CHEMISTRY STUDENTS’ AWARENESS AND INTENTIONS TO USE AI-DRIVEN TUTORING SYSTEMS FOR LEARNING

Abstract

Artificial intelligence (AI)-driven technologies are increasingly being integrated into chemistry education to facilitate personalised and adaptive learning. This study examined the awareness, intention, and perceived usability of AI-driven tutoring systems among senior secondary school students in Ilorin City. The study adopted a descriptive survey design using a quantitative approach. The study population comprised senior secondary school students studying Chemistry, from whom 255 students were selected through a multi-stage sampling procedure. Information was gathered with a researcher-designed questionnaire that focused on the students’ awareness, intention, and perceived usefulness of AI-supported tutoring systems. The instrument was subjected to expert review to establish its validity and produced a satisfactory reliability coefficient. The data obtained were analyzed using mean and standard deviation, while simple linear regression was employed to test the relevant relationship at the 0.05 level of significance. The findings showed that the students had a high level of awareness of AI-supported tutoring systems, as reflected by an overall mean score of 3.45. Their intention to use these systems for chemistry learning was moderately positive (overall mean = 2.83), while the perceived usability of the systems was rated as moderate to high (overall mean = 2.82). The regression results showed that students’ awareness had a significant effect on their perceived usability of AI-driven tutoring systems (β = 0.377, p = 0.010). Similarly, students’ intention to use these systems was found to have a significant and positive relationship with perceived usability (β = 0.401, p < 0.05). Based on these findings, the study established that students’ level of awareness and intention to use AI-driven tutoring systems are important factors influencing their acceptance and use in Chemistry education. The study therefore recommends the continuous implementation of AI literacy programmes and the appropriate incorporation of AI-based tools into Chemistry teaching. Such efforts could help students make better use of emerging technologies and potentially improve their learning experiences and academic achievement. Keywords: Artificial intelligence, AI-driven tutoring systems, chemistry education, students’ awareness, intention to use