AI-Based education interventions, STEM literacy and career interest among undergraduate science education students in Akwa Ibom State, Nigeria

Abstract

The study investigated AI-Based education interventions, STEM literacy and career interest among undergraduate science education students in Akwa Ibom State, Nigeria. A descriptive survey research design was used for the study. The population of the study consisted of all the science education students’ in public universities in Akwa Ibom State. 140 students in 300 level were selected by simple random sampling from the two public universities in the area of study. Researchers made instrument titled: AI-Based Education Intervention, STEM Literacy and Career Interest Questionnaire (AEISLCIQ) was used for data collection. The reliability of the instrument was 0.72 and 0.93 determined using Cronbach Alpha statistics. Data obtained was analysed with the use of Pearson moment correlation statistics. Findings showed a non-significant positive relationship between STEM literacy and AI-based education intervention among undergraduate science education students. There was a significant positive relationship between career interest and AI-based education intervention among undergraduate science education students in Akwa Ibom State. In line with the findings, recommendation were offered among others that AI-based tools and resources should be incorporated into teaching practice to enhance STEM literacy among students.  Policymakers should develop targeted interventions to promote career interest in STEM fields particularly students who are disengaged and uninterested.