Enhancing Physics Education for O-Level Students using Artificial Intelligence (AI)

Abstract

The study focuses on the integration of AI tools into physics teaching for O-level students: potential benefits and challenges and, in general, the impact on teaching. This study uses a mixed-method approach, combining data both from structured student questionnaires and semi-structured interviews from the teachers. Quantitative analysis, based on responses from 60 students, showed that 85% of the students had experience with AI tools, and 80% found them helpful or very helpful in understanding physics concepts. Moreover, 85% agreed that AI tools made learning more engaging, and 70% reported a moderate or significant improvement in their academic performance. However, 15% remained neutral or expressed dissatisfaction, indicating room for improvement. These three themes have been identified in the qualitative data analysis: benefits, including personalized learning and more conceptual understanding, challenges like technical limitations, lack of teacher training, and over-reliance on technology, and recommendations such as curriculum alignment, training the teachers, and more efficient distribution of resources. Teachers noted that AI tools can revolutionize physics education in terms of access and engagement but cautioned that this will require proper infrastructure and professional development for effective implementation. Findings based on the suggestions indicate that these AI tools would be of highly promising value towards enhancing physics education, but tackling infrastructural as well as pedagogical concerns is necessary. This research again emphasizes the strategic integration of this blended balanced approach to harness the potential benefit of AI resources evenly and effectively throughout O-level classrooms.