INFLUENCE OF ARTIFICIAL INTELLIGENCE DRIVEN ASSESSMENT TOOLS IN MATHEMATICS PERFORMANCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN MINNA METRPOLIS NIGER STATE, NIGERIA.
DOI:
https://doi.org/10.68653/m2vr6d47Keywords:
Artificial intelligence, Artificial intelligence driven tools and Assessment tools.Abstract
This study aimed to assess influence of artificial intelligence driven assessment tools in mathematics performance among junior secondary school students in Minna metropolis Niger state, Nigeria. Three research objective were raised three research questions were raised and one research hypotheses were formulated and tested at 0.05 level of significance. Cross-sectional survey research design was used. The population of the study was consisted of students in junior secondary school(JSS2) in Minna metropolis. A simple random sampling techniques was used to select 256 students. Social Learning Theory was applied, A structured questionnaire with four point modified likert scale was used as instrument for data collection. The researcher designed questionnaire titled AI-driven Assessment Questionnaire (AIAQ) and Mathematics Assessment Record (MAR). The instrument was validated by 2 experts in Research, Measurement and Evaluation Department of Educational Foundation in Faculty of Education, University of Jos. The reliability of the instrument was 0.786 established through Cronbach Alpha method. The descriptive statistics of simple percentage was used to answer all the research questions. Independent sample t-test was used to test the hypotheses at 0.05 level of significance. The result of the study showed a high level of positive perception toward AI-driven assessment tools in mathematics. The finding reviewed that majority of respondents are highly motivated and engaged toward AI-driven assessment tools in mathematics. The finding also reviewed that, there was a significant difference in mathematics performance of students based on gender ( p<.05), were female perform better than their male counterpart. The study recommended among others: the need for Schools and educational authorities in Niger State should consider adopting AI-driven assessment tools as a complement to traditional methods to improve mathematics outcomes and to content and sustain the observed gains in students’ perception, motivation, and engagement. AI tools should be designed with gender-sensitive algorithms and content to sustain the observed gains among female students.
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