Teachers’ Perspectives on the Uses of AI Chatbots in Lesson Preparation: A Quantitative Study of Secondary School Teachers in Tabora, Tanzania

Abstract

The study examined the extent to which secondary school teachers in Tabora, Tanzania, used AI chatbots in lesson preparation and their attitudes toward the effectiveness of these tools. The study was guided by Cognitive Load Theory (Sweller, 1988) in data analysis and discussion. Additionally, the study employed a quantitative descriptive survey that involved 150 teachers from 10 government secondary schools in the Tabora region, Tanzania. The study’s findings revealed that teachers acknowledged the use and usefulness of AI chatbots in lesson preparation, which help save time, reduce workload, and enhance creativity. Also, teachers’ attitudes towards the effectiveness of AI chatbots in enhancing lesson preparation were generally positive, with the majority strongly agreeing. However, concerns about the reliability and effectiveness of chatbot content were noted, suggesting cautious optimism. The study concludes that AI tools and chatbots, in particular, have significant support in lesson preparation. The study recommends establishing a policy on AI use in education and capacity building, and conducting further studies to explore the long-term effects of AI use in Tanzanian secondary schools.