Aug 2026· INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH· pp. 186· 0 citations
TL;DR
The positive effects of AI includes improved learning and speaking skills, critical thinking, problem-solving, analytical reasoning, enhances knowledge of courses, and simplifies technical aspects, and quick understanding, while the negative effects are in the areas of students lazing about, and reduction in reading culture.
Abