INTERACTION EFFECTS OF ARTIFICIAL INTELLIGENCE AND GENDER ON SENIOR SECONDARY TWO CIVIC EDUCATION STUDENTS' MOTIVATION AND ACHIEVEMENT IN JOS-NORTH LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

Abstract

The study examined the interaction effects of artificial intelligence (AI) and gender on senior secondary two (SS II) civic education students’ motivation and achievement in Jos-North Local Government Area, Plateau State, Nigeria. The study identified two objectives, answered two research questions and tested two hypotheses. The population of the study was 1,779 SS II students, drawn from 24 public senior secondary schools, out of which a sample of 75 students was drawn from two schools Two instruments were used for the study, namely, the Civic Education Motivation Questionnaire (CEMQ), and the Civic Education Achievement Test (CEAT), both of which were developed by the researchers. Findings showed that there was no interaction effect of treatment and gender on the motivation and achievement of senior secondary two (SS II) students in civic education in Plateau State. Findings also showed that the combined effect of treatment and gender on SS II students’ motivation and achievement in civic education was not significant. The study recommended the incorporation of AI into civic education to increase engagement and performance, along with teacher training for effective AI integration