PHYSICS TEACHERS' ARTIFICIAL INTELLIGENCE LITERACY AS A CORRELATE OF STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN PLATEAU STATE, NIGERIA

In today’s digital-driven learning environment, teachers must possess competencies such as Artificial Intelligence (AI) literacy to facilitate effective teaching and learning. This study examined the extent to which physics teachers' AI literacy level predicts student academic achievement in senior secondary schools across Plateau State. Adopting a correlational survey research design, the study sampled 36 Physics teachers and 393 physics students drawn from target populations of 311 and 22,985 respectively. Data collection instruments included the Physics Teachers’ AI Literacy Assessment Questionnaire (PTAILAQ) and a Physics Students’ Academic Achievement Proforma (PSAAP), with the former yielding a reliability coefficient of 0.83. Results revealed that the AI literacy level of teachers was high (HL= 3.56 and mean academic achievement score of 56.23). A statistically insignificant weak positive correlation (r = 0.146, t = 0.862, p=0.395>0.05.) was found between teachers’ AI literacy and student academic achievement, while multiple linear regression analysis confirming Physics teachers AI literacy and gender as non-significant predictor (β=0.159, t=0.916, p=0.366>0.05 and 0.86, t=0.496, p=0.623>0.05). Recommendations include, organize regular training and workshops to improve physics teachers’ AI literacy and provide access to AI-integrated teaching tools and infrastructure in secondary schools.