Utilization of Artificial Intelligence Tools on Students Interest and Engagement in Basic Science Learning Among Secondary School Students’ in Makurdi-Metropolis

Publication Details

Publication Date

10/09/2026

Volume / Issue

Vol 1, Issue 4 (2026)

Article No.

044

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-AZWE2MGQ

Received

26 Aug 2026

Views

13

Downloads

1

Abstract

This study examine the utilization of Artificial Intelligence (AI) tools on students' interest and engagement in learning Basic Science in secondary school within Makurdi Metropolis. Descriptive survey research design was adopted. Two research question and two hypotheses guided the study. A sample of 300 students’ across 10 secondary school from the population of 83,500 senior secondary school student across 89 register secondary school in Makurdi Metropolis, using simple random sample technique. Instrument used for data collection was a structured questionnaire titled Utilization of Artificial Intelligence Tools and Student Interest and Engagement Questionnaire (UAISEEQ). The questionnaire was administered and data was analyzed using mean and standard deviation to answer the research question while chi-square (X2) statistics were used to test the hypothesis at 0.05 level of significance. utilization of Artificial Intelligent (AI) tools have a significant impact on students' interest in learning Basic Science (X2 = 3, 18.47, P = 0.000 < 0.005), and utilisation of Artificial Intelligent (AI) tools have significant impact on students' engagement in learning Basic Science (X2 = 3, 22.67, P = 0.000 < 0.05). The study recommended among others that school and educational authorities should provide adequate digital infrastructure and organize training programme for teachers and students on the effective’s use of artificial intelligent tools. Teacher should integrate AI tools in classroom instruction to enhance student interest and engagement.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.