GENERATIVE ARTIFICIAL INTELLIGENCE AND STUDENTS’ PERCEPTIONS OF LECTURERS’ CONTENT KNOWLEDGE IN FEDERAL COLLEGE OF EDUCATION, YOLA, ADAMAWA STATE, NIGERIA
Abstract
The study examined the relationship between generative artificial intelligence (Gen AI) and students’ perception of lecturers’ content knowledge in Educational Foundations in Federal College of Education, Yola, Adamawa State, Nigeria. Specifically, the study examined students’ perception of lecturers’ use of Gen AI in relation tp content generation, assessment and pedagogical knowledge. A correlational research design was adopted for the study. The population comprise of 5,569 NCE I,II and III students of the 2025/2026 academic session. A sample of 668 students, selected using a proportionate stratified sampling to ensure adequate representation of the three NCE levels. Data was collected using a researcher developed questionnaire titled GenAI Questionnaire (GenAIQ). The data was analysed using Mean and standard deviation to answer the research questions, linear regression to test hypotheses one-three and multiple regressions to test hypotheses four at 0.05 level of significance. The findings reveal that Lecturers who make greater use of generative AI for content generation, assessment and pedagogical support are generally perceived by students as demonstrating greater knowledge of the subject matter. There is a statistically significant positive relationship between lecturers’ use of generative AI for content generation, assessment and pedagogical support and students’ perceptions of lecturers’ content knowledge. Lecturers’ use of generative AI for content generation and for assessment made a statistically significant positive contribution to students’ perceptions of lecturers’ content knowledge while there is no statistically significant positive contribution on lecturers’ use of pedagogical support. The study recommends the responsible and purposive integration of GenAI in to lecturers’ instructional practices, together with appropriate professional development to enhance effective use of the technology in teacher education programme.
