Impact of Artificial-Intelligence-Enhanced Strategy on Performance in Thermodynamics Concept among Senior Secondary School Students in Zamfara State

Abstract: This study investigates the impact of Artificial Intelligence Enhanced-Strategy on Performance in Thermodynamics Concept among Senior Secondary School Students in Zamfara State. Two research questions and corresponding hypotheses guided the study. The study adopted quasi-experimental research design, specifically, the pretest-posttest non-equivalent control group design using an intact class. A sample size of 140 (77 male and 63 female) chemistry students were taught Thermodynamics concept using Artificial-Intelligence Enhanced-Strategy while the control group were taught using lecture method. Chemistry Performance Test instrument was used for the study. The CPT was validated by experts and reliability index of 0.75 was obtained using Cronbach alpha reliability test. Descriptive statistics was used to answer the research question and analysis of Covariance (ANCOVA) to test the null hypothesis at 0.05 level of significance. The results obtained revealed that there was significant difference between performance of students thought thermodynamics using Artificial-Intelligence Enhanced-Strategy and those taught using lecture method. It was also revealed that there was no significant gender interaction effect on the students exposed to Artificial-Intelligence Enhanced-Strategy. Thus, it was concluded that the strategy enhances students’ performance and it’s gender-friendly. It was therefore recommended that Chemistry teachers should adopt Artificial-Intelligence Enhanced-Strategy to improve teaching and learning outcomes. Keyword: Artificial Intelligence-Enhanced Strategy, Performance, Thermodynamics, Chemistry