Effects of AI-Generated Personalized Pathways on Students' Academic Achievement in Biology in Secondary Schools in Ikere Local Government Area, Ekiti State, Nigeria

Oludare Jethro OLOJO; Abiodun Emmanuel OKEYA

Oludare Jethro OLOJO Bamidele Olumilua University of Education, Science and Technology Ikere – Ekiti, Ekiti State.
Abiodun Emmanuel OKEYA Bamidele Olumilua University of Education, Science and Technology Ikere – Ekiti, Ekiti State.

Keywords: AI-Generated, Personalized Pathways, Students', Academic Achievement, Biology, Secondary Schools

Abstract

The study examined the effects of AI-generated personalized pathways on students' academic achievement in Biology in secondary schools in Ikere Local Government Area, Ekiti State. The study used a quasi-experimental design, with pre-test and post-test control groups. The study targeted all Senior Secondary School II (SS II) students offering Biology in public secondary schools in Ikere Local Government Area, Ekiti State. Ninety SS II students from four intact classes in four secondary schools in the study area who were purposefully chosen made up the sample. The Biology Achievement Test (BAT) was the instrument used for the study. The Biology Achievement Test (BAT) was validated by three experts: two in Science Education (Biology) and one in Measurement and Evaluation. The Biology Achievement Test’s (BAT) reliability was established through a pilot test on 30 students in a school that was not part of the main sample. The data collection process was divided into three sections: pretest, treatment and posttest. Descriptive and inferential statistics were used to analyze the data. The study revealed a substantial difference between the mean performance scores of biology students taught using the conventional method and the AI-generated Personalized pathways. The study also showed that male and female students who were taught Biology concepts via AI-generated personalized pathways performed differently, favoring female students. It was recommended among others that the AI-generated Personalized Pathways Strategy should be implemented into secondary school biology instruction since it encourages active learning.

Author Biographies

Oludare Jethro OLOJO, Bamidele Olumilua University of Education, Science and Technology Ikere – Ekiti, Ekiti State.

Department of Science Education,

Abiodun Emmanuel OKEYA, Bamidele Olumilua University of Education, Science and Technology Ikere – Ekiti, Ekiti State.

Department of Science Education,

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