Godfrey Okoye University International Journal of Education, Volume 3(3), 2024

Original Article

AWARENESS AND UTILIZATION OF ARTIFICIAL INTELLIGENCE

TOOLS FOR LEARNING OF BIOLOGY IN SENIOR SECONDARY
SCHOOLS IN ENUGU NORTH LOCAL GOVERNMENT AREA OF
ENUGU STATE, NIGERIA
1
Enebechi Regina Ijeamasi, 2Amobi Uchenna Vivian and 3Eze Joseph Chukwuemeka
1
Department of Science Education, Faculty of Education, Nnamdi Azikiwe University Awka, Nigeria
2
Department of Science Education, Faculty of Education, Nnamdi Azikiwe University Awka, Nigeria
3
Department of Biology Education, Institute of Ecumenical Education, Enugu, Nigeria
DOI: [Link]

Abstract: This study explored the awareness and utilization of artificial intelligence (AI) tools among secondary
school students in Enugu North Local Government Area, Enugu State, Nigeria, specifically for learning Biology.
Guided by two null hypotheses and four research questions, the study employed a descriptive survey design. The
population consisted of 1,780 Senior Secondary School Class II (SS 2) students from nine secondary schools,
with a purposive sample of 300 students (180 females, 120 males) from three coeducational schools. Data was
collected using the "Awareness and Utilization of Artificial Intelligence Tools for Learning of Biology
(AUAITLB)" instrument, validated by three education specialists, and with a reliability coefficient of 0.78.
Descriptive statistics and t-test analysis revealed no significant gender differences in AI awareness and utilization.
However, the study found that students underutilize AI tools like educational apps, virtual reality (VR), and
augmented reality (AR). Recommendations include increased AI sensitization and greater use of AI tools by
Biology teachers.
Keywords: Artificial intelligence, Biology, awareness, utilization, gender

Introduction
Education is the key to a person's overall growth. The process of imparting knowledge or skills from one person
(the teacher) to another (the learner) through instruction is called education. The introduction of cutting-edge
technologies has caused a constant change in this method of instruction. The ways that teaching and learning are
conducted are impacted by the advent of new technologies. The efficiency and effectiveness of the learning
outcome are determined by the content and method of instruction. The Fourth Industrial Revolution has brought
with it the development of artificial intelligence technology, which is now an essential part of contemporary life.
Artificial intelligence is being utilized more and more in many different fields, and it is actively used in our daily
lives.
Consequently, it is now essential for humans and artificial intelligence technologies to coexist. Artificial
intelligence's (AI) explosive growth has completely changed education. The application of AI in education is
becoming more and clearer. AI technology is widely applied in many different fields and is constantly being
updated (Pannu, 2015). According to the researcher, artificial intelligence is a machine's capacity to exhibit traits
that humans share, like creativity, learning, reasoning, and planning. "Systems that exhibit intelligent behavior by

