Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person · recheck by 2031: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The most common purposes of AI use were research and information searching (67.6%), content explanation (40.8%), and lesson planning (28.2%), while assessment and feedback were least selected (14.1%). → Amponsah 2026
Evidence¶
Amponsah 2026¶
Amponsah, K. D., Adu-Boahen, J., Commey-Mintah, P., Kumassah, E. K., Ayittey, R. F., Nketsiah, J. (2026). Perceptions And Acceptance of Artificial Intelligence in Science Education Programmes: Voices of Pre-Service Science Teachers. Education Quarterly Reviews, 9(3), 51-65. https://doi.org/10.31014/aior.1993.09.03.724
q2 · i? · associational · r2
Figure 2 survey results on primary purposes of AI use among the 380 respondents. The article reports "research and information searching (67.6%)", content explanation (40.8%), lesson planning (28.2%), student engagement (21.1%), and assessment and feedback lowest at 14.1%.
"The chart shows that the majority of teachers use AI primarily for research and information searching (67.6%). The second most common use is content explanation (40.8%), followed by lesson planning (28.2%)."
Discussion¶
Related Claims¶
- The most common purpose of AI in instructional design is enhancing or assisting the design process itself (22 of 28 studies, 78.5%) — a broader claim this one bears on
- Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap — related
- Educators use AI tools mainly for personalized learning and language support and frequently use generative AI for lesson planning — related
- ChatGPT is the most frequently used AI tool among Ghanaian pre-service science teachers, with 69% reporting frequent use — related
- In-service science educators use AI far less in subject-specific DiKoLAN areas (SIM, DAP, DAQ) than in general areas — related
- ChatGPT was the most widely adopted AI platform in undergraduate higher education studies, with applications clustering around assessment automation and personalized learning support — related
- Pre-service teachers identified lesson planning and presentation as the assessment task most evaluating their readiness for practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ai-used-for-research-not-assessment-pre-service-teachers |
title |
Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement |
description |
Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
recheck_by |
2031 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — amponsah-2026 |
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