The Impact of Teachers’ Artificial Intelligence Skills on Active Learning Management in Schools Under the Mukdahan Primary Educational Service Area Office
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Abstract
The research aimed to study the levels of teachers' artificial intelligence (AI) skills and active learning management, to compare these variables by status and school size, and to investigate the influence of teachers' AI skills on active learning management. The sample group consisted of 262 school administrators and teachers under the Mukdahan Primary Educational Service Area Office, selected through stratified random sampling. The research instrument was a five-point rating scale questionnaire, with Cronbach’s alpha reliability coefficients of .94 for AI skills and .92 for active learning management. Data analysis was conducted using t-test, one-way ANOVA, Pearson's product-moment correlation coefficient, and stepwise multiple regression analysis.The findings revealed that:1) both teachers' AI skills and active learning management were at a high level overall; 2) school administrators had significantly higher mean scores on AI skills than teachers at the .05 level; 3) teachers’ AI skills were highly and positively correlated with active learning management (r =.78); and 4) AI-supported learning management (X3) and AI-based student assessment (X5)jointly predicted active learning management at 65.40 percent with statistical significance at the .01 level.
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