Effect of Ai-Generated Contents on Secondary School Students' Mastery of Physics Concepts

The study investigated on the effect of AI-generated contents on secondary school students' mastery of physics concepts. Quasi-experimental research design with a pre-test and post-test control group approach was used. The population consisted of 1740 senior secondary school one (SSS1) students studying physics in 16 co-educational secondary schools in Mkpat Enin Local Government Area. A sample of 94 SSS1 students draw from two intact classes from two randomly selected schools was used for the study. The instrument for data collection was Physics Concept Mastery Test (PCMT). The reliability of the instrument was determined using Kuder Richardson formula (K-20) and the coefficient of 0.75 was obtained. Data was analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (t-tests) to test the hypotheses at a 0.05 significance level. The results of findings revealed that there was a significant difference in physics concept mastery between students taught using AI-generated contents and traditional learning method in favour of AI-generated contents. There was no significant difference in physics concept mastery between male and female students taught using AI-generated contents and traditional learning method. The study recommended that schools and educational institutions should explore the integration of AI-generated contents to improve students' physics concept mastery, as this method has shown to be more effective than traditional learning methods. It was concluded that the teaching method, particularly AI-based ITS, has a significant impact on physics concept mastery, with AI-generated contents showing superior effectiveness over traditional learning methods.