Automated Control and Delivery System for Science Practical Instructions to Public Schools

Abstract

Background. The dispatch of practical instructions to schools and supervisors before the actual conduct of the practical examination over the years has not received the same level of attention as given to the movements of people and goods and, therefore, is prone to challenges. However, the process could be automated using artificial intelligence. Previous studies have investigated the effects of automation on the control and delivery of goods in the transport management sector. Objectives. This study assessed science teachers’ challenges and readiness for automated practical instruction control and delivery systems. Materials and methods. The study adopted an ex post facto design and recruited one hundred science teachers. Science Teacher Readiness for Automated Practical Instruction Control and Delivery (r = 0.83) was used to collect data, which were analysed descriptively. Results. There are more male (73%) science teachers than female (27%). 84% of the respondents listed cost as one of the challenges, and 83% indicated resistance to change and technical difficulties, ethical issues (67%), and integration with the existing system (65%). The science teachers are moderately ready (64%). In comparison, 24% are lowly ready, and 12% are highly prepared to deploy an automated practical instruction control and delivery system. Conclusion. Automation for delivering practical science instructions has more significant benefits than the manual method; however, science teachers are ready for its deployment despite its challenges. Therefore, efforts should be geared towards overcoming the inherent difficulties so that the benefits can be thoroughly enjoyed.

Keywords

• automation
• artificial intelligence
• science teachers
• practical instructions
• readiness and delivery system