Chemistry Lecturers' Perception and Acceptance of ChatGPT for Instructional Practices in Colleges of Education, North-West Nigeria: A Gender-Based Comparative Analysis
Mohammed, S., Abubakar, A. U., Mayaki, Jude A.Generative artificial intelligence tools such as ChatGPT are transforming higher education, but evidence on Chemistry lecturers' perception and acceptance of these tools in Colleges of Education in North-West Nigeria remains limited. This study examined lecturers' perception of ChatGPT, their acceptance of its integration into teaching, and whether these variables differed by gender. A quantitative descriptive cross-sectional survey design was adopted. The study involved 139 Chemistry lecturers from twelve public Colleges of Education. Data were collected using an expert-validated questionnaire with a Cronbach's alpha reliability coefficient of .859. Mean, standard deviation, One-sample t-test and Mann-Whitney U test statistics were used for data analysis. Results showed that lecturers had a significantly positive perception of ChatGPT (M = 4.10) and a high level of acceptance of its integration into teaching (M = 4.19). There were no statistically significant gender differences in perception (p = .437) or acceptance (p = .876). The study concludes that Chemistry lecturers are receptive to integrating ChatGPT into teaching irrespective of gender. It recommends continuous professional development, improved institutional infrastructure, and equitable access to AI training to strengthen the effective integration of ChatGPT into chemistry education