Pre-Service University Teachers’ Performance Expectancy and Effort Expectancy on The Adoption of Artificial Intelligence in Niger State

Abstract

Integrating Artificial Intelligence (AI) in education has transformed teaching and learning, hence, teachers' attitudes and performance expectancy play a crucial role in its adoption However, the adoption of AI among pre-service teachers be influenced by their perception. This study aims to determinine the relationship between effort expectancy and behavioural intentions to use artificial intelligence among pre-service university teachers. The research adopted the correlational research design. The population of the study comprises (404) four hundred and four students; of final year students of pre-service university students in Niger State. (50) fifty questionnaires were distributed based on Krejce and Morgan (1970) sample size determination. The study was guided by two research questions and two research hypotheses. Data was collected using a 5-point rating scale questionnaire which was validated by 3 experts in the Department of Science Education and the instrument yielded a reliability of 0.74. The data was analysed using descriptive statistics to answer the research question, the formulated hypotheses were tested using Pearson Product Moment Correlation. The findings reveal that there is a weak positive correlation between performance expectancy and behavioural intention to adopt AI (r=0.108, p=0.458, N= 49) and a weak positive correlation between effort expectancy and behavioural intentions to adopt AI (r= 0.114, p=0.437, N=49). It was recommended that Artificial Intelligence should be integrated into teachers' preparation programs, among other