Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Actual use items scored moderately above the midpoint (e.g., M = 3.70, SD = 1.188 for past-semester use), with the lowest for frequent use to enhance engagement (M = 3.48, SD = 1.286). → Amponsah 2026 q2 i? Despite strong behavioural intentions, actual classroom integration remained moderate, suggesting AI adoption is still in a developmental stage. → Amponsah 2026 (2)

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 · r1

Table 7 actual-use items in the survey of 380 pre-service science teachers; means from 3.48 to 3.75, all significantly above the midpoint (p < .001), though the article states use is "significantly positive, although not very high".

"The results on the actual use of AI in science teaching indicate that teachers have been moderately engaged with AI tools in their instructional practice."

Amponsah 2026 (2)¶

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 · r1

Authors' discussion of the intention-behaviour gap in the survey findings. They attribute it to "limited access to reliable digital infrastructure, insufficient professional development, and unclear institutional policies".

"However, despite strong behavioural intentions to use AI, actual classroom integration remained moderate, suggesting that AI adoption among Ghanaian pre-service science teachers is still in its developmental stage."

Discussion¶

Related Claims¶

• Teachers who believe AI will help them reach professional goals and improve students' learning outcomes (utility value) may be more motivated to use it (theoretical argument). — the general claim this finding bears on, with the studies behind it
• Ghanaian pre-service science teachers use AI mainly for research and content delivery rather than assessment or student engagement — related
• Ghanaian pre-service science teachers show positive attitudes, perceived behavioural control, and behavioural intentions toward AI — related
• Ghanaian pre-service science teachers hold significantly positive performance expectancy and effort expectancy toward AI — related
• ChatGPT is the most frequently used AI tool among Ghanaian pre-service science teachers, with 69% reporting frequent use — related
• The serial mediation model explains 32.5–37.0% of variance in AI-TPACK, self-efficacy, and AI integration intention — related
• Students' stated beliefs about AI use diverge from their actual practice, including hidden or unrecognized policy-violating use — a narrower finding that bears on this claim
• Inconsistent Action Takers and Feedback Appreciators showed an intention-action gap: high commitment to feedback but low actual action-taking — related
• Metacognitive knowledge and intentions to use effective strategies do not reliably translate into actual strategy use (intention-behavior gap) — a narrower finding that bears on this claim