TEACHERS' PERCEPTION OF THE USE OF AI TOOLS IN THE TEACHING OF YORUBA GRAMMAR IN SAGAMU LOCAL GOVERNMENT AREA OF OGUN STATE

Abstract

ABSTRACT

This study investigated teachers' perceptions of integrating artificial intelligence (AI) tools in teaching Yoruba grammar within secondary schools in Sagamu Local Government Area of Ogun State, Nigeria. As digital technologies increasingly permeate educational settings, understanding educators' attitudes toward AI-assisted language instruction becomes crucial, particularly for indigenous African languages like Yoruba that face challenges in digital representation and pedagogical innovation. The research employed a descriptive survey design, sampling 120 Yoruba language teachers across public and private secondary schools in Sagamu LGA. Data were collected through structured questionnaires and semi-structured interviews exploring teachers' awareness of AI tools, their perceived benefits and challenges, attitudes toward technology integration, and willingness to adopt AI-enhanced instructional methods for grammar teaching. Findings revealed that while teachers acknowledged potential benefits of AI tools—including personalized learning experiences, immediate feedback mechanisms, and enhanced student engagement—significant barriers existed, including limited access to technology infrastructure, inadequate training in digital pedagogical approaches, and concerns about cultural appropriateness of AI systems for Yoruba language instruction. The study concludes that successful integration of AI tools in Yoruba grammar teaching requires comprehensive professional development programs, improved technological infrastructure, and development of culturally responsive AI applications that preserve the linguistic and cultural integrity of Yoruba language education. Recommendations are provided for educational policymakers, school administrators, and technology developers to support effective AI adoption in indigenous language pedagogy.