Harnessing the Potential of Artificial Intelligence for Advancing Mathematics Content Delivery in Secondary Schools in Bayelsa State, Nigeria

Isaac B. Ado; Erepamowei Ayibakuro Diri

doi:10.56201/ijcsmt.vol.12.no9.2026.pg1.11

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Harnessing the Potential of Artificial Intelligence for Advancing Mathematics Content Delivery in Secondary Schools in Bayelsa State, Nigeria

Isaac B. Ado, and Erepamowei Ayibakuro Diri

Abstract

The increasing advancement of Artificial Intelligence (AI) presents significant opportunities for improving instructional delivery, particularly in mathematics education where learners often encounter difficulties with abstract concepts and problem-solving processes. This study examined the potential of Artificial Intelligence for advancing mathematics content delivery in secondary schools in Bayelsa State, Nigeria. The study adopted a descriptive survey research design. The population comprised 608 secondary school mathematics teachers in 210 public secondary schools in Bayelsa State, from which a sample of 241 teachers was selected using a multistage sampling procedure. Data were collected using a structured questionnaire titled Artificial Intelligence Utilisation for Mathematics Content Delivery Questionnaire (AIUMCDQ). The instrument was validated by experts and its reliability was established using Cronbach’s Alpha coefficient. Data collected were analysed using frequency, percentage, mean, and standard deviation. The findings revealed that secondary school mathematics teachers demonstrated a high level of readiness to utilise Artificial Intelligence for mathematics content delivery, particularly due to their recognition of its usefulness in improving instructional effectiveness and supporting teachers’ roles. However, the findings also revealed that inadequate AI training, poor internet connectivity, unstable electricity supply, limited access to digital devices, and insufficient institutional support were major challenges affecting AI utilisation. The study concluded that although mathematics teachers possess positive dispositions towards AI integration, effective adoption requires strategic interventions in teacher training, digital infrastructure development, and supportive educational policies. The study recommended continuous AI capacity-building programmes for mathematics teachers and improved technological facilities in secondary schools to promote effective AI-supported mathematics instruction.

Keywords

Artificial IntelligenceMathematics Content DeliveryTeacher ReadinessAI UtilisationSecondary SchoolsDigital InstructionBayelsa State.

References

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Harnessing the Potential of Artificial Intelligence for Advancing Mathematics Content Delivery in Secondary Schools in Bayelsa State, Nigeria

Abstract

Keywords

References

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