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

22
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

analyzing their surrounding and executing actions with some degree of autonomy to attain specific objectives" is
how Davies et al (2021) define artificial intelligence. Wang (2020) defines artificial intelligence (AI) as a system's
capacity to accurately interpret outside data, learn from that data, and apply that learning to accomplish particular
tasks and goals through adaptable change. Artificial intelligence also can be described as a term often used to
describe machines/computers that mimic” cognitive” functions that associate with the human mind, such as
“learning”, and “problem-solving”. Another way to define artificial intelligence is as a term that's frequently used
to describe devices/computers that simulate "cognitive" processes associated with human minds, like "learning"
and "problem-solving." Additionally, Okoli (2023) defines artificial intelligence as a technology that enables a
computer machine to mimic human thought and behaviour.
The foundation of artificial intelligence (AI) is the idea that human intelligence can be described in a way that
makes it simple for a machine to replicate and carry out simple to complex tasks. It is undeniable that the most
recent developments in knowledge reasoning, machine learning, and deep learning are ushering in the era of
intelligence ((Khanzode and Sarode 2020)). In the modern era, educational resources are becoming more readily
available and more adaptable modes, patterns, and multi-variant intelligence systems can aid teaching. According
to Wang et al. (2018), there will be significant changes in the educational field over the next ten years as a result
of AI applications.
Artificial intelligence (Al) solutions and their integration into formal education, especially in the classroom, have
garnered significant attention recently as a potential solution to almost all educational "problems" (Mahajan &
Waghimare 2020). The use of AI tools in biology classes in secondary schools is as a result of educators realizing
more and more the advantages of incorporating technology into the classroom, particularly in light of recent
advancements in technology. Thanks to this development, AI tools are now more widely available, reasonably
priced, and useful in a variety of fields, including biology education.
Biology is a natural science that studies living things and how they interact with non-living elements of their
surroundings, according to Enebechi (2023). Biology is a challenging subject that necessitates a deep
understanding of the relationships that exist between living things and their surroundings. AI tools have the
potential to improve students' comprehension of these ideas. In secondary schools, Biology is taught using a
plethora of artificial intelligence tools. Virtual labs, adaptive learning platforms, educational apps, intelligent
tutoring systems, data analysis and visualization tools, natural language processing (NLP) tools, virtual reality
(VR) and augmented reality (AR), and concept mapping tools are just a few of these AI tools. Reiss (2021) asserts
that the use of AI tools has altered the paradigm of education, as traditional approaches to teaching biology
frequently depended on lectures, textbooks, and physical models. Algorithms for machine learning, for instance,
can examine data on student performance to pinpoint areas in which certain students might be having difficulty.
Personalized learning plans that concentrate on the particular areas where every student needs to improve can
then be created by educators using this information (Hansen et al., 2015). Additionally, student writing can be
examined using natural language processing techniques, which can then be used to provide feedback on grammar,
syntax, and other language-related issues (Graesser et al., 2014). Moreover, interactive simulations or
visualizations of intricate biological systems are being made using AI-powered virtual reality (VR) and
augmented reality (AR) technologies, providing a more intuitive and immersive understanding of the subject
(Chang et al., 2018).

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

23
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

In a similar vein, interactive visual aids can facilitate students' understanding of challenging ideas like molecular
interactions and protein folding (Marx, 2013). AI-powered platforms can offer interactive simulations, virtual
labs, and adaptive learning modules that let students investigate intricate biological concepts practically
(Nathaniel et al., 2023). AI tools can fill in resource gaps, particularly for educational institutions with little access
to specialized equipment or laboratory space. AI tools can help biology teachers by automating administrative
tasks, providing real-time feedback on student progress, and making suggestions for instructional improvement.
They can also help students develop skills that are increasingly valuable in the modern workforce by allowing
them to participate in virtual experiments and observe phenomena that may not be possible in a traditional
classroom setting. For example, students can prepare for careers in biotechnology, pharmaceuticals, or biomedical
research by becoming familiar with machine learning algorithms or bioinformatics tools. This frees up teachers
to concentrate more on leading conversations, assisting students with their questions, and offering personalized
support.
Numerous fields, including biology, computer science, and data science, are impacted by artificial intelligence.
Students can explore interdisciplinary connections and gain a comprehensive understanding of how various fields
intersect to solve complex problems by incorporating AI tools into biology education. The use of AI tools in
biology classes in secondary schools, however, signals a change in the direction of more dynamic, interactive,
and individualized teaching methods. This change has the potential to improve students' comprehension,
engagement, and preparedness for challenges in the life sciences in the future.
Artificial intelligence (AI) in education gives teachers access to important data that they might not otherwise
have; examples of this data include tracking each student's progress and comprehension of different subjects. On
the other hand, Davenport and Ronanki (2018) believes that the introduction of artificial intelligence into
education could displace teachers in the classroom, stifle students' innate knowledge, and impair their ability to
think critically. The majorities of researchers were concerned that integrating AI into the classroom would
decrease student interaction and consequently lead to communication barriers. Additionally, they think that it will
make students less emotionally intelligent and more likely to be lazy (Chang and Lu, 2019).
Furthermore, the potential for transforming the pedagogical landscape exists with the incorporation of Artificial
Intelligence (AI) into education. Ryu and Han (2018) delineated two possible paths—evolutionary and
revolutionary—that academic institutions could pursue in order to leverage artificial intelligence within the next
twenty-five years. The capabilities of AI, such as its aptitude for evaluating vast amounts of data, customizing
learning experiences, and improving assessment procedures, herald a profound revolution in the field of
education. According to Bharati, (2017), artificial intelligence (AI) orchestrates innovation in the field of
educational planning, ushering in an era of intelligent learning.
Reviewing the literature has revealed that there was little agreement among researchers about how much
awareness and use of AI tools for teaching and learning. Lackner (2019) found that many biology instructors feel
ill-equipped to teach with AI tools, due to lack of training and resources. Similarly, Mahajan and Waghmare
(2020) reported that while there is growing interest in AI tools among biology students, many students feel unsure
about how to use these tools effectively. Davenport and Ronanki, 2018) however expressed surprise over the
findings that most biology students have not received training on how to use AI tools in Biology Education despite
the increasing emphasis on the importance of AI and data science skills in the current job market. Studies carried
out by (Alimi et al., 2021), showed that there is no discernible difference in university students' awareness of the

