Teachers’ Perception of the Use of AI-Powered Instructional Materials for Teaching Home Economics in Primary Schools in Nsukka Local Government Are

Abstract

This study investigated teachers’ perceptions of the use of AI-powered instructional
materials for teaching Home Economics in primary schools in Nsukka Local
Government Area. Specifically, the study assessed the availability of AI tools, utilisation
in enhancing engagement and skill acquisition, factors affecting effective use, and
strategies for improvement. The study adopted a survey design and was carried out in
Nsukka Local Government Area, involving all 98 Home Economics teachers in
government-owned primary schools. Data were collected using a structured
questionnaire titled the Teachers’ AI Perception Questionnaire (T-AI-P), which three
experts validated. The collected data were analysed using frequency, percentage, mean,
and standard deviation to answer the research questions. Frequency and percentage
were used to analyse research question two, while mean and standard deviation were
used to analyse research questions one, three and four. The findings revealed a growing
availability and utilisation of AI tools among participants (x̄ = 2.02), accompanied by a
relatively strong level of support from school management (x̄ = 2.56). Although actual
use remained limited, teachers generally perceived AI-powered instructional tools as
beneficial for teaching and learning in Home Economics. The major constraints to the
effective utilisation of AI tools include Inadequate training (x̄=3.51) and poor internet
connectivity (x̄=3.47), among others. Strategies such as curriculum planning integration
(x̄=3.48), regular training (x̄=3.41), and funding allocation (x̄=3.36) were strongly
believed to improve AI-supported teaching. The study concludes that AI-powered
instructional materials have significant potential to enhance learning outcomes in
Home Economics Education. However, their effectiveness is dependent on adequate
infrastructure, teacher competence, and policy support. Recommendations include
strengthening training, infrastructure, curriculum integration, and administrative
support to optimise AI utilisation.