THE EFFECTIVENESS OF USING ARTIFICIAL INTELLIGENCE APPLICATIONS IN SOLVING HOMEWORK ASSIGNMENTS ON STUDENT ACHIEVEMENT IN CHEMISTRY FROM THE PERSPECTIVE OF TEACHERS IN IRAQ

Kareem Ahmed Mohammed Al-Bayati

doi:10.61796/acjoure.v3i2.414

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Kareem Ahmed Mohammed Al-Bayati
[email protected]
Department of Chemistry, College of Education for Pure sciences, University of Kirkuk, Kirkuk, Iraq

Vol. 3 No. 2 (2025): Academic Journal Research

Articles

29 November 2025

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Objective: This study aimed to examine the effectiveness of artificial intelligence (AI) applications used in homework completion on students’ chemistry achievement as perceived by teachers in Iraq. Method: A descriptive analytical design was employed, targeting all chemistry teachers in preparatory and secondary schools under the Directorate of Education in Kirkuk Governorate for the academic year 2024/2025. A randomly selected sample of 120 teachers participated by completing a validated and reliable questionnaire consisting of demographic information and three core domains measured on a five-point Likert scale. Results: The findings indicated that students’ use of AI applications positively influenced their chemistry achievement (overall mean = 3.91; agreement rate = 78.2%). Sub-results further showed that AI usage ranged from moderate to high, with teachers acknowledging its benefits while expressing concerns regarding overdependence on ready-made solutions and difficulty distinguishing students’ original work from AI-generated outputs. Novelty: This study contributes new insights into teacher perceptions of AI-assisted homework within the Iraqi educational context, highlighting ethical use, regulatory needs, and teacher training as strategic priorities, and offering directions for future research integrating AI with active learning approaches.

Al-Bayati, K. A. M. (2025). THE EFFECTIVENESS OF USING ARTIFICIAL INTELLIGENCE APPLICATIONS IN SOLVING HOMEWORK ASSIGNMENTS ON STUDENT ACHIEVEMENT IN CHEMISTRY FROM THE PERSPECTIVE OF TEACHERS IN IRAQ. Academic Journal Research, 3(2), 246–265. https://doi.org/10.61796/acjoure.v3i2.414

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