Attitude Of Secondary School Students Towards Artificial Intelligence Integration In Science Classrooms

Akshay P M 

Abstract

The rapid advancement of Artificial Intelligence (AI) has significantly influenced contemporary educational practices, particularly in science classrooms where adaptive learning systems, intelligent tutoring tools, and virtual laboratories are increasingly employed. The present study examines the attitude of secondary school students towards AI integration in science classes. A descriptive survey method was adopted, and data were collected from 63 Class VIII students following the Kerala State syllabus using a self-constructed Likert scale questionnaire consisting of 22 statements. The tool measured four dimensions: awareness and knowledge of AI, interest and engagement in learning science, perceived learning support and effectiveness, and readiness and future orientation towards AI use. Percentage analysis revealed that 98% of students exhibited a positive attitude towards AI integration, with no negative responses recorded. Gender-wise analysis indicated uniformly high acceptance among both boys and girls. Although awareness and engagement levels were high, readiness for future AI use was comparatively lower. The study highlights the need for structured pedagogical integration of AI tools in science education.

Keywords: Artificial Intelligence in Education, Science Learning, Student Attitude, Secondary Education, Educational Technology

Introduction

Artificial Intelligence (AI) has emerged as a transformative force in the field of education, reshaping traditional teaching–learning processes. In science education, AI-enabled tools facilitate conceptual clarity, inquiry-based learning, and personalized instruction. Secondary education plays a crucial role in shaping students’ scientific thinking and technological awareness. However, the effectiveness of AI integration depends significantly on students’ attitudes, perceptions, and readiness to engage with such technologies.

Review of Literature

Previous studies indicate that AI integration enhances student engagement and learning outcomes when implemented effectively. Chen et al. (2020) reported that AI-based educational tools support personalized learning environments. Ng et al. (2022) emphasized AI literacy as a key determinant of positive student attitudes. Saharudin et al. (2022) found that students generally show favorable attitudes toward AI but express concerns regarding ethical use and dependency. These studies highlight the importance of understanding learner perceptions for successful AI adoption.

Objectives of the Study

The study has the following objectives:

1.To find out the level of attitude towards AI integration among secondary school

students.

2. To find out the level of attitude towards AI integration with respect to gender.

3. To find out the level of attitude towards AI Integration with respect to the following dimensions:

1. Awareness and knowledge of AI

2. Interest and engagement in learning science

3. Perceived learning support and effectiveness

4. Readiness and future orientation towards AI use

Hypothesis

The study tests the following hypothesis:

1. There is no sufficient positive attitude towards AI integration in science class among secondary school students.

2. There is no sufficient positive attitude towards AI integration in science class  among secondary school students with respect to the sub sample gender

3. There is no sufficient positive attitude towards AI integration in science class  among secondary school students with respect to the following:

1.Awareness and knowledge of AI

2.Interest and engagement in learning science

3.Perceived learning support and effectiveness

4.Readiness and future orientation towards AI use

Methodology of the Study

Research Design

The study adopted a descriptive survey method to assess students’ attitudes.

Population of the study

The population of the study comprised all secondary school students studying in Class VIII a in:

1. St. Ephrem’s Higher Secondary School, Mannanam

These schools follow the Kerala State syllabus. Secondary school students were selected because adolescence is a crucial stage for developing awareness, values, and responsible behaviours related to AI Integration

 

 

Sample of the study

The sample consisted of 63 students from Class VIII  selected through simple random sampling from two secondary schools in Kerala.

Tool

A self-constructed Likert scale questionnaire consisting of 22 statements was used. The instrument measured attitudes across four dimensions:

1.Awareness and knowledge of AI

2.Interest and engagement in learning science

3.Perceived learning support and effectiveness

4.Readiness and future orientation towards AI use

Responses were recorded on a five-point scale ranging from strongly agree to strongly disagree. Content validity was ensured through expert review.

Data Analysis

Data were analyzed using percentage analysis. Responses were categorized as positive, neutral, or negative based on scoring criteria.