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

24
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

use of artificial intelligence for learning between male and female students.
Most students are unaware that artificial intelligence can be used for learning. Research on the degree of AI
awareness among engineering faculty students (Dergunova et al., 2022) found that students had a good degree of
AI awareness. Owolabi et al., 2022) conducted a second study on Nigeria Polytechnic students' awareness of and
readiness for implementing AI in libraries. Results showed that although the students acknowledged that they
needed to have a basic understanding of computers to be more relevant in this day and age, they were aware that
artificial intelligence (AI) was used in library operations and had learned about it during library orientation
programs. According to a study by Kuo et al. (2019), although students' opinions of AI-supported learning were
generally positive, there were also worries about the tools' accuracy and dependability as well as the possibility
that they could eventually replace human teachers. These results align with earlier studies that looked at the
application of AI tools. in education.
As far as the researchers are aware and as per the literature that is currently accessible, there isn't much information
on how gender variations in secondary school settings, particularly in Enugu State, affect students' awareness and
use of AI. Gender according to Omotayo (2014) is a social connotation that has sound psychological background
and it is used to specify attributes of both males and females. The arbitrary assigning roles and expectations to
different sex (male and female) within society has given rise to such misconceptions that made some people
perceive science as a masculine and male domain only. The problem is even compounded by the fact that most
science educators give a masculine outlook to science subjects such as physics and chemistry, encouraging
females to enroll in biology, agricultural science, and home economics which they consider to be more female-
friendly science (Nnorom, 2015). According to Adeneye and Adelege (2011) males and females are fond of
having different academic interests, choice of subjects, and co-curricular activities and also perform differently
in their school tests and examination. Girls can spend more time reading and doing homework than boys who
would rather spend their time in the virtual world contributing to their better performances. Researchers also
reveal that, despite all of AI's advantages, teachers are hesitant to employ it in the classroom (Ismail, 2022; Yungei
& Han, 2022). Students are probably unaware of some of the AI learning tools if teachers are hesitant to use them
in the classroom.
Therefore, the purpose of this study is to determine how much knowledge and use secondary school students in
Enugu State's Enugu North Local Government Area have of artificial intelligence (AI) tools for biology
instruction. Research has also revealed that, since the COVID-19 pandemic, several African nations, including
South Africa, Ghana, and Kenya, have incorporated artificial intelligence applications into their school systems.
This study is necessary because Enugu state can perform better if South Africa, Ghana, and Kenya can.
According to the researcher, awareness is the state or capacity of perceiving, feeling, or being cognizant of things,
events, or sensory patterns. When information is directly available to guide a wide range of behavioral actions, it
can also be understood as a state in which a subject (teachers) is aware of that information (AI use in teaching
and learning). In terms of artificial intelligence in education, awareness is divided into three categories. The first
is "education for understanding Artificial Intelligence (AI)," which focuses on acquiring the skills necessary to
comprehend and use AI. The second component is "AI expert training," which entails educating professionals
who create AI applications and educators who employ them in the classroom. The final category is "education
using AI," which covers the application of AI to improve instruction across the board. For AI to be used in
education effectively, these three components must be properly integrated.

