IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF CHEMISTRY AND CHEMICAL PROCESSES (IJCCP )

E-I SSN 2545-5265
P- ISSN 2695-1916
VOL. 10 NO. 3 2024
DOI: 10.56201/ijccp.v10.no3.2024.pg42.66

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Investigating the Effect of Artificial Intelligence on Chemistry and Physics Students' Achievement and Conceptual Change in Heat Change in SSS2 in Rivers State

ZUDONU, Onisoman Chuks, Ph.D, OSIAH, Christian Udno, OGBU, Magnus Onyemaechi, OSU, Azuanamibebi Derikuma, NDUKWU, Didacus Emeka, AFOLABI, Blessing Adejoke, JOHN, Jennifer Peniel & NKISA, Osiagor Des

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Abstract

This study investigated the effect of Artificial Intelligence (AI) on Chemistry and Physics students’ achievement and conceptual change in heat change in SSS2 in Rivers State. A quasi-experimental research design (a non- randomized pretest-posttest control). Purposive sampling technique was used to select 160 participants from sixteen senior secondary schools two (SSS2) Chemistry and Physics students in Rivers West Education zone in Rivers State. Mean, standard deviation, percentage, column chart and pie chart were used to answer the five research questions and independent sample t-test was used to test for the five hypotheses generated at 0.05 level of significance. Chemistry Achievement Test (CAT) and Physics Achievement Test (PAT) together with Conceptual Understanding Test (CUT) were used to determine students’ achievement and conceptual change. A structured interview was conducted with the students taught using AI base instruction to examine their experiences and perceptions towards AI-based instruction in heat change. Using test-retest method and Kuder-Richardson’s formula-21 yielded a reliability coefficient of 0.78. The results indicated that the Physics students achieved higher in the pretest and posttest with a mean score of 14.40 and 46.35, respectively, against that of the chemistry students taught heat change using AI-based instruction with 12.45 and a posttest score of 44.63 but there was no significant difference in their academic achievement as well as the conceptual change. However, there was a significant difference in the academic achievement and conceptual change between students who received AI-based instruction and those who received traditional instruction as the calculated P-value was less than the alpha value of 0.05. Furthermore, the experiences and perception of the Chemistry and Physics students were generally positive towards the use of AI in the teaching and learning of heat change. The findings o

keywords:

Artificial Intelligence, Chemistry, Physics, Achievement, Conceptual Change, Heat

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