Influence of Artificial Intelligence-Powered Peer Collaboration Platforms on Students Academic Performance in Mathematics in Public Universities in Rivers State

Abstract

This study investigated the influence of Artificial Intelligence- Powered Peer Collaboration Platforms on students’ academic performance in Mathematics in Public Universities in Rivers State. Guided by four research questions and four null hypotheses, the study adopted a descriptive research survey design. The population comprised 12 ,543 individuals, including 3,762 lecturers and 8,780 students from the University of Port Harcourt, Rivers State University, and Ignatius Ajuru University of Education. Using the Taro Yamane formula, a sample of 745 respondents, consisting of 362 lecturers and 383 students, was selected through purposive stratified sampling. Data were collected using a self -structured questionnaire titled: AI-Powered Peer Collaboration Platforms on Students’ Academic Performance in Mathematics in Public Universities Questionnaire, which was validated by two experts in Measurement and Evaluation. Reliability was confirmed using the Cronbach Alpha method, yielding an index of 0.81. Descriptive statistics, including mean and standard deviation, were employed to address the research questions, while z-test statistics tested the hypotheses at a 0.05 significance level. Findings revealed that AI-based virtual study groups and Adaptive Learning Collaboration Systems significantly and positively enhance students’ academic performance in Mathematics in Public Universities in Rivers State. The study concludes that AI-Powered Peer Collaboration Platforms have considerable potential for improving mathematics instruction and learning outcomes in higher education. It was recommended that public universities in Rivers State adopt and systematically integrate AI-powered peer collaboration platforms into the mathematics curriculum to strengthen students’ engagement, collaboration, and academic achievement.