Artificial Intelligence Strategies For Enhancing Inclusivity In The Subject Of Science At Secondary Level: A Quantitative Analysis

Abstract

The potential for artificial intelligence(AI) to revolutionize the teaching and learning process is huge. It is a recent research topic, and also the one for which claims have been grossly exaggerated. This study focuses on a topic of high importance as the impact of AI on the efficient administration of secondary science education. A quantitative research design was used for this study, which included questionnaires and experimental treatments with secondary school students and science teachers. Results showed a significant improvement in students' perceptions of inclusivity and student engagement when using AI educational tools, and that being amiable to AI by science teachers was related to greater classroom inclusivity. The research further bridges a gap concerning making science education inclusive for students at secondary level, by contributing empirical evidence to support the impact of AI. The results obtained from this study, have implication[1]s for educational practices and policy; this thus, highlights the need to incorporate AI tools into science curriculum, as well as develop professional development programs for teachers. The study is one of the first to undertake this type of investigation and thus acts as a springboard for future research and discussion in the area of AI and teaching assistants.