Integrating Artificial Intelligence Simulation-Based Learning to Enhance Academic Performance in Chromatography Concept among Undergraduate Biology Students in Zaria, Nigeria

This study investigates the effect of integrating Artificial Intelligence (AI) simulation-based learning on the academic performance of biology undergraduate biology students in enhancing the chromatography concept 
at the Federal University of Education (FUE), Zaria. The population consisted of all 200L undergraduate students in the Department of Biology, with a sample study of 106 students. The research design was a quasi experimental, (nonrandomized), pre-test(post-test) control group design for six weeks. The research is based on constructivist learning theory by Vygotsky. It states that learners actively build knowledge through experience. The topic taught is the concept of chromatography concept. Data were collected using the Instrument prepared by the researchers, named Artificial Intelligence and Simulation-Based Learning Biology Concept Performance Test (AISBLBCPT) and Student Perception Questionnaire (SPQ). The performance test was a 30-item multiple choice assessment, which was analyzed using mean, standard deviation, and t-test. The instruments were validated, and the reliability coefficient of (AISBLBCPT) was established at r = 0.74 after the pilot study. To achieve these three objectives, three research questions and null hypotheses were tested at P≤ 0.05. The results revealed that there was a notable improvement in Performance conceptual understanding performance among students exposed to AI and simulation-based instruction compared to their counterparts in the control group. The findings suggest that combining AI with simulation-based learning enhances student engagement, fosters deeper comprehension, and ultimately improves academic performance in chromatography. Additionally, there were no significant sex differences. This study recommends using AI-driven educational technology in biology to enhance learning strategies, to promote active learning and overcome laboratory limitations.