EXTENT OF USE OF ARTIFICIAL INTELLIGENCE (AI) TOOLS IN THE LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ONITSHA EDUCATION ZONE, ANAMBRA STATE

Abstract

This study investigated the extent of use of Artificial Intelligence (AI) tools in the learning of mathematics among secondary school students in Onitsha Education Zone of Anambra State, Nigeria. The study adopted a descriptive survey research design. The population of the study comprised of 5,561 Senior Secondary Year Two (SS2) students drawn from 32 secondary schools in the zone, consisting of 2,448 males and 3,113 females according to records from the Post Primary Schools Service Commission, Onitsha Zone (2025). Data were collected using a structured questionnaire developed by the researchers and validated by three experts in mathematics education and educational technology. The instrument was designed to obtain information on students‘ awareness of AI tools, the extent of their utilization in learning mathematics, factors influencing their use, and strategies for improving AI utilization in secondary schools. Data were analyzed using mean and standard deviation to answer the research questions, while an independent sample z-test was used to test the hypothesis at a 0.05 level of significance. The findings revealed that students were aware of several AI tools such as ChatGPT, Photomath, Microsoft Math Solver, and Wolfram Alpha, and used them to a moderate extent for solving mathematical problems and understanding difficult concepts. The study also identified factors such as access to smartphones, internet connectivity, teacher support, and digital literacy as significant influences on AI utilization. The study concluded that while AI tools have the potential to enhance mathematics learning, their effective utilization in secondary schools remains limited. Recommendations were made for improved digital infrastructure, teacher training, and policy support to encourage the responsible integration of AI tools in mathematics education.