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

25
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

On the other hand, utilization refers to the extent or effectiveness with which something is employed. The efficient
use of technological tools to complete tasks or find solutions to issues is referred to as technology utilization.
Utilization quantifies the effectiveness with which something is employed or used about its potential or capacity.
Statement of the problem
Since the emergence of Artificial Intelligence (AI), some learned individuals have identified with it for problem-
solving. The integration of AI tools in education has the potential to revolutionize learning experiences,
particularly in subjects like biology. However, there is a gap in understanding the level of awareness and extent
of utilization of AI tools for learning biology among secondary school students in Enugu North Local Government
Area of Enugu state. Therefore, this study seeks to establish the level of awareness of AI tools for learning biology
among secondary school students in the Enugu North local government Area. Could there be any disparities in
the awareness and utilization of AI tools for learning biology caused by demographic factors like gender?
Addressing these questions will provide insight into the current state of AI integration in biology education and
inform strategies for improving its adoption among secondary school students in Enugu North Local Government
Area of Enugu State, hence the need for this study.
Purpose of the study
The study examined awareness and utilization of artificial intelligence tools for learning of biology by students
in senior secondary school in the Enugu North Local Government Area. In particular, the research aimed to:
1. Determine the percentages of male and female students’ level of awareness on AI tools used in learning
of Biology.
2. Ascertain the extent of utilization of AI tools by male and female students in learning of biology.
3. Determine the challenges encountered with the use of AI tools in learning biology.
4. Identify measures for improving the utilization of AI tools in learning biology.
Research Questions
For the study, the researchers developed the following research questions:
1. What are the percentages of male and female students’ level of awareness of AI tools used in learning
Biology?
2. What is the extent of utilization of AI tools by male and female students in the learning of Biology?
3. What are the challenges encountered with utilizing AI tools in Biology learning?
4. What steps are being taken to enhance the use of AI tools in Biology education?
Research Hypothesis
This hypothesis was developed by the researchers to direct the investigation.
HO1: There is no discernible difference between male and female biology students' mean ratings on the
utilization of AI tools to learn the subject.
Methodology
The study used a descriptive survey research design and was quantitative. Nworgu (2015) states that samples of
various subgroups of a population are used in descriptive survey research design to examine similarities or
differences between them at any given time. In the Enugu North Local Government Area of Enugu State, public
senior secondary schools were used. A total of 1780 SS 2 students from the nine public secondary schools in the
Enugu North Local Government Area made up the study's population. The three coeducational schools in the area
were sampled using a purposive sampling technique. 40 males and 60 females were sampled using a balloting

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

26
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

simple random technique in each of the three co-educational that were examined. As a result, there were 180
females and 120 males in the sample size of 300.
The "Awareness and Utilization of Artificial Intelligence Tools for Learning of Biology Questionnaire
(AUAITLBQ)" served as the data collection tool. It is divided into four clusters, each of which had items that
sought data intended to address the study's research questions. A checklist called Cluster 1 is used to determine
how much knowledge there is about AI tools used in biology education. A 4-point response option was used to
elicit the necessary information for clusters 2, 3, and 4. Three education specialists validated the (AUAITLB).
Cronbach Alpha was used to determine the instrument's reliability, and the result was a coefficient value of 0.78.
The frequency and percentages of respondents that highlighted their knowledge or lack thereof of each of the
recognized AI tools used in biology education were used to address research question 1. Research questions 2, 3,
and 4 were addressed using the mean. Concerning research question 1, an item was considered not aware if the
percentage of respondents was less than 50% whereas a question that received more than 50% of responses was
considered aware. The questionnaire items for research questions 2-4 were rated using four-point response
options: Strongly Agree/very high extent (3.50-4.49), high extent (2.50-3.49), Disagree/low extent (1.50-2.49),
and Strongly Disagree/very low extent (0.00-1.49). Items with a mean response between 0.00 and 2.49 were
agreed/used.
Results
The data collected with AUAITLB were summarized, analyzed, and then presented as follows:
Research Question 1:
What are the percentages of male and female students’ level of awareness on AI tools used in learning of Biology?
Table 1: Response on percentages of male and female students’ level of awareness on AI tools used in
learning Biology?
S/N ITEMS GENDER TOTAL
AI tools used in learning biology FEMALE MALE
1 Virtual laboratory Aware 115 (60.2%) 76 (39.8%) 191(100%)
Not aware 65 (59.6%) 44 (40.4%) 109 (100%)
2 Adaptive learning platform Aware 97 (61.4%) 61 (38.6%) 158 (100%)
Not aware 83 (58.5%) 59 (41.5%) 142 (100%)
3 Education Apps Aware 102 (63%) 60 (37%) 162 (100%)
Not aware 78 (56.5%) 60 (43.5%) 138 (100%)
4 Intelligent tutoring systems Aware 115 (63.9%) 65 (36.1%) 180 (100%)
Not aware 65 (54.2%) 55 (45.8%) 120 (100%)
5 Data analysis and visualization Aware 114 (60.6%) 74 (39.4%) 188 (100%
tools Not aware 65 959.6%) 44 (40.4%) 109 (100%)
6 Natural language processing (NLP) Aware 97 (61.4%) 61 (38.6%) 158 (100%)
tools Not aware 83 (58.5%) 59 (41.5%) 142 (100%)
7 Virtual reality (VR) and Aware 102 (63.0%) 60 (37%) 162 (100%)
Augmented reality (AR) Not aware 78 (56.5%) 60 (43.5%) 138 (100%)
8 Concept mapping tools Aware 115 (63.9%) 65 (36.1%) 180 (100%)
Not aware 65 (54.2%) 55 (45.8%) 120 (100%)
9 Machine learning Algorithm Aware 120 (61.9%) 74 (38.1%) 194 (100%)
Not aware 60 (56.6%) 46 (43.4%) 106 (100%)