 

Results

1. Overall Attitude Toward AI Integration In Science Class

The analysis of data reveals that 99% of secondary school students have a positive attitude towards waste management, while 1% show a negative attitude and none of the students exhibit a neutral attitude. This indicates that the majority of students possess favourable perceptions towards AI Integration in Science Class practices.

2. Attitude towards AI Integration in Science Class with respect to Gender

The analysis shows that 100% of girls have a positive attitude, compared to 97% of boys.  No neutral response ,boys have 3% neutral response. No negative responses were recorded among either group. This suggests that girls more bothered about AI Integration compared to boys.

 

The analysis shows that 100% of girls have a positive attitude, compared to 97% of boys.  No neutral response ,boys have 3% neutral response. No negative responses were recorded among either group. This suggests that girls more bothered about AI Integration compared to boys.

3.Attitude Towards AI Integration with Respect to Dimensions

 

High positive attitude towards awareness and knowledge of AI, reflecting awareness about use of AI.

A positive attitude is observed towards Interest and engagement in learning science , showing the interest of AI integrated learning.

Students shows a  positive to perceived learning support and effectiveness.

Students demonstrate good awareness regarding readiness and future orientation towards AI.

 

Among the four dimensions, Awareness and knowledge of AI comparatively higher positive responses,

 

Results indicated that 98% of students possessed a positive attitude towards AI integration in science classes, while 2% showed neutral attitudes. Gender-wise analysis revealed that 100% of girls and 97–99% of boys demonstrated positive attitudes. Dimension-wise analysis showed high awareness and engagement but comparatively lower readiness for future AI use.

 

Discussion

The findings align with earlier research indicating high acceptance of AI among secondary students. High awareness levels may be attributed to increased digital exposure. However, lower readiness suggests a need for structured classroom integration and guided practice.

 

 EDUCATIONAL IMPLICATIONS

Teachers should integrate AI tools thoughtfully to enhance engagement. Curriculum developers should incorporate AI literacy into science syllabi. Policymakers should support infrastructure development and teacher training.

LIMITATIONS

The study is limited by its small sample size, single-school context, and reliance on self-reported data.

Conclusion

The study concludes that secondary school students exhibit a strong positive attitude towards AI integration in science classrooms. While awareness and acceptance are high, enhancing readiness and future orientation requires systematic curricular and pedagogical support.

References

Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access.

Ng, D. T. K., et al. (2022). AI literacy for K–12 education.

Saharudin, S., et al. (2022). Students’ attitudes towards AI in education.

 

Comments

Post a Comment

Popular posts from this blog

Phenylephrine and Ephedrine

Image
  Structure Elucidation of Phenylephrine and Ephedrine PHENYLEPHRINE The most stable conformation was obtained by Vconf software. The number of conformations of phenylephrine are 45. The lowest energy conformation with energy 12.8 and the number of conformations and lowest energy conformations of ephedrine are 19 and 13.78 respectively. It is optimized using Gaussian software. This section will explain the chemical composition of Phenylephrine and Ephedrine. EPHEDRINE Phenylephrine has a molecular formula of C 9 H 13 NO 2  and its structure consists of a phenethylamine core with a substituted hydroxyl group. The molecule contains several types of bonds including carbon-carbon (C-C), carbon-hydrogen (C-H), carbon-oxygen (C=O), and carbon-nitrogen (C-N) bonds. The geometry around the carbon atoms is primarily tetrahedral, with the substituents determining the specific spatial arrangement around each carbon atom. Phenylephrine consists of 25 atoms,90 electrons with two ...
Read more
Reflection on My Experience as a Physical Science Teacher During Internship   My internship experience as a Physical Science teacher was one of the most valuable and transformative phases of my B.Ed programme. It provided me with real classroom exposure and helped me understand the true responsibilities of a teacher beyond textbooks and theory.   During the internship, I taught topics related to Physics and Chemistry to secondary school students. Initially, I felt nervous about managing the class and delivering the content effectively. However, as the days progressed, I gained confidence in explaining concepts, especially while teaching topics such as chemical reactions, periodic classification, and basic laws of motion. I realized that proper lesson planning played a crucial role in conducting smooth and effective classes.   One of the most important lessons I learned was the importance of student engagement. Students showed more interest when I used simple examples from...
Read more