This comprehensive study examines the perspectives of mathematics lecturers in Nigerian State Colleges of Education regarding the integration of Artificial Intelligence (AI) in teaching and learning processes. The impetus for this research arises from the persistent issue of mass failures among students in higher education, attributed to inadequate facilities and outdated pedagogical methods. The adoption of AI is proposed as a transformative solution to enhance educational quality and address these challenges.
Employing a robust mixed-methods research design, the study collected data from 50 lecturers through surveys and conducted in-depth interviews with 20 participants. The findings indicate that a significant majority (80%) of lecturers exhibit a favorable disposition towards AI adoption, recognizing its potential to improve student learning outcomes, instructional efficiency, and overall academic excellence. However, 60% of respondents expressed concerns regarding the adequacy of training, resources, and infrastructure necessary for effective AI integration.
To address these challenges, the study recommends a multi-faceted approach that includes:
Professional Development Programs: Initiatives aimed at enhancing lecturers' AI literacy and pedagogical skills.
Infrastructure Enhancements: Upgrades to support AI-driven educational practices and ensure reliable access to necessary technologies.
Strategic Planning: Integrating AI into the curriculum and instructional design to maximize its benefits.
By tackling these issues and leveraging AI's capabilities, Nigerian State Colleges of Education can revolutionize mathematics education, improve student outcomes, and contribute to national development. This study serves as a foundational resource for future research and informs evidence-based decision-making regarding AI adoption in Nigerian education.
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