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

27
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Results in Table 1 showed the percentage of male and female students’ awareness of AI tools used in
learning biology. Items 1-9 indicated that the females are more aware of AI tools used in learning biology
since the percentage of respondents was more than 50% set as a benchmark. The males indicated that
they were not aware of AI tools used in learning biology since their percentage of respondents was less
than 50%.
Research Question 2:
What are the extents of the utilization of AI tools by male and female students in the learning of Biology
Table 2: Mean responses of male and female biology students on the extent of utilization of the AI tools
used in learning biology
ITEMS FEMALE – 180 MALE – 120

S/No extent of utilization of the AI tools used in learningx SD Dec. x SD Dec.

biology

10 Virtual laboratory 1.36 .482 very low1.37 .484 Very low

extent extent

11 Adaptive learning platform 1.46 .500 Very low1.49 ..502 Very low
extent extent

12 Educational Apps 1.43 .497 Very low1.50 .502 low extent

extent

13 Intelligent tutoring systems 1.36 .482 Very low1.46 .500 Very low
extent extent

14 Data analysis and visualization tools 1.38 .520 Very low1.42 .588 Very low
extent extent

15 Natural language processing (NLP) tools 1.46 .500 Very low1.49 .502 Very low
extent extent

16 Virtual reality (VR) and Augmented reality (AR) 1.43 .497 Very low1.50 .502 low extent
extent

17 Concept mapping tools 1.36 .482 Very low1.46 .500 Very low
extent extent

18 Machine Learning Algorithm 1.33 .473 Very low1.38 .488 Very low
extent extent

1.39 0.49 Very low 1.45 0.50

Grand Mean/ Standard Deviation extent

The result showed that out of the 9 items identified, only items 12 and 16 are slightly above the mean
range of 0.00-1.49. This indicates that males under-utilize to a low extent educational Apps and virtual
reality (VR) and Augmented reality (AR) but utilize them to a very low extent. In items 10, 11, 13, 14,

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

28
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

15, 17, and 18 both males and females utilize to a very low extent the listed AI tools. This is because their
mean score is below 1.50 set as a benchmark.
Research Question 3:
What are the challenges encountered with utilizing AI tools in Biology learning?
Table 3: Mean responses of male and female biology students on the challenges encountered with the use
of AI tools in learning Biology

ITEMS FEMALE – 180 MALE – 120

S/No challenges encountered with the use of AI toolsx SD Dec. x SD Dec.

in learning biology

19 Data privacy and security 3.30 .832 Agree 3.50 .745 Agree

20 Ethical implications of AI decision making 3.27 .809 Agree 3.53 .767 Agree

21 Interpretability and transparency of AI3.37 .716 Agree 3.62 .582 Agree

algorithms

22 Integration with existing laboratory techniques3.41 .546 Agree 3.57 .530 Agree
and workflows

23 Interpretability of results 3.54 .646 Agree 3.72 .568 Agree

24 Human expertise and collaboration 3.32 .698 Agree 3.15 .752 Agree

25 Data quality and availability 3.57 .579 Agree 3.53 .579 Agree

Grand Mean/ Standard Deviation

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

29
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Results presented in Table 3 revealed that item 19, 20, 21, 22, 23, 24 and 25 with mean value of 3.27 minimum
and 3.72 maximum for both females and males respectively are perceived as challenges encountered with the use
of AI tools in learning biology

Research Question 4:
What steps are being taken to enhance the use of AI tools in biology education?
Table 4: Mean responses of male and female students on the measures for improving the utilization of AI
tools in learning biology
ITEMS FEMALE – 180 MALE – 120

S/No Measures for improving the utilizationx SD Dec. x SD Dec.

