EFFECT OF AI-ENHANCED INSTRUCTION ON THE ACADEMIC PERFORMANCE AND SUSTAINABILITY MINDSET OF SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN PORT HARCOURT METROPOLIS, RIVERS STATE, NIGERIA.

Abstract

This study investigated the effects of AI-enhanced instruction on academic performance and sustainability mindset of senior secondary school students in Biology in Port Harcourt Metropolis, Rivers State, Nigeria. A descriptive and quasi-experimental design was adopted. The population consisted of 45 public schools, with 16,363 SS2 students and 108 Biology teachers. A sample of 60 teachers, 4 schools, and 240 students was selected using purposive and stratified random sampling. Students were assigned to control (n = 120, taught with the discussion method) and experimental groups (n = 120, taught using AI-adaptive learning platforms and simulations that connected Biology concepts with sustainability challenges). Three research questions and hypotheses guided the study. Instruments included a validated questionnaire on AI in Biology teaching and a Biology Performance Test (BPT), both with a reliability coefficient of 0.80. Data were analyzed using means, standard deviations, the Z-test, and the F-test at a 0.05 significance level. Results revealed a significant difference in performance, favoring students taught with AI-enhanced instruction. Findings further showed that while AI supports sustainability awareness by linking Biology to real-life challenges, its classroom application is still limited. Both male and female Teachers reported inadequate exposure to AI tools in the classroom, hindering students’ sustainability mindset development. Key challenges include limited teacher competence, poor digital infrastructure, and high costs. It was recommended that teachers receive AI-based training, ICT facilities be provided, and curricula be redesigned to integrate AI applications for academic and sustainability goals.