ARTIFICIAL INTELLIGENCE (AI) LITERACY AND ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS' STUDYING GEOMETRY IN ILE-IFE

Abstract

The study assessed the artificial intelligence (AI) tools utilise in studying geometry
among secondary school students in Ile-Ife. It also investigated the relationship
between the students AI literacy and their academic achievement in geometry. This
was with the aim of understanding whether a relationship existed between the
learners AI literacy and their academic achievement in geometry. The study adopted
descriptive research design with correlational type. Two instruments trial tested
using Cronbach Alpha with reliability coefficient of 0.82 and 0.84 were used to elicit
data from the students. The data were analysed using frequency count, simple
percentages, and t-test. The findings revealed that three AI tools (Photomath (50%),
Geometry AI (56%) and Chabot (65%)) were prominently utilized by the students'
studying geometry in the study area. Likewise, there is a statistically significant
relationship between AI literacy and the student academic achievement in Geometry.
The study concluded that there is a weak positive relationship between students' AI
literacy and their academic achievement in geometry. It however recommended that
Mathematics teachers AI literacy in schools be developed to improve learners'
effective utilization of AI in learning geometry in Nigerian secondary schools