Effect of Artificial Intelligence Tools on Teaching Effectiveness of Geometry in Tertiary Institutions in Benue State

Abstract

This study examined the effect of Artificial Intelligence (AI) tools on teaching effectiveness of geometry in tertiary institutions in Benue State, Nigeria. A cross-sectional survey design was adopted. The study involved 235 respondents comprising 60 mathematics lecturers and 175 undergraduate students selected from state-owned tertiary institutions across the three educational zones of the State. Data were collected using a structured questionnaire and analysed using descriptive statistics and multiple regression at the 0.05 significance level. Findings showed a moderate-to-high extent of AI tool usage in geometry instruction (Grand Mean = 3.08). AI tool usage significantly predicted effective teaching of geometry (β = .612, p < .001), student engagement (β = .641, p < .001), and assessment and feedback practices (β = .628, p < .001). The models explained 45.0%, 42.8% and 42.1% of the respective variations. Major challenges included inadequate infrastructure, insufficient lecturer training and unclear institutional policies. The study concludes that AI tools can strengthen geometry teaching, student engagement, and assessment practices when appropriately integrated with lecturers’ professional judgement. It recommends improved ICT infrastructure, continuous lecturer training, clear institutional AI policies, and responsible integration of AI into geometry instruction.