Speaker
Description
Assanshure, A. G.
Federal College of Education, Ididep, Akwa Ibom State, Nigeria
afienegodwin@gmail.com
Track: AI, Emerging Technologies and Future Learning
This research examined the influence of lecturers’ technology acceptance and use of AI-Powered tools on classroom instructional engagements in Federal College of Education, Ididep, Akwa Ibom State, Nigeria. Two hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey research design and the population of the study consist of 148 (66 females and 82 males) lecturers and all the 587 year 2 pre-service teachers in the Federal College of Education, Ididep, 2025/2026 session. Census and Purposive sampling techniques were used for the study to select the entire 148 lecturers and 400 pre-service teachers that constituted the sample. The two validated for the study were ‘Lecturers’ Technology Acceptance and Use of AI-Powered Tools Questionnaire (LTAUAITPTQ) and Pre-Service Teachers’ Classroom Instructional Engagements Questionnaire (PSTCIEQ)’ were used to collect the required data. The reliability of the instrument was established using split-half method which yielded indices ranged from 0.76 and 0.87 which showed that the instrument was consistent in measuring what they were meant to measure. Analysis of variance (ANOVA) was used to analyse the collected and prepared data for all the hypotheses; at 0.5 level of significance. The result revealed that lecturers’ technology acceptance and use of AI-Powered tools had significant influence on classroom instructional engagements. It was recommended among others that regular training and capacity-building programmes should be conducted at educational institutions to boost lecturers' understanding, skills, and confidence in using AI teaching assistants to engage students in the classroom.