Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics
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1 Department of Science Education, Faculty of Education, University of Nigeria, Nsukka, Enugu State, NIGERIA2 Department of Educational Evaluation and Counselling Psychology, Faculty of Education, University of Benin, Benin City, Edo State, NIGERIA3 Department of Science Education, Faculty of Education, Federal University of Kashere, Kashere, Gombe State, NIGERIA* Corresponding Author
Abstract
The study examined the effectiveness of “artificial intelligence augmented teachers’ autonomy support” (AIATAS) instructional strategy on students’ achievement in mathematics-related biology topics. The study adopted a pre-/post-test, non-equivalent control group quasi-experimental design. Guided by three research questions, three hypotheses were tested. A sample of 402 students, drawn by a multistage sampling procedure from a population of 3,785 SS2 biology students in the Agbani Education Zone, Enugu State, Nigeria, participated in the study. A valid and reliable mathematics-related biology achievement test (Kuder-Richardson-20 = 0.87) was used for data collection. Research questions were answered using mean and standard deviation, while hypotheses were tested using analysis of covariance. Findings revealed a significant effect of AIATAS on students’ achievement; no significant influence of school type; and a significant interaction between instructional strategy and school type. The study highlighted the need for teachers to adopt the AIATAS instructional strategy, among others.
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Article Type: Research Article
European Journal of Health and Biology Education, Volume 13, Issue 1, 2026, Article No: e2607
https://doi.org/10.29333/ejhbe/19436
Publication date: 27 Sep 2026
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Article Downloads: 4
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How to cite this article
APA
Nnaji, A. D., Agah, J. J., Jebson, S. R., & Okhide, O. E. (2026). Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics. European Journal of Health and Biology Education, 13(1), e2607. https://doi.org/10.29333/ejhbe/19436
Vancouver
Nnaji AD, Agah JJ, Jebson SR, Okhide OE. Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics. European Journal of Health and Biology Education. 2026;13(1):e2607. https://doi.org/10.29333/ejhbe/19436
AMA
Nnaji AD, Agah JJ, Jebson SR, Okhide OE. Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics. European Journal of Health and Biology Education. 2026;13(1), e2607. https://doi.org/10.29333/ejhbe/19436
Chicago
Nnaji, Anayo David, John Joseph Agah, Sofeme Ruben Jebson, and Oziegbe Eugene Okhide. "Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics". European Journal of Health and Biology Education 2026 13 no. 1 (2026): e2607. https://doi.org/10.29333/ejhbe/19436
Harvard
Nnaji, A. D., Agah, J. J., Jebson, S. R., and Okhide, O. E. (2026). Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics. European Journal of Health and Biology Education, 13(1), e2607. https://doi.org/10.29333/ejhbe/19436
MLA
Nnaji, Anayo David et al. "Effectiveness of artificial intelligence augmented teachers’ autonomy support instructional strategy on students’ achievement in mathematics-related biology topics". European Journal of Health and Biology Education, vol. 13, no. 1, 2026, e2607. https://doi.org/10.29333/ejhbe/19436