This study investigated teachers’ perceptions of the integration of Artificial Intelligence (AI) tools in classroom instruction and its impact on academic performance in secondary schools in Akwa Ibom State, Nigeria. Adopting a descriptive and correlational research design, the study targeted a population of 7,200 secondary school teachers across the three Senatorial Districts of Akwa Ibom State: Uyo, Ikot Ekpene and Eket. A stratified and cluster sampling technique was used to select a representative sample of 600 teachers, ensuring proportional inclusion of participants from different educational zones and school types. Data were collected using two validated instruments—AI Integration in Classroom Instruction Questionnaire (AII-CIQ) and the Academic Performance Impact Perception Scale (APIPS)—with reliability coefficients of 0.88 and 0.90, respectively. These tools were carefully designed to align with the study objectives, focusing on teachers’ perceptions, integration practices, and perceived academic outcomes of AI tools. The findings revealed that while teachers acknowledged the potential of AI tools to enhance teaching and improve academic performance, their integration into classroom practices was significantly limited by infrastructural challenges, inadequate training, and insufficient institutional support. Demographic factors, including gender, years of experience, and school location, also influenced teachers’ perceptions and adoption of AI tools. The study highlighted the critical need for capacity-building initiatives and targeted interventions to address these barriers, particularly in resource-constrained settings. Based on the results, the study concludes that despite the recognized benefits of AI tools, their adoption in secondary school classrooms in Akwa Ibom State remains critically low. This gap underscores the urgency of implementing strategic policies and professional development programs to equip teachers with the necessary digital skills and resources. Institutional reforms and inclusive approaches are essential to bridge the digital divide and foster effective AI integration in education. The study recommends that government and educational stakeholders organize regular training workshops to improve teachers’ digital literacy and practical skills in using AI tools for teaching. Additionally, sustained investment in educational infrastructure, coupled with policy frameworks that promote equitable access to AI technologies, is necessary to enhance teaching practices and academic outcomes in secondary schools.
Keywords: Artificial Intelligence, Teachers’ Perceptions, Classroom Instruction, Academic Performance, Secondary Schools, Educational Technology
