GASPRO International Journal of Eminent Scholars

ABSTRACT

The integration of Artificial Intelligence (AI) into education has attracted global interest, yet its awareness and practical use among secondary school teachers in Nigeria remain insufficiently explored. Many existing studies focus on higher education or general ICT use, leaving a gap in understanding AI application in Basic Science teaching at the secondary level. This study therefore examined the awareness and utilization of AI tools among Basic Science teachers in Rivers State. A descriptive survey design was adopted, involving 70 teachers selected from public and private secondary schools. Data were collected using a validated questionnaire and analyzed with descriptive statistics, independent t-test, and ANOVA. The results showed a moderate level of AI awareness (Mean = 2.86, SD = 0.61) and moderate application (Mean = 2.71, SD = 0.58). Gender differences were minimal (Male: M = 2.74; Female: M = 2.69), while no significant differences were found across qualification levels, school type, or subject areas (p > .05). However, teachers with fewer than 10 years of experience reported slightly higher utilization (M = 2.83) than their more experienced counterparts (M = 2.65). The study concludes that effective AI integration depends more on continuous training, equitable access, and institutional support than on demographic factors, and recommends targeted professional development and inclusive ICT policies.