INTEGRATION OF ARTIFICIAL INTELLIGENCE IN THE ADMINISTRATION OF SECONDARY SCHOOLS IN ENUGU EDUCATION ZONE OF ENUGU STATE

Abstract

This study determined the integration of artificial intelligence in the administration of secondary schools in Enugu Education zone. Two research questions guided this study, and two null hypotheses were tested at a 0.05 level of significance. The study employed a descriptive survey research design. The population consisted of 1,484 respondents, comprising 32 principals and 1,452 teachers from secondary schools in the Enugu Education Zone. A sample of 322 respondents, including 32 principals and 290 teachers, was chosen using a stratified proportionate random sampling technique. Data were collected using a researcher-developed questionnaire titled “Integration of Artificial Intelligence in the Administration of Secondary Schools Questionnaire (IAIASSQ)”. Validated by three research experts, the instrument included 15 items addressing the two research questions. The reliability of the instrument, assessed through the Cronbach Alpha method, yielded reliability coefficients of 0.80 for Cluster 1 and 0.82 for Cluster 2, with an overall reliability index of 0.81, indicating high reliability. Mean and standard deviation were used to answer the research questions, while t-test statistics were employed to test the null hypotheses. The findings revealed that artificial intelligence is integrated to a very low extent in the administration of public secondary schools in Enugu Education zone, particularly in financial management and human resource management. Based on these findings, it was recommended that the Enugu State government should implement comprehensive training programmes for school administrators and staff to improve their understanding of AI technologies and their integration in financial and human resource management.