EVALUATION OF TEACHERS’ PERCEPTION ON THE INTEGRATION OF AI IN MATHEMATICS EDUCATION USING THE CIPP MODEL IN SENIOR SECONDARY SCHOOLS IN OBIO/AKPOR LOCAL GOVERNMENT AREA

Abstract

The integration of Artificial Intelligence (AI) in education has gathered significant attention for its potential to enhance teaching effectiveness, personalize learning, and improve student outcomes, particularly in mathematics education. However, the successful adoption of AI technologies depends heavily on teachers’ perceptions, access to resources, and implementation practices. This study evaluated mathematics teachers’ perspectives on AI integration in senior secondary schools within Obio/Akpor Local Government Area of Rivers State, Nigeria, using the Context, Input, Process, and Product (CIPP) evaluation model. A descriptive survey design was employed, involving all 72 mathematics teachers (38male and 34 female) in the public senior secondary schools in the area. Data were collected using a validated 21-item questionnaire titled “Artificial Intelligence in Mathematics Education Evaluation Questionnaire” (AIMEEQ), which examines four dimensions of program evaluation: Context, Input, Process, and Product. The reliability of AIMEEQ was achieved using Cronbach’s alpha and the instrument yielded a coefficient of 0.87. Mean and standard deviation were used to answer the research questions, and inferential statistics (t-test) was used to test the hypothesis at a 0.05 level of significance. The findings revealed that while teachers perceive AI as highly relevant and beneficial to mathematics education, there are significant deficiencies in infrastructural inputs and actual classroom implementation processes. Teachers reported positive outcomes about what AI can do for students.  No significant gender-based difference was found across all CIPP dimensions. Recommendations include increased investment in teacher training, improved infrastructure, and context-specific policy support to enhance effective AI adoption schools.