Published Article

The study assessed the difference in academic performance of senior secondary school biology students exposed to Chatbot AI and those exposed to expository method based on their gender. This study adopted a quasi-experimental pretest post-test non randomize control group design. This research will be conducted in Akwa Ibom State. The population of this study consisted of 30,985 Senior Secondary School two students offering Biology as a subject in 227 Secondary schools in AkwaIbom State, Nigeria. A total number of 600 senior secondary school three male and female in sciences offering biology as a subject (280 males and 320 females) were divided into control and treatment groups. The researcher developed instrument called Biology Performance Test (BPT). They validation was done through content, and face validity. The researcher then incorporated all corrections into the work. Kuder-Richardson formula 21. test-retest method was used to accessed the reliability at 0.05 level of reliability. Descriptive Statistics of Mean and Standard Deviation was used to present data for answering research questions.The findings of the study showed that students taught Biology using ChatBot AI outperformed those taught with traditional expository method. The study also revealed that revealed that male and female students performed equally high when exposed to Chatbot AI. The study concluded that Utilization of Chartbot AI in teaching and learning Biology concepts is more effective than the use oftradional expository method because chatbot AI engages students in interactive conversations, provide immediate feedback and reinforce Biology knowledge which can encourage critical thinking in the students thereby improving their academic performance in Biology. The study recommended that Curriculum planners and designers should integrate Chatbot AI into the educational system in AkwaIbom State to support student learning and retention.

Keywords: Academic Performance, Senior Secondary School, Biology Students, Chatbot AI, Expository Method and Gender