Ghanaian pre-service science teachers hold significantly positive performance expectancy and effort expectancy toward AI¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All performance expectancy items scored above the neutral midpoint (e.g., M = 4.04, SD = .933 for improving lesson quality) and were significantly higher than the midpoint (p < .001). → Amponsah 2026 q2 i? All effort expectancy items scored above the midpoint (e.g., M = 3.89, SD = .994 for ease of learning and use), with the lowest item on required effort (M = 3.52, SD = 1.094). → 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 · r2

One-sample t-tests on performance expectancy items in the survey of 380 pre-service science teachers; Table 2 reports means from 3.80 to 4.13, all above the midpoint of 3.0, with p < .001 for every item.

"One-sample t-test results revealed that all these mean scores were significantly higher than the neutral midpoint, as indicated by statistically significant t-values (p < .001), suggesting that teachers' positive perceptions of AI are not due to chance but represent a meaningful trend in the sample."

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 · r2

Table 3 reports effort expectancy means from 3.52 to 3.90, all significantly above the midpoint (p < .001). The article notes "some reservations about the effort involved" on the lowest-scoring item.

"The results for effort expectancy indicate that teachers generally perceive AI applications as easy to use and integrate into science teaching."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Actual classroom use of AI among Ghanaian pre-service science teachers is moderate despite strong intentions, indicating an intention-practice gap — related
• Ghanaian pre-service science teachers show positive attitudes, perceived behavioural control, and behavioural intentions toward AI — related
• Students were more positive than staff that GAI use enhances academic performance, with staff means below the scale midpoint — related
• 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). — related