Artificial Intelligence, Smart Class Rooms and Online Education in the 21st Century: Implications for Human Development.

While the advent of Artificial Intelligence (AI) technologies in the education sector has largely taken over conventional class rooms and revolutionize the way education is conducted in the 21st century to the admiration of many, there are scholars who believe it is too early to celebrate the benefits of AI in the education sector, since modern AI teaching systems now raises long‐term issues about the place of the teacher in AI education. The Marxist Alienation theory was considered for this paper. The Ex‐post factor method of analysis and Deidra’s critical analytic method was utilized for attaining the objectives of the paper. The paper faults recent attempts at eulogizing the impact of AI in the education sector and on human development. Extensive research is proposed as necessary for contemporary scholars in the field of AI and education technology before proper appropriation is made of its gains in education and human development

Effects of Brain-Based Learning Strategies on Secondary School Students’ Attitude to Learning in Federal Capital Territory, Abuja, Nigeria

The study was carried out to find out whether Brain-Based Learning Strategies had any effect senior secondary school students’ attitude to learning in the Federal Capital Territory, Abuja. A pre-test post-test Quasi Experimental Research design was used with a sample size of 142 Senior Secondary School Students (S.S.S 1) drawn from two Senior Secondary Schools in the Abuja Municipal Area Council. Two intact classes were used; one class drawn from each of the schools, the classes were assigned to Groups using a Lucky Dip. With 70 students constituted in the Experimental Group and 72 in the Control Group. The Student Attitude Scale (SAS) was used to collect data for the study. All hypotheses were tested at a significant level of 0.05 using t-test. Findings revealed a significant difference in Students Attitude to learning with a mean difference of 0.59 in favor of the Experimental Group. However, no significant difference was observed in Students Attitude to learning in the Experimental Group based on gender. It was recommended that teachers should adopt the Brain-based learning strategies in teaching Economics in Senior Secondary Schools. In addition, since the teaching pedagogy is Gender-fair, it should be implemented in all schools irrespective of learners’ gender