of AI tools in learning biology

26 Development of AI-driven educational3.51 .647 Agree 3.55 .548 Agree

platforms
27 Interactive simulations and virtual3.42 .740 Agree 3.33 .747 Agree
laboratories
28 Natural language processing for3.74 .511 Agree 3.69 .547 Agree
personalized feedback
29 Machine learning-based content3.56 .541 Agree 3.33 .613 Agree
recommendation systems
30 Provide more training and support to3.45 .695 Agree 3.46 .634 Agree
enhance students experience with AI tools

31 AI-driven insights for educators 3.22 .809 Agree 3.21 .798 Agree
32 Gamification with AI 3.43 .550 Agree 3.53 .517 Agree
33 Collaborative AI tools for group projects 3.54 .563 Agree 3.72 .553 Agree

34 Accessibility and inclusivity 3.63 .589 Agree 3.73 .546 Agree

35 Continuous improvement through3.30 .776 Agree 3.42 .668 Agree
feedback
36 Teacher professional Development 3.71 .457 Agree 3.88 .332 Agree
37 Curriculum integration 3.60 .613 Agree 3.77 .561 Agree
38 Student engagement and collaboration 3.65 .501 Agree 3.83 .461 Agree
39 Ongoing support and evaluation 3.62 .486 Agree 3.83 .374 Agree
Grand Mean/ Standard Deviation

Table 4 showed that items 26-39 as measures for improving the utilization of AI tools in learning biology. The
items have minimum mean rating of 3.22 for the females and 3.21 for the males

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

30
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Research Hypothesis
This hypothesis was developed by the researchers to direct the investigation.
HO1: There is no significance difference between male and female biology students' mean ratings of the
awareness of AI tools used in learning biology.
Table 5: Summary of t-test Analysis on the mean rating scores of male and female Biology students on the
awareness of AI tools used in learning biology
Variables N x S df F Level of Decision
Sig.
Female Students 180 1.39 .295

298 .197 .128 NS

Male Students 120 1.45 .303

Key: N = Sample Size, = Mean, S = Standard Deviation, df = Degree of freedom, Dec = Decision, NS = Not Significant

Data in Table 5 on the mean rating scores of male and female Biology students on the awareness of AI tools used
in learning biology has F-value of .197 with associated probability of .128, which is greater than.05 level of
significance. The null hypothesis of no significant difference should be retained. This implies that there is no
significant difference in the mean rating scores of male and female Biology students on the awareness of AI tools
used in learning biology.
HO2: There is no discernible difference between male and female biology students' mean ratings of how well
they use AI tools for learning biology

Table 6: Summary of t-test Analysis on the mean rating scores of male and female Biology students on their
utilization of AI tools used in learning biology
Variables N Mean SD df F Level of Decision
Sig.
Female Students 180 2.24 .849

298 .181 .671 NS

Male Students 120 2.11 .884

Key: N = Sample Size, = Mean, S = Standard Deviation, df = Degree of freedom, Dec = Decision, NS = Not Significant

Data in Table 5 on the mean rating scores of male and female Biology students on the utilization of AI tools used
in learning biology has F-value of .181 with associated probability of .671, which is greater than .05 level of
significance. The null hypothesis of no significant difference should be retained. This implies that there is no
significant difference in the mean rating scores of male and female Biology students on the utilization of AI tools
used in learning biology.
Discussion of the findings

