mathematics education students. In particular, the risks associated with using AI in science and

mathematics education, with a focus on cultural diversity, optimization of student learning,

incorrect responses, and a crisis in motivation to learn.

The study adopted the descriptive survey

design. Five research questions guided the study. The sample was obtained through a simple

random, but stratified technique comprising 178 out of a population of 568 undergraduate

students in the Department of Science and Mathematics Education, Rev. Fr. Moses Orshio Adasu

University, Makurdi. Data was collected using an instrument tagged Artificial Intelligence in

Science and Mathematics Education Questionnaire (AISMEQ).

Simple percentages and bar

charts, as well as thematic analysis of the responses, were used to analyse the data. Results

revealed that on the frequency of daily and weekly usage alone, 62 out of the 178 who responded

gave a percentage of 34.8%, which illustrates the number who appear to more frequently use AI

tools in learning, 93(52.2%) showed that Chatbots or Virtual Assistants were the most used by

the students; 33(18.5%) were

It is

interesting to note that 49(27.5%) of the students (concerned plus very concerned) were opposed,

while 50(28.1%) were

revealed that about 50% of the respondents feel that AI systems can effectively address the issue

of cultural diversity, and a steadily rising opinion about the effectiveness of AI systems in

optimizing student learning, which possibly includes the minimization of wrong answers

provided by AI.

The students were of the view that implementing "human review and feedback

mechanisms to ensure AI-generated content is accurate and appropriate". This study concluded

that AI integration in Science and Mathematics Education is a welcome development, but the

creation of algorithms must seek a balance to suit the standards obtainable in developing countries like Nigeria