Influence of Artificial Intelligence Awareness and Digital Pedagogical Skills on Job Performance among Public Secondary School Teachers in Ogun State, Nigeria

Abstract

Medical science generates large volumes of data stored in medical repositories that could be useful for extraction This study investigated the influence of artificial intelligence (AI) awareness and digital pedagogical skills on the job performance of public secondary school teachers in Ogun State. A descriptive survey research design was adopted, with a population comprising 22,806 teachers and 517 principals across 517 public secondary schools. A sample of 900 teachers and 90 principals was selected using simple random sampling. The study used two research instruments tagged Artificial Intelligence Awareness and Digital Pedagogical Skills Questionnaire (AIADPSQ) and Job Performance Scale (JPS) with the reliability co-efficient of .84 and .79. Regression Analysis was used to test hypotheses at a .05 significance level. Findings revealed that AI awareness had a significant positive influence on job performance (β = .162, t = 8.29, p < .05. Digital pedagogical skills also significantly influenced job performance (β = .199, t = 6.78, p < .05). The composite contribution of both variables was significant (F(2, 87) = 4.113, p < .05). The study concluded that AI awareness and digital pedagogical skills are significant predictors of teachers’ job performance. It was recommended that the Ogun State Ministry of Education organise capacity-building programmes on AI applications, provide continuous professional development in digital pedagogy, and invest in digital infrastructure to enhance teaching effectiveness. These findings underscore the imperative of equipping teachers with AI competencies and digital skills to improve professional performance and educational outcomes in public secondary schools.