories (36.9%) were the least recognised. In terms of extent of utilisation, AI-powered virtual laboratories (Mean = 1.85, SD = 0.94) and intelligent tutoring systems (Mean = 1.94, SD = 0.94) were used the least. At the same time, AI chatbots and NLP tools recorded the highest utilisation (Mean = 2.59, SD = 1.09). Despite the low utilisation, all seven tools were rated as having a high perceived impact on biology learning, with mean scores ranging from 3.01 to 3.27 out of 4.00. Poor internet connectivity (Mean = 3.90, SD = 0.44), inadequate ICT facilities (Mean = 3.72, SD = 0.54), and limited device access (Mean = 3.70, SD = 0.47) were identified as the most critical barriers. Independent-samples t-test revealed no significant gender differences in awareness (t = 0.45, df = 177, p = 0.653) or utilisation (t = 0.41, df = 177, p = 0.684). Based on the findings, the study suggested the need for targeted professional development grounded in TPACK, investment in digital infrastructure, and the integration of AI competencies in pre-service teacher education.
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