RELATIONSHIP BETWEEN UTILIZATION OF DIGITAL LEARNING, ARTIFICIAL INTELLIGENCE TOOLS AND STUDENTS’ ACADEMIC ACHIEVEMENT

Abstract

This study evaluated the relationship between utilization of digital learning, artificial intelligence tools and students’ academic achievement. This study adopted a correlational survey research design. 6 public secondary schools and 318 participants were randomly selected for the study. Two research hypotheses were tested and data were collected using questionnaires. Multiple linear regression was used to test the hypotheses raised within a single model, with digital access index and AI tool usage frequency entered as predictors of achievement scores. The model was statistically significant, F(2, 315) = 39.27, p < .001, accounting for approximately 20% of the variance in achievement (R² = 0.204). Digital access emerged as the stronger predictor (β = 0.331, p < .001), while AI tool usage also contributed positively (β = 0.219, p < .001). Students with greater access to devices and connectivity, and those who used AI tools more frequently, tended to record higher achievement scores. The study concludes that digital inequality remains a measurable constraint on learning outcomes in Lagos State's public schools, even as AI tools offer a partial, uneven counterweight. Government and school administrators are encouraged to prioritise equitable ICT infrastructure alongside structured, guided AI integration.