EVALUATING THE EFFECT OF AI-ENHANCED INQUIRY-BASED PEDAGOGIES ON HIGHER-ORDER COGNITIVE PROCESSES IN BIOLOGY SCHOLARS IN DELTA STATE

Abstract

The rapid growth of artificial intelligence (AI) and digital learning technologies offers new ways to strengthen higher-order cognitive skills in higher education. This study examined the impact of AI-enhanced inquiry-based pedagogy on Biology scholars in Delta State, Nigeria, focusing on analytical, evaluative, and creative problem-solving abilities. Using multistage sampling, schools with adequate ICT facilities were selected, and intact Biology classes were randomly assigned to experimental and control groups. Sixty students (32 males, 28 females) from four tertiary institutions participated. The experimental group received AI-supported inquiry-based instruction, while the control group was taught with conventional teacher-centered methods. Pretests and posttests were administered, and data were analyzed using ANCOVA to adjust for baseline differences. Results showed that students exposed to AI-enhanced pedagogy significantly outperformed peers in analytical reasoning, evaluative judgment, and creative problem-solving. Adjusted mean comparisons confirmed these differences, with small standard errors indicating precise estimates. The study concludes that integrating AI with inquiry-based pedagogy effectively promotes higher-order thinking in Biology education. Implications include curriculum design, teacher training, and adoption of AI-supported strategies. It is recommended that educators and policymakers embrace AI-enhanced inquiry-based approaches to foster critical thinking, creativity, and problem-solving skills for 21st-century challenges.