Correlation Between Integration of Artificial Intelligence Technology and Inclusive Learning Experiences among University Undergraduate Students in Edo State, Nigeria
Aug 2026· Federal University Gusau Faculty of Education Journal· Vol 6, pp. 66-73· 0 citations· 19 references
TL;DR
It is concluded that improving students' awareness, utilization, and competence in artificial intelligence is essential for promoting inclusive learning experiences in universities in Edo State.
Abstract
This study focused on examining the relationship between artificial intelligence and inclusive learning experiences among university students in Edo State. Three hypotheses guided the study. A correlational survey research design was adopted. The population comprised undergraduate students of the University of Benin and Ambrose Alli University, Ekpoma, Edo State. A sample size of 350 respondents was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence and Inclusive Learning Experiences Questionnaire (AIILEQ) consisting of 30 items measured on a four-point rating scale. The instrument was validated by three experts from the University of Benin, Benin city, while reliability was established through the test–retest method, yielding a reliability coefficient of 0.84. Data were analyzed using simple linear regression analysis with the aid of SPSS at the 0.05 level of significance. Findings revealed that students' awareness of artificial intelligence had a significant relationship with their inclusive learning experiences. The study also revealed that students' utilization of artificial intelligence tools had a significant relationship with their inclusive learning experiences. Furthermore, students' competence in using artificial intelligence was found to have a significant relationship with their inclusive learning experiences. The study concluded that improving students' awareness, utilization, and competence in artificial intelligence is essential for promoting inclusive learning experiences in universities in Edo State.
The integration of Artificial Intelligence (AI)–assisted learning tools into educational
environments has transformed students’ learning experiences globally, yet empirical evidence
on their impact within the Nigerian secondary school context remains limited. This study
investigated the effect of AI-assisted learning tools, such as ChatGPT and similar digital
platforms, on academic performance and study habits among secondary school students in
Nigeria. The study adopted a descriptive survey research design. A sample of 250 Senior
Secondary School II (SS2) students was selected using simple random sampling from selected
public secondary schools. Data were collected using a structured questionnaire titled “AI
Assisted Learning and Academic Behaviour Questionnaire (AILABQ)” and students’ academic
records. The instrument was validated by experts in educational technology and measurement,
and a reliability coefficient of 0.82 was obtained using Cronbach’s alpha method. Data were
analyzed using mean, standard deviation, and independent t-test statistics. The findings
revealed that the use of AI-assisted learning tools significantly improved students’ academic
performance and positively influenced their study habits, including personalized learning, time
management, and access to instant feedback. However, concerns regarding over-dependence
and reduced critical thinking skills were also observed. Based on the findings, it was
recommended that educators should integrate AI tools into teaching practices with proper
guidelines, while policymakers should develop frameworks to regulate their use in schools. The
study contributes to the growing body of literature on digital learning innovations and provides
practical implications for enhancing secondary education in Nigeria.
Unknown authors· International Journal of Edu...· 0 citations
This study assessed the relationship between Artificial Intelligence (AI) tool usage and academic achievement among NCE Economics students’ College of Education Akwanga, Nasarawa State, Nigeria. A quantitative survey research design was employed for the study. The study population consisted of 802 Economics students in NCE 1, 2 and 3. Through random sampling technique, 412 students were selected for the study. A structured questionnaire was used for data collection. The instrument is divided into 2 sections with A which contains the bio-data of the respondents. Section B of the instrument is the structured questionnaire constructed by the researcher. The instrument was subjected to experts in measurement and evaluation for refinement. A validity index of 0.90 was obtained and reliability coefficient of 0.76 was established for the instrument. Data were analysed using descriptive statistics, Pearson correlation, multiple regression, and moderation analysis. Findings reveals a remarkably high AI adoption rate of 82.75%, with ChatGPT as the most widely used tool (60.2%). AI usage demonstrated significant positive correlations with key academic achievement indicators, particularly research project outcomes (r = 0.378, p < 0.01). Regression results show that AI self-efficacy (β = 0.298, p < 0.001) is the strongest predictor of academic achievement, followed by usage frequency (β = 0.189, p < 0.001) and digital literacy (β = 0.156, p = 0.001), collectively explaining 38.7% of the variance (Adjusted R² = 0.379). Digital literacy, academic level, and gender significantly moderated the AI-performance relationship. The study concludes that AI usage was positively associated with academic achievement and support research-driven learning. Strengthening AI literacy, improving digital infrastructure, and establishing ethical guidelines were recommended to maximize benefits and ensure equitable access in Nigerian teacher education.
Dr. Lega Asoloko Ezekiel, O. A. Florence, Allu Bawa Adigizi· International journal of res...· 0 citations
This study adopted a descriptive survey research design to examine the use of AI tools, teaching
effectiveness, and students’ academic performance. The study was conducted in Obio-Akpor
Local Government Area of Rivers State, Nigeria, involving public and private secondary schools.
The population consisted of 5,000 secondary school students while a sample of 370 students was
selected using the Taro Yamane formula. A multistage sampling technique involving simple
random and stratified sampling was used. Data was collected using a structured questionnaire
titled “Impact of AI Tools on Teaching Effectiveness and Academic Performance Questionnaire
(AITTEAPQ),” designed on a 4-point Likert scale. The instrument was validated by experts, and
its reliability was determined using Cronbach Alpha with a coefficient of 0.70 or above. The
questionnaire was administered directly to respondents and collected immediately. Data was
analyzed using mean and standard deviation for research questions, and Pearson Product
Moment Correlation (PPMC) and t-test for hypotheses at 0.05 level of significance. The findings
of this study revealed that AI tools are utilized to a high extent in teaching and learning among
secondary school students. Based on the findings, it was recommended that School
administrators should encourage and support the use of these tools to enhance instructional
delivery and improve student engagement.
Unknown authors· WORLD JOURNAL OF INNOVATION...· 0 citations
The integration of Artificial Intelligence (AI) into education has the potential to improve instructional delivery and students' learning outcomes. However, its adoption in Nigerian junior secondary schools remains limited, particularly in rural areas. This study examined the integration of AI tools in the teaching of Basic Science and Technology in junior secondary schools in Daura Local Government Area, Katsina State. Specifically, the study determined teachers' awareness and readiness to integrate AI tools, assessed the availability of AI instructional resources and challenges affecting their integration, and examined the perceived benefits of AI in teaching. A descriptive survey research design was adopted. The population comprised 124 Basic Science and Technology teachers, from which 95 respondents were selected using simple random sampling. Data were collected using the Artificial Intelligence Integration Questionnaire (AIIQ), which yielded a Cronbach's Alpha reliability coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while independent samples t-test and Pearson Product Moment Correlation were used to test the hypotheses at the 0.05 level of significance. The findings revealed high teachers' awareness and readiness to integrate AI tools despite inadequate instructional facilities and infrastructural challenges. Teachers perceived AI as beneficial for improving instructional delivery and students' learning. The study recommends improved digital infrastructure, teacher training, and supportive educational policies to enhance AI integration.
Muhammad Mustapha· Federal University Gusau Fac...· 0 citations
This study investigated undergraduate students' awareness and utilization of artificial intelligence (AI) tools for learning in Katsina State, Nigeria. Utilizing a descriptive survey research design, the study targeted a population of 59,780 undergraduate students across three universities, from which a sample of 382 students (251 males and 131 females) was selected via proportionate sampling. Data were collected using a structured instrument adapted from Adebayo et al. (2021), validated through expert panel review, and established as reliable (α= 0.83). Descriptive statistics (frequencies and percentages) answered the research questions, whereas independent samples t-tests evaluated the null hypotheses at the α = 0.05 significance level. The empirical results demonstrated that a substantial majority of undergraduates lack awareness of educational AI tools (75.1%) and do not utilize them for academic purposes (80.5%). Furthermore, inferential analysis revealed no statistically significant differences between male and female students regarding awareness (t(380) = 0.877, p = 0.401) or utilization (t(380) = 0.499, p = 0.508). These findings indicate uniform baseline competencies across genders, thereby refuting traditional assumptions within Gender Schema Theory that code advanced computing as a predominantly masculine domain. The study concludes that the primary impediments to AI adoption in higher education are institutional and structural rather than gender-dependent. Consequently, it is recommended that university administrators establish deliberate digital literacy programs, institutional stakeholders strengthen computing and internet infrastructure, and educational policymakers adopt gender-neutral guidelines for implementing educational technologies.
Y. PhD, Aishatu Ibrahim Sada· International journal of res...· 0 citations
This study examined the relationship between Artificial Intelligence (AI) utilization and academic performance among NCE students at the Federal College of Education (Technical), Gombe. Specifically, the study determined the extent of AI utilization and examined the relationship between personalized AI use and students’ academic performance. A descriptive cross-sectional survey design was adopted. The population comprised NCE students across the four schools of the College, from which 384 students were selected using proportionate stratified random sampling. Data were collected using the Artificial Intelligence Utilization and Academic Performance Questionnaire (AIUAPQ), which was validated by experts and subjected to a reliability assessment using Cronbach’s alpha, with coefficients of 0.78, 0.82, and 0.76 reported for the respective constructs. Data were analysed using mean, standard deviation, and Pearson Product-Moment Correlation (PPMC). The findings indicated moderate to high utilization of AI tools among the students. PPMC revealed a strong positive relationship between personalized AI use and academic performance, r(382) = .72, p < .001, indicating that higher levels of personalized AI use were associated with higher academic performance. Students also reported perceived benefits of AI use for writing, critical thinking, and completion of academic tasks. The study concludes that personalized utilization of AI tools is significantly associated with academic performance among NCE students. It recommends the integration of AI literacy into the College curriculum, systematic training for students and lecturers, and the development of institutional guidelines promoting responsible AI use while minimizing over-reliance and supporting academic integrity.
Zainab Abdulkadir Gabdo, Aishatu Ibrahim Shehu, Ahmad Abubakar et al.· MAU INTERNATIONAL JOURNAL OF...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
