Artificial Intelligence Literacy Curriculum Adoption by Secondary School Teachers in Congo: Impact on Student Achievement and Retention Rates

Abstract

{ "background": "Artificial intelligence (AI) literacy is increasingly important in STEM education, yet its integration into secondary school curricula remains underexplored, particularly in resource-limited contexts like Democratic Republic of Congo.", "purposeandobjectives": "To evaluate the impact of AI literacy courses on student achievement and retention rates among secondary school teachers in Congo. The study will assess test scores ($\Delta Y = \beta0 + \beta1X + \epsilon$) and dropout rates with a 95% confidence interval.", "methodology": "A mixed-methods approach combining pre-post surveys, teacher interviews, and administrative data was employed to analyse AI literacy courses' effects on student performance and persistence in the education system.", "findings": "AI literacy courses significantly improved average test scores by 10% ($\Delta Y = 1.2$) compared to baseline scores, with a confidence interval of $[0.9, 1.5]$, indicating a concrete improvement.", "conclusion": "The study underscores the potential of AI literacy education in enhancing student outcomes and retention rates in Congo's secondary schools.", "recommendations": "Educators should prioritise integrating AI literacy into existing curricula to support students' future employability and academic success.", "keywords": "AI Literacy, Secondary School Teachers, Student Achievement, Dropout Rates, Democratic Republic of Congo", "contribution_statement": "This study introduces a novel mixed-methods framework for assessing AI literacy's impact on student performance and retention in resource-constrained educational settings." } Artificial intelligence (AI) literacy is crucial for STEM education but its integration into secondary school curricula remains underexplored, especially in Democratic Republic of Congo. This study evaluates the impact of AI literacy courses on student achievement and retention among secondary school teachers in Congo. Using a mixed-methods approach combining pre-post surveys, teacher interviews, and administrative data, we found that AI literacy courses significantly improved average test scores by 10% ($\Delta Y =

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