The Degree of Chemistry Teachers' Practice of Artificial Intelligence Applications and its Relationship to their Attitudes toward Teaching

Abstract

The study aims to investigate the degree to of chemistry teachers' practice of artificial intelligence (AI) applications. Also, it identifies whether there were statistically significant differences in the degree of chemistry teachers' practice of AI applications and their relationship to their attitudes toward teaching. A descriptive correlational approach was used as it aligns with the nature and objectives of the study. Two tools were employed to answer the study questions: The first was a questionnaire of 20 items divided into three domains (planning, implementation, and evaluation) to determine the degree of chemistry teachers' practice of AI applications. The second tool was a questionnaire designed to measure chemistry teachers' attitudes toward teaching, consisting of 16 indicators. The study population included all chemistry teachers in public schools under the Education Directorate of Wadi Al-Seer District, totaling 49 teachers. The study sample consisted of 34 male and female teachers selected randomly. The study results show that the degree of chemistry teachers' practice of AI applications was low, with a mean score of 1.65, and their attitudes toward teaching were moderate, with a mean score of 2.86. Additionally, the results reveal a statistically significant positive correlation between the degree of chemistry teachers' practice of AI applications and their attitudes toward teaching. In light of the study's results, the researcher recommends conducting specialized training courses on AI applications and their integration into chemistry teaching for chemistry teachers.