Effect of Artificial Intelligence-Personalised Learning Strategy on Creative Thinking Skills of Integrated Science Undergraduate Students in Makurdi, Benue State, Nigeria

Abstract

Creative thinking is a vital skill but seemingly lacking among undergraduates. The study investigated AI-personalised learning strategy’s (AI-PLS) effect on creative thinking of integrated science undergraduates in Makurdi: Gender’s moderating role. Two research questions and two hypotheses guided the study. The study adopted a pre-test post-test non-randomized control group quasi experimental research design. The study’s population was 307 Integrated Science undergraduates. A purposive sample of 100 Integrated Science undergraduates was drawn. Creative Thinking Problem Solving Test with a reliability coefficient of 0.79 was used for data collection, the instrument was validated by three experts in science education. Data were analysed using mean and standard deviation to answer the research questions and ANCOVA to test the null hypotheses at 0.05 level of significance. Findings showed that; there is a significant difference in the development of Creative Thinking of undergraduates taught using AI-PLS and those taught using the Lecture Method, [F (1,97) = 83.805; ρ = 0.000 < 0.05] and there is no significant difference in the development of Creative Thinking of male and female undergraduates taught Integrated Science using AI-PLS [F (1, 31) = 1.065; ρ = 0.310 > 0.05]. Based on the findings, it was recommended that students should be trained, enlightened and equipped with knowledge and devices such as computers for easy integration of AI-PLS in the process of teaching and learning to enhance creative thinking in Integrated Science undergraduates.