Artificial Intelligence Literacy As A Predictor Of Instructional Effectiveness Among Science Teachers In Akwa Ibom State, Nigeria

This study investigated Artificial Intelligence literacy as a predictor of instructional effectiveness among science teachers in public secondary schools in Akwa Ibom State, Nigeria. Specifically, the study determined the level of Artificial Intelligence literacy among science teachers, examined the influence of gender on Artificial Intelligence literacy, and determined the extent to which Artificial Intelligence literacy predicts instructional effectiveness. A correlational survey research design was adopted for the study. The population comprised all science teachers in public secondary schools in Akwa Ibom State, while a sample of 300 science teachers was selected using a multistage sampling technique. Data were collected using a researcher-developed instrument titled Artificial Intelligence Literacy and Instructional Effectiveness Questionnaire (AILIEQ). The instrument was validated by experts in Science Education and Measurement and Evaluation, while its reliability was established using Cronbach's Alpha. Mean and standard deviation were used to answer the research questions. Independent samples t-test was used to test the hypothesis on gender differences, while simple linear regression analysis was employed to test the hypothesis on the predictive influence of Artificial Intelligence literacy on instructional effectiveness at the 0.05 level of significance. The findings revealed that science teachers possessed a high level of Artificial Intelligence literacy (Grand Mean = 3.07). The study further revealed that gender had no statistically significant influence on Artificial Intelligence literacy (t = 0.94, p > .05). The results also showed that Artificial Intelligence literacy significantly predicted instructional effectiveness among science teachers (β = 0.642, R² = 0.412, F(1, 298) = 208.63, p < .05), accounting for 41.2% of the variance in instructional effectiveness. The study concluded that Artificial Intelligence literacy is a significant predictor of instructional effectiveness among science teachers. It was recommended, among others, that the Akwa Ibom State Ministry of Education and other educational stakeholders should organize regular training and professional development programmes to enhance teachers' Artificial Intelligence literacy and strengthen the pedagogical integration of Artificial Intelligence in science classrooms.