Assessment of AI Driven Virtual Laboratories on Academic Achievement and Interest in Agricultural Science Among Senior Secondary Schools in Oye-Ekiti L.G.A, Ekiti State, Nigeria

The integration of Artificial Intelligence (AI) into education has created new opportunities for improving teaching and learning, especially in science subjects. This study investigated the assessment of AI-driven virtual laboratories on academic performance and interest in Agricultural Science among senior secondary school students in Oye Local Government Area, Ekiti State, Nigeria. It addressed challenges such as limited laboratory resources, declining interest, and poor academic outcomes in the subject. A descriptive survey design was used. Simple random sampling selected nine public secondary schools, while purposive sampling chose 224 willing students. Data were collected using the AI-Driven Virtual Laboratories and Students' Academic Performance Questionnaire (AVLSAPQ), capturing both quantitative and qualitative responses. Findings showed that AI-driven virtual laboratories significantly improved students’ academic performance, understanding of complex concepts, and interest in Agricultural Science. Challenges identified included poor digital infrastructure, limited teacher expertise, unstable internet, and unequal access to AI resources. The study concluded that AI-driven virtual labs can transform Agricultural Science education by enhancing performance and engagement. The study recommended among others, Partnering with ISPs for school Wi Fi and explore offline AI lab solutions (e.g., local servers), installing solar backups or generators to ensure uninterrupted sessions, aiming for a 1:3 computer student ratio and leveraging ICT grants for educational institutions.

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