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

31
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

The findings of the study revealed lack of awareness of Artificial Intelligence tools for learning biology in
secondary schools in Enugu North Local Government Area of Enugu state. This finding is in agreement with
Studies carried out by (Alimi et al., 2021), who showed that there is no discernible difference in university
students' awareness of the use of artificial intelligence for learning between male and female students. The
majority of students are unaware that artificial intelligence can be used for learning. Researchers also reveal that,
despite all of AI's advantages, teachers are hesitant to employ it in the classroom (Ismail, 2022; Yungei & Han,
2022). It's probable that students are unaware of some of the AI learning tools if teachers are hesitant to use them
in the classroom.
The study also showed that males under-utilize to a low extent educational Apps and virtual reality (VR)
and Augmented reality (AR) but utilize to a very low extent other AI tools for learning biology while the
females utilize to a very low extent other AI tools for learning Biology. According to Adeneye and Adelege
(2011) males and females are fond to have different academic interest, choice of subjects, extracurricular activities
and as well perform differently in their school tests and examination. The girls have ability to spend more time
reading and doing homework than boys who would rather spend their time in virtual world contribute to their
better performances.
In addition, the respondents agreed to the seven challenges encountered with the use of AI tools in learning
biology in Enugu North L. G. A. This is in agreement with Kuo et al. (2019), whose finding revealed that although
students' opinions of AI-supported learning were generally positive, there were also worries about the tools'
accuracy and dependability as well as the possibility that they could eventually replace human teachers. These
results align with earlier studies that looked at the application of AI tools.
However, the findings of the study equally agreed with all the solutions/ measures for improving the utilization
of AI tools in learning biology. The t-test Analysis on the mean rating scores of male and female Biology students
on the awareness of AI tools used in learning biology has F-value of .197 with associated probability of .128,
which is greater than.05 level of significance. Therefore the null hypothesis of no significant difference should
be retained. This implies that there is no significant difference in the mean rating scores of male and female
Biology students on the awareness of AI tools used in learning biology. Similarly, t-test Analysis on the mean
rating scores of male and female Biology students on their utilization of AI tools used in learning biology shows
F-value of .181 with associated probability of .671, which is greater than.05 level of significance. The null
hypothesis of no significant difference should be retained. This implies that there is no significant difference in
the mean rating scores of male and female Biology students on the utilization of AI tools used in learning biology.
Conclusion and Recommendations
Artificial intelligence is the order of the current century. With technology making new ways and breaking new
grounds, it is very important to be aware of all the benefits that can come with it so as to look into the downside
as well. The general findings of this study show that there is lack of awareness of Artificial Intelligence tools for
learning biology in secondary schools in Enugu North Local Government Area of Enugu state. However, males
under-utilize to a low extent some AI tools like: educational Apps and virtual reality (VR) and Augmented
reality (AR) but utilize to a very low extent other AI tools for learning biology while the females do not
utilize any of the AI tools for learning Biology. In addition, there is no significant difference in the mean
rating scores of male and female Biology students on the awareness of AI tools used in learning biology.

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

32
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Furthermore, there is no significant difference in the mean rating scores of male and female Biology students on
the utilization of AI tools used in learning biology.
Based on the above conclusions, the researchers made the following recommendations:
1. Schools should carry out sensitization seminars on the awareness of Artificial Intelligence tools in Biology
and their utilization so as to foster better Knowledge of AI among students.
2. Biology teachers should use more AI tools in preparing and administering their lessons in classrooms so
as to encourage students towards the use of Artificial Intelligence.
3. There should be periodic workshops and training to motivate both teachers’ and students to embrace
innovations.
4. Educators should consider incorporating AI tools into their teaching methods to enhance students’ learning
experiences and understanding of complex biology concepts.
References
Adeneye, O & Adelege, A. (2011). Is gender a factor in mathematics performance among Nigeria senior
secondary students with varying school organization and location? International Journal of Mathematics
trends and technology, 2 (3). [Link]

Alimi, A. E., Buraimoh, O. F., Aladesusi, G. A., & Babalola, E. O. (2021). University students’ awareness of,
access to, and use of artificial intelligence for learning in Kwara State. Indonesian Journal of Teaching in
Science, 1(2), 91-104. [Link]

Bharati, K. F. (2017). A survey on artificial intelligence and its applications .International Journal of Innovative
Research in Computer and Communication Engineering, 5(60), 11614-11619.

Chang, J., & Lu, X. (2019). The study on students’ participation in personalize learning under the background of
artificial intelligence. 10th International conference on information technology in medicine and education
(ITME) 555–558. IEEE.

Chang, W. T., Shen, Y. T., & Hsu, H. Y. (2018). Enhancing biology learning through augmented reality: A
review. Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 467-482.

Davenport, T. H., &Ronanki, R. (2018). Artificial intelligence for the real world: Don’t forget the people.
Harvard Business Review, 96(1), 108-116.

Davies, H. C., Eynon, R., & Salveson, C. (2021). The mobilisation of AI in education: A Bourdieusean field
analysis, 55(3), 539-560. [Link]

Dergunova, Y., Aubakirova, R. Z., Yelmuratova, B. Z., & Gulmira, T. M. (2022). Artificial Intelligence
Awareness Level of Students; International Journal of Emerging Technologies in Learning 17(18) 26-37.
[Link] 17(8) 32195.

