Artificial Intelligence Tools and Teachers’ Job Productivity in Public Secondary Schools in Obudu, Nigeria

Edith Nneka Iwuji; Ikechukwu Anulika Hope; Felicitas Amoge Ozoko; Edut Egbe Obona

doi:10.63081/uejtl.v3i3.165

Authors

Edith Nneka Iwuji Department of Educational Management, Faculty of Educational Foundations Studies, University of Calabar, Calabar https://orcid.org/0009-0006-1952-1449
Ikechukwu Anulika Hope Department of Educational Foundation, School of Education/General Studies, Federal College of Education, Technical, Isu, Abakaliki, Ebonyi State https://orcid.org/0009-0001-5899-1906
Felicitas Amoge Ozoko Educational Foundations and Administration, Federal College of Education, Eha-Amufu, Enugu State https://orcid.org/0009-0007-0024-5197
Edut Egbe Obona Department of Educational Management, Faculty of Educational Foundations Studies, University of Calabar, Calabar https://orcid.org/0000-0002-7227-9085

Application, Artificial Intelligence (AI) tools, Teachers’ job productivity, ChatGPT tool, Canva digital media tool

Abstract

The study investigated the application of Artificial Intelligence (AI) tools and teachers’ job productivity in public secondary schools in Obudu Local Government Area of Cross River State, Nigeria. Two research questions and two hypotheses guided the study. The correlational research design was used. The study population consisted of 131 teachers across 91 public secondary schools in the study area. Using a census sampling technique, all teachers participated in the study. Data were collected using a structured questionnaire titled Application of Artificial Intelligence Tools and Teachers’ Job Productivity Questionnaire (AAITTJPQ), which was organized into two clusters. Responses were rated on a 4-point Likert scale: Strongly Agree, Agree, Disagree, and Strongly Disagree. The instrument underwent face and content validation by experts in Educational Management and Measurement and Evaluation at the University of Calabar. Reliability was established using the Cronbach’s Alpha method, which yielded coefficients ranging from 0.81 to 0.83, indicating a high level of internal consistency. Data were analyzed using the Pearson Product-Moment Correlation (PPMC) at the 0.05 level of significance. The findings revealed a statistically significant relationship between the use of ChatGPT and Canva digital media tools and teachers’ job productivity. The study concluded that the application of AI tools significantly enhances teachers’ job productivity in public secondary schools in Obudu Local Government Area. It was recommended that schools should establish clear guidelines and support systems that promote responsible and effective AI utilization. This should include the provision of adequate digital infrastructure, encouragement of innovative instructional practices, and continuous monitoring of how AI tools contribute to improved teacher productivity and student learning outcomes.

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