Correlation Between Integration of Artificial Intelligence-Assisted Instruction and Self-Efficacy in Biology Teaching and Learning among Secondary School Students in Gusau, Zamfara State

Abstract

and Biology students’ self-efficacy among on secondary schools in Gusau metropolis, Zamfara State. The population comprised all private senior secondary school biology students in the study area who utilize AI tools for academic purposes. A sample of 313 students was selected using a purposive sampling technique. The study was guided by two research objectives, two research questions, and two null hypotheses. A descriptive survey research design was adopted for the study. Data was collected using an instrument titled "Biology Students AI and Self-Efficacy Questionnaire" (BSASEQ). The instrument was validated by experts and pilot-tested, yielding a reliability coefficient of 0.75. The research questions were analyzed using descriptive statistics (Mean and Standard Deviation), and the null hypotheses were tested at the 0.05 level of significance using Pearson Product-Moment Correlation Coefficient and an independent samples t-test. The findings revealed that variations in AI usage do not correspond with changes in students' self-efficacy levels in biology and no significant gender differences in self-efficacy were found. The study recommends that comprehensive AI literacy courses describing the functional mechanics, ethics, and practical applications of AI should be integrated into educational institutions to optimize technological adoption.