Chemistry Lecturers' Perception and Acceptance of ChatGPT for Instructional Practices in Colleges of Education, North-West Nigeria: A Gender-Based Comparative Analysis
Domain:
educationRecord type:
paper
Creator:
MohAbuMay
Publisher:
Ahm
Host:
Generative
artificial intelligence tools such as ChatGPT are transforming higher
education, but evidence on Chemistry lecturers' perception and acceptance of
these tools in Colleges of Education in North-West Nigeria remains limited.
This study examined lecturers' perception of ChatGPT, their acceptance of its
integration into teaching, and whether these variables differed by gender. A
quantitative descriptive cross-sectional survey design was adopted. The study
involved 139 Chemistry lecturers from twelve public Colleges of Education. Data
were collected using an expert-validated questionnaire with a Cronbach's alpha
reliability coefficient of .859. Mean, standard deviation, One-sample
t-test
and Mann-Whitney
U test
statistics were used for data analysis. Results showed that lecturers had a
significantly positive perception of ChatGPT (M = 4.10) and a high level of
acceptance of its integration into teaching (M = 4.19). There were no
statistically significant gender differences in perception (p = .437) or acceptance (p =
.876). The study
concludes that Chemistry lecturers are receptive to integrating ChatGPT into
teaching irrespective of gender. It recommends continuous professional
development, improved institutional infrastructure, and equitable access to AI
training to strengthen the effective integration of ChatGPT into chemistry
education
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