Article Details

This study investigated the role of generative Artificial Intelligence (AI) in transforming chemistry education in Federal Capital Territory (FCT) government science secondary schools. A survey design was adopted, with seven research questions and two hypotheses tested at 0.05 level of significance. Structured questionnaires were administered to 103 students from Government Science Secondary School, Pyakasa, and Government Girls Science Secondary School, Kuje, and 15 chemistry teachers. Data were analysed using descriptive statistics and an independent t-test. Findings revealed that generative AI tools positively influenced students' understanding of chemistry concepts and academic achievement. The t-test showed a statistically significant difference in academic achievement between students who used generative AI tools and those who did not. Teachers unanimously rated AI tools as effective or very effective in enhancing instruction and increasing student engagement. However, inadequate training, technical disruptions, and limited access to resources were prominent challenges for both groups. Students expressed overwhelmingly positive attitudes toward AI-enhanced chemistry learning. Personalized feedback systems and interactive simulations were identified as the most effective AI tools. The study recommends improved infrastructure, comprehensive teacher training, and policy development for sustainable AI integration in Nigerian secondary school chemistry education.