The Relationship Between Artificial Intelligence and School Performance Enhancement Among Secondary School Teachers in the Makkah Region in Relation to Their Generational Affiliation

The Relationship Between Artificial Intelligence and School Performance Enhancement Among Secondary School Teachers in the Makkah Region in Relation to Their Generational Affiliation

Abstract

This study aimed to explore the relationship between artificial intelligence and the improvement of school performance among secondary school teachers in the Makkah region, considering the generation to which they belong. A quantitative survey method was utilized, employing a correlational and comparative causal approach. The study relied on a questionnaire as the primary data collection tool, comprising 40 items divided between the two main themes: artificial intelligence and school performance improvement. The questionnaire was applied to a sample of 386 male and female teachers from public and private secondary schools in the region.

The results revealed a high level of utilizing artificial intelligence, while the improvement of school performance was rated very high. They also showed a statistically significant positive relationship between the two variables, as well as statistically significant differences attributable to gender and generational affiliation, while no differences were found attributable to teaching experience. The study recommended empowering teachers to utilize artificial intelligence, providing training and technical support, and considering generational differences in professional development.

Key words: Artificial Intelligence, School Performance, Generations, Secondary Education.