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

33
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Enebechi, R. I. (2023). Effect of Peer Teaching and Discussion Methods on Senior Secondary School Students
Academic Achievement in Biology. Top Educational Review Journal (TERJ), 14(7), 18-28.
[Link]

Graesser, A. C., McDaniel, B., & Wiemer-Hastings, P. (2014). Intelligent tutoring and games for science
education. Handbook of research on educational communications and technology (385-401).
Springer.

Hansen, S., Shute, V., & Wong, W. (2015). Affective learning with an intelligent tutoring system for
mathematics. Journal of Educational Psychology, 107(3),705-720.

Ismail, C. (2022). Towards intelligent-TPACK: an empirical study on teachers’ professional knowledge to

ethically integrate artificial intelligence (AI)-based tools into education. Computers in human behavior.
138 (c). [Link]

Khanzode, K. C. A., & Sarode, R. D. (2020). Advantages and Disadvantages of Artificial Intelligence and
Machine Learning: A Literature Review. International Journal of Library & Information Science (IJLIS),
9(1), 3

Kuo, B. C., Lin, C. Y., & Li, H. S. (2019). Development of a biotechnolog learning system for biology
education. Eurasia Journal of Mathematics, Science and Technology Education, 15(6), em1725.

Lackner, K. (2019). Artificial Intelligence and Education. In Proceedings of the 5th International
Conference on Education and Training Technologies (ICETT 2019) (173-177).

Mahajan, R. R., & Waghmare, L. M. (2020). Application of Artificial Intelligence in the field of
Education. International Journal of Computer Science and Mobile Computing, 9(8), 103-109.

Marx, R. W. (2013). Dynamic assessment, intelligent tutoring, and human expertise. In the Cambridge
Handbook of the Learning Sciences. (342-358). Cambridge University Press.

Nathaniel, F.O., Okorie, N., Ude, C., & Enebechi, R. I. (2023). Remote laboratory: A Practical Alternative for
Actualizing Sustainable Science Education in Post COVID-19 Era-a review. Godfrey Okoye University
International Journal of Education, 3(2) 270-272.

Nnorom, M. ( 2015). Gender stereotypes and female participation in science, technology, engineering, and
mathematics (STEM) EDUCATION IN Nigeria. Gender and Behaviour, 13(2), 609-620.

Okoli, J. N. (2023). Pedagogical dimensions in science education: enhancing students’ performance in biology
through innovative pedagogical approaches. 88th inaugural lecture of Nnamdi Azikiwe University, Awka.
Delivered on Thursday 10th August, 2023.

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

34
 Enebechi Regina Ijeamasi, Amobi Uchenna Vivian and Eze Joseph Chukwuemeka

Omotayo, A. (2014). Gender and the choice of Science-related courses in senior secondary schools in Oyo State,
Nigeria. Nigeria Jornal of Eduation and Practice, 5(12), 118-125

Owolabi, K. A., Adeleke, O., Abayoi,O. R. & Aderibigbe, N. A. (2022). Awareness and Readiness of Nigeria
Polytechnic Students towards Adopting Artificial Intelligence in Libraries; Journal of Information
Management 59 (1) 15-24.

Pannu, A. (2015). Artificial Intelligence and its Application in Different Areas. International Journal of
Engineering and Innovative Technology, 4(10), 79–84.

Popenici, S. A. D & Kerr, S.(2017). Exploring the impact of artificial intelligence on teaching and learning in
higher education: Research Practice in technology enhanced learning (RPTEL) 12,22 (2017)
[Link]

Reiss, M. J. (2021). The use of AI in education: Practicalities and ethical considerations. London Review of Education,
19(1). [Link]

Wang, P., Wu, P., Wang, J., Chi, H. L., & Wang, X. (2018). A critical review of the use of virtual reality in
construction engineering education and training. International Journal of Environmental Research and
Public Health (IJERPH) 15(6): 1204. [Link]

Wang, Y. (2020). An improved machine learning and artificial intelligence algorithm for classroom management
of English distance education. Journal of Intelligent & Fuzzy Systems. 40(29) 1–12.
[Link]

Yungei D. & Han G. (2022). Determinants affecting teachers’ adoption of AI base Applications in EFL context;
An analysis of analytic hierarchy process. Education and Information Technologies. 27(7). 9357-9384.
[Link]

©2024 GODFREY OKOYE UNIVERSITY INTERNATIONAL JOURNALOF EDUCATION| PUBLISHED BY K-INJO

35