Tables index

From

Impact of Online Learning and Artificial Intelligence on Educator Preparedness and Pedagogical Practice

Shaneille Samuels, Kimberley Haye, Denneil Cunningham, Nicole Jacobs, Tanielle Stephens, Shalamara Waldron, Althia McKay, Odeisha Clunie, Matthew Bartlett, Orinthia Fisher-Howe, Corey Williamson, Toney-Ann Richards, Monique McFarlane, Saskia Bryan, Moesha Gonzales, Rohan Cobourne, Okhema Francis, Kereisha Johnson-Clayton

American Journal of Educational Research. 2026, 14(2), 56-73 doi:10.12691/education-14-2-1
  • Table 1. Teachers’ online experiences during and exiting the COVID-19 pandemic for online classes
  • Table 2. Types of AI tools used by teachers
  • Table 3. Teachers’ opinions of AI tools’ positive or negative effects on their teaching practices
  • Table 4. Teachers’ perceived impact of AI tools on the teaching practices in Jamaica
  • Table 5. Teachers’ shared opinions of whether AI tools adequately helped them differentiate instructions
  • Table 6. Supportive qualitative perspectives for quantitative themes
  • Table 7. Mean and standard deviation of scores related to the proficiency level of educations in terms of pedagogical practices
  • Table 8. Kruskal-Wallis test results of the statistical difference among the pedagogical practices related to technology use
  • Table 9. Mann-Whitney U paired with Bonferroni posthoc test of the statistical difference related to teachers’ proficiency level in learning how to use applications
  • Table 10. Mann-Whitney U paired with Bonferroni posthoc test of the statistical difference related to teachers’ proficiency level in integrating technology in the teaching and learning process
  • Table 11. Mann-Whitney U paired with Bonferroni posthoc test of the statistical difference related to teachers’ proficiency level in using technology to differentiate instructions
  • Table 12. Recommendations should AI tools be integrated in Jamaican classrooms
  • Table 13. Chi-square goodness of fit test on teachers’ familiarity with AI tools