Influence of Artificial Intelligence Tools in Teaching on Trainer-Perceived Performance in Computer Courses at National Polytechnics in Western and Nyanza Region, Kenya

Artificial Intelligence (AI) is transforming education globally, yet its adoption in Technical and Vocational Education and Training (TVET) institutions in developing countries remains limited. This study examined the influence of AI tools in teaching on trainer-perceived performance in computer courses at national polytechnics in Western and Nyanza regions, Kenya. Guided by the Diffusion of Innovation Theory, the study adopted a mixed-methods research approach using descriptive survey and correlational research design. Stratified random sampling was used to select 121 trainers, of whom 103 (85.1%) completed the questionnaire. Purposive sampling selected 24 senior management staff and 8 county quality assurance officers for interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis while qualitative data were analyzed thematically. Findings revealed moderate adoption of AI tools in teaching (M=3.51), with trainers demonstrating awareness (M=3.71) but limited formal training (M=3.00). Regression analysis identified a significant positive relationship between AI tool usage and trainer-perceived performance (R=0.516, R²=0.266, p<.001), leading to rejection of the null hypothesis. Qualitative findings converged with quantitative results, identifying inadequate trainer training (M=4.26) and infrastructure limitations (M=4.10) as key challenges. The study concluded that higher levels of AI tool integration are associated with higher trainer-perceived performance ratings, though implementation is constrained by systemic barriers. Recommendations include structured professional development programs, infrastructure investment, and institutional policy support to promote sustainable AI adoption in Kenyan TVET institutions.