Transformation of Social Studies Pedagogy through Artificial Intelligence –Driving Technologies and Students’ Motivation in Calabar Metropolis of Cross River State, Nigeria
Opoh Frederick Awhen PhD, EKPOTO, Ekpoto Agbor, Hilary Ejim Egan
Abstract
This study examined the transformation of Social Studies pedagogy through artificial intelligence –driving technologies and students’ motivation in Calabar Metropolis of Cross River State, Nigeria. The research design adopted for the study was the pre-test post-test quasi- experimental design. The population of the study consisted of all the JSS2 students in the 15 public secondary schools in Calabar Metropolis. Through simple random sampling technique, 92 students were randomly selected from two secondary schools in the study area and they formed the sample size of the experiment (40 for the exp grp and 52 for the control group). Pre and post-test were administered in the two randomly selected schools which represent both the experimental and control groups. The instrument used for data collection was Social Studies Motivation Scale (SOSMS). The researcher prepared a note of lesson for the experimental group teachers while the control group teachers were allowed to teach conventionally with their notes. A twenty-item questionnaires were designed by the researcher to measure the motivation of students in the course of the experiment using Likert Scale. The instrument underwent face and content validity by two experts in the Department of Educational Foundation, University of Calabar. A justifiable reliability coefficient of 0.78 and 0.81 were established using Cronbach’ Alpha. Analysis of Co- variance (ANCOVA) statistics was used to test the null hypotheses at 0.05 level of significance. All analyses were carried out using the SPSS application (Statistical package for social sciences). In order to arrive at statistical decision, the P-value (probability value) obtained from SPSS application was compared with the significance level of 0.05. The findings revealed that the mean motivation of students taught Social Studies with intelligence tutoring systems and automated grading systems instructional methods were significantly h
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