SOCIOLOGICAL AND ETHICAL IMPLICATIONS OF ARTIFICIAL INTELLIGENCE ADOPTION FOR TEACHING AND LEARNING IN SECONDARY SCHOOLS IN CALABAR MUNICIPALITY, CROSS RIVER STATE
Unaji Ushie odey
Department of Sociology
Faculty of social sciences.
University of Calabar, Calabar
Orcid number: 0009000100244107.
Blessing Patrick Edet
Department: Educational Psychology
(Research, Measurement and Evaluation).
Email:
Iwuala Patricia Ebere Chilebe, PhD
Department of Curriculum and Teaching
University of Calabar, Calabar
&
Igwebuike, Osedumme, PhD
Department of Curriculum and Teaching
University of Calabar, Calabar
Abstract
This study accessed the sociological a well as ethical implications of Artificial Intelligence (AI) adoption in teaching and learning within secondary schools in Calabar, with teaching and learning as the dependent variable. Artificial Intelligence adoption was conceptualized using two dimensions: sociological implications and ethical implications of AI usage in secondary school education. The study adopted a descriptive survey research design. The population of 1,213 public senior secondary school students was considered appropriate for this study because these students are among the most active users of digital technologies and Artificial Intelligence tools for academic purposes. Senior secondary school students are also more likely to have sufficient exposure to teaching and learning activities that involve AI-assisted educational resources, making them suitable respondents for the study. Furthermore, focusing on public secondary school students in Calabar Municipality provides relevant data for understanding the sociological and ethical implications of Artificial Intelligence adoption within the local educational context.. A sample of 201 students was selected using the simple random sampling technique. Data were collected using a structured questionnaire titled “Artificial Intelligence Adoption and Teaching and Learning Questionnaire (AIATLQ).” The instrument was validated by experts in Educational Technology and Measurement and Evaluation, while its reliability was established using the Cronbach Alpha reliability method. Pearson Product Moment Correlation analysis was used to test the hypotheses at the 0.05 level of significance. The findings of the study revealed that sociological implications and ethical implications of Artificial Intelligence adoption significantly influence teaching and learning in secondary schools in Calabar Municipality, Cross River State. Based on the findings, it was recommended, among others, that schools should regulate and guide the use of Artificial Intelligence tools in classrooms, promote ethical awareness among students and teachers, and ensure equitable access to AI-supported learning resources to enhance effective teaching and learning.
Keywords: Artificial Intelligence, Sociological Implications, Ethical Implications, Teaching and Learning, Secondary School Students. Download Pdf