Impact of AI-Assisted Teaching Tools on Instructional Effectiveness among Secondary School Teachers: Gender-Based Comparative Analysis

Abstract

Focusing on gender inequalities, this research paper will discuss the implications of AI-based instructional aids on the effectiveness of teaching in Pakistani secondary school educators. Data were collected using a quantitative descriptive survey design in 259 male and female teachers with a structured questionnaire comprising of perceived usefulness, ease of use and confidence, trust in AI-supported instructional decisions, and willingness to integrate AI tools. The independent samples t-tests and descriptive statistics were used to analyze gender-based differences. The findings revealed that the teachers generally have positive views regarding AI-assisted instructional materials in all respects. Nevertheless, no statistically significant differences were observed between male and female teachers, which indicates that gender does not have a significant impact on the perceptions of AI tools. The results highlight the possibilities of AI technologies to enhance the effectiveness of instruction with adaptive instruction, individualized learning, and effective assessment, which underlines the importance of professional competence, pedagogical integration, and teacher preparedness in the successful implementation of AI.

Keywords: AI-Assisted Teaching, Genders Perception, Instructional Effectiveness