An assessment of the use of artificial intelligence in STEM instruction in Geidam LGA, Yobe State

An assessment of the use of artificial intelligence in STEM instruction in Geidam LGA, Yobe State

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Background of the Study
The rapid evolution of artificial intelligence (AI) has ushered in transformative changes across various sectors, including education. In Geidam LGA, Yobe State, the integration of AI into STEM instruction presents a forward-looking approach aimed at enhancing teaching effectiveness and student engagement. AI tools, such as adaptive learning systems, virtual laboratories, and intelligent tutoring systems, offer personalized educational experiences that cater to individual learning paces and styles (Garcia, 2023; Thompson, 2024). These technological innovations are particularly valuable in regions where traditional resources are scarce, providing an alternative pathway to quality STEM education. By leveraging AI, educators can simulate real-world scenarios, automate routine tasks, and create interactive learning environments that foster deeper understanding of complex concepts (Wright, 2023).

In Geidam LGA, the adoption of AI in classrooms has the potential to revolutionize the delivery of STEM subjects. Schools are beginning to incorporate AI-driven tools to enhance curriculum delivery and provide immediate feedback to students. This shift from conventional didactic teaching methods to technology-enhanced instruction is motivated by the need to improve educational outcomes and bridge the gap between theoretical knowledge and practical application (Garcia, 2023). Moreover, AI can help identify learning gaps and customize remedial instruction, thereby ensuring that students who struggle with traditional methods receive the necessary support. Recent pilot programs in the region have demonstrated promising results, yet widespread implementation remains a challenge due to infrastructural and training limitations (Thompson, 2024).

The use of AI in STEM instruction also encourages a more engaging and interactive classroom environment. Students are exposed to cutting-edge technologies that not only enhance their learning experience but also prepare them for future careers in a digital economy. As AI continues to permeate various aspects of modern life, its role in education is increasingly critical for equipping students with the skills required in a technology-driven world (Wright, 2023). Nonetheless, the integration of AI raises important questions regarding accessibility, teacher preparedness, and the ethical implications of automated learning. This study aims to assess the current state of AI utilization in STEM education in Geidam LGA, examining its effectiveness, challenges, and the perceptions of both educators and students regarding its impact on learning outcomes (Kim, 2025).

Statement of the Problem
Despite the promising potential of artificial intelligence in enhancing STEM instruction, Geidam LGA faces significant challenges in its adoption and effective implementation. One of the primary issues is the inadequate infrastructure necessary to support sophisticated AI tools in classrooms. Many schools in the region lack the necessary hardware, stable internet connectivity, and technical support required for the seamless integration of AI-driven educational systems (Garcia, 2023). Additionally, there is a noticeable gap in teacher training, with many educators unprepared to effectively utilize AI technologies to their full potential. This lack of training results in underutilization or misapplication of AI resources, thereby diminishing their intended impact (Thompson, 2024).

Another concern relates to the cost implications associated with AI integration. Limited funding often restricts the acquisition and maintenance of advanced technological tools, which in turn hinders efforts to provide a consistent and equitable learning experience. Moreover, ethical and privacy considerations surrounding the use of AI in educational settings have raised concerns among parents and community stakeholders. The absence of clear guidelines and regulatory frameworks further complicates the adoption process (Kim, 2025).

The disparity between the potential benefits of AI and its actual application in classrooms has led to mixed outcomes in student performance. While pilot initiatives have shown encouraging improvements in personalized learning and engagement, these successes are not uniformly replicated across all institutions. The lack of systematic evaluation and data-driven analysis exacerbates the challenge, leaving policymakers without sufficient evidence to justify broader investments in AI for education. This study, therefore, seeks to critically examine the extent to which AI is being used in STEM instruction in Geidam LGA, identify the barriers to its effective implementation, and propose practical solutions to optimize its benefits for both educators and students.

Objectives of the Study

1. To assess the current utilization of AI tools in STEM classrooms in Geidam LGA.

2. To identify challenges faced by educators in implementing AI-driven instruction.

3. To propose strategies for effective integration of AI in STEM education.

Research Questions

1. How is AI currently being utilized in STEM instruction in Geidam LGA?

2. What challenges do educators encounter when integrating AI into their teaching practices?

3. How can the integration of AI in STEM education be optimized to enhance student learning outcomes?

Research Hypotheses

1. AI integration in STEM classrooms significantly enhances student engagement and understanding.

2. Limited infrastructural support and inadequate teacher training negatively impact the effective use of AI in education.

3. Implementing targeted professional development programs will improve the effective use of AI in STEM instruction.

Significance of the Study
This study is significant as it provides a comprehensive evaluation of AI integration in STEM education within Geidam LGA, offering critical insights for educators, policymakers, and technology developers. By identifying both the strengths and limitations of current practices, the research will inform strategies to enhance teacher training, infrastructural investment, and ethical guidelines. Ultimately, the study aims to contribute to improved educational outcomes and prepare students for a future where AI plays an increasingly vital role in various professional fields.

Scope and Limitations of the Study
This study is limited to examining the use of artificial intelligence in STEM instruction within selected schools in Geidam LGA, Yobe State. It does not consider AI applications in non-STEM subjects or regions outside Geidam LGA.

Definitions of Terms

• Artificial Intelligence (AI): The simulation of human intelligence in machines programmed to think and learn.

• Adaptive Learning Systems: AI-driven platforms that customize educational content to individual student needs.

• STEM Instruction: Teaching and learning processes related to science, technology, engineering, and mathematics.

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