Abstract

The study investigated Teachers’ Perceptions and Readiness for Using AI-Driven tools on Formative Assessment in History Instruction in public Senior Secondary Schools in Rivers State. This study adopted descriptive survey research design. The population for the study comprised all 633 History in 353 public senior secondary schools in 23 Local Government Area of Rivers State. Taro Yamane statistical method was used determine a sample of 245 respondents. Census sampling technique was adopted. A self-develop questionnaire titled “Teachers’ Perceptions and Readiness for using AI-Driven Tools on Formative Assessment in History Instruction Questionnaire (TPRAIDTFAHIQ)” which consisted of 15 items in line with four point modified Likert rating scale of Strongly Agree, Agree, Disagree and Strongly Disagree were used. The instrument was determined by two other experts. Cronbach Alpha was used to determine a reliability index of 0.80, 0.82 and 0.84. Two hundred and forty-five (245) copies of the questionnaire were administered and 235 copies were retrieved. Mean and standard deviation answered Research questions and independent t-test testes hypotheses at 0.05 level of significance. The study found that teachers generally find EssayGrader useful, but its effectiveness is enhanced when used alongside professional judgment; teachers perceived Quizizz as effective for engagement and quick assessment, though it is best complemented with other methods for deeper evaluation; and teachers consider Conker a useful support tool for generating assessment questions, but it requires teacher input to ensure accuracy and effectiveness in public Senior Secondary Schools in Rivers State. The study also recommended among others that teachers should combine EssayGrader with their own professional judgment to ensure that students’ essays are graded more accurately and fairly in public Senior Secondary Schools in Rivers State.