Research Proposals

ADOPTION OF ARTIFICIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENT

ADOPTION OF ARTIFICIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENT

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TABLE OF CONTENTS

Title Page

Certification

Approval Page

Dedication

Acknowledgements

 

Table of Contents

List of Tables

List of Appendices

Abstract

CHAPTER ONE:     INTRODUCTION

1.1       Background to the Study

1.2       Statement of the Problem

1.3       Purpose of the Study

1.4       Research Questions

 

1.5       Hypotheses

1.6       Significance of the Study

1.7       Scope of the Study

1.8       Definition of Terms

 

CHAPTER TWO:    REVIEW OF LITERATURE

2.1       Theoretical Framework

2.2       Conceptual Review

2.3       Review of Empirical Studies

2.4       Summary of Literature Review

CHAPTER THREE: RESEARCH METHOD                                                                

3.1       Research Design

3.2       Area of the Study

3.3       Population of the Study

3.4       Sample and Sampling Technique

 

3.5       Instrumentation

3.5.1    Validation of the Instrument

3.5.2           Reliability of the Instrument

3.6       Procedure for Data Collection

3.7       Method of Data Analysis

 

CHAPTER FOUR:  RESULTS AND DISCUSSION OF FINDINGS

4.1       Answering the Research Questions

4.2       Testing the Hypotheses

4.3       Summary of Findings

4.4       Discussion of Findings

 

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1       Summary

5.2       Educational Implications of the Findings

5.3       Conclusion

5.4       Recommendations

5.5       Limitations of the Study

5.6       Suggestions for further Study

References

Appendices

 

CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

Without a doubt, the adoption of artificial intelligence technologies into various domains, including education, has garnered significant attention. Moreover, within the field of education, artificial intelligence holds the potential to revolutionize teaching and learning processes by offering personalized learning experiences, automating administrative tasks, and providing valuable insights into student performance. One particular area of interest is the application of artificial intelligence in enhancing academic achievement among students in science, technology, engineering, and mathematics disciplines, such as chemistry.

 

ADOPTION OF ARTIFICIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF CHEMISTRY STUDENT

Chemistry education plays a crucial role in fostering scientific literacy and preparing students for careers in science, technology, engineering, and mathematics However, traditional approaches to teaching chemistry often rely on static instructional materials and standardized assessments, which may not cater to the diverse learning needs of students. However, the adoption of artificial intelligence technologies presents an opportunity to address these challenges and optimize the learning environment for chemistry students.

 

AI-driven educational tools, such as intelligent tutoring systems, adaptive learning platforms, and virtual laboratories, offer interactive and personalized learning experiences tailored to individual student abilities and preferences. Thus, these tools can dynamically adjust the pace, content, and difficulty level of instruction based on real-time feedback, thereby promoting active engagement and deeper understanding of chemical concepts.

 

Furthermore, artificial intelligence powered analytics and predictive modeling techniques enable educators to gain insights into student learning patterns, identify areas of difficulty, and provide timely interventions to support struggling learners. By leveraging data-driven approaches, instructors can optimize instructional strategies, develop targeted interventions, and enhance overall learning outcomes in chemistry education.

 

Several studies have explored the impact of artificial intelligence on academic achievement in STEM disciplines, albeit with varying degrees of focus on chemistry. For instance, research by Li and Liu (2019) demonstrated the effectiveness of an AI-based tutoring system in improving student performance and motivation in chemistry courses. Similarly, the study conducted by Zhang (2020) highlighted the positive effects of artificial intelligence enabled personalized learning environments on student engagement and conceptual understanding in science, technology, engineering, and mathematics subjects. Adoption of artificial intelligence and academic achievement of chemistry student.

 

Despite the growing body of literature on artificial intelligence in education, there remains a need for further research to explore the specific implications of artificial intelligence adoption for academic achievement in chemistry education. Therefore, based on this background, this study aimed to examine adoption of artificial intelligence and academic achievement of chemistry student.

 

1.2          Statement of the Problem

Undeniably, the adoption of artificial intelligence into chemistry education holds significant promise for enhancing student learning experiences and academic achievement. However, despite the growing interest in artificial intelligence driven educational interventions, there remains a crucial gap in understanding the specific challenges and opportunities associated with its adoption in the context of chemistry instruction.

While existing research demonstrates the positive impact of artificial intelligence technologies on student engagement and learning outcomes in science, technology, engineering, and mathematics disciplines, further investigation is needed to determine the effectiveness of artificial intelligence in addressing the unique instructional needs of chemistry courses, particularly in areas such as laboratory instruction and concept mastery.

Therefore, this study aims to explore the factors influencing the successful implementation of artificial intelligence in chemistry education and identify strategies for optimizing its potential to improve student proficiency in chemical sciences. Adoption of artificial intelligence and academic achievement of chemistry student.

 

Moreover, the widespread adoption of artificial intelligence in chemistry education raises important questions regarding equity, accessibility, and inclusivity in science, technology, engineering, and mathematics learning environments.

Despite the potential benefits of artificial intelligence driven educational tools for personalized learning experiences and targeted interventions, disparities in access to technology and digital literacy skills may exacerbate existing educational inequities, particularly among underserved student populations.

Additionally, concerns about data privacy, algorithmic bias, and ethical considerations surrounding the use of artificial intelligence in educational settings require careful examination and mitigation strategies. Thus, this study seeks to address these overarching issues and explore how the adoption of artificial intelligence in chemistry education can be leveraged to promote equitable access, enhance student learning outcomes, and address potential ethical and social implications. Therefore, this study aimed to examine adoption of artificial intelligence and academic achievement of chemistry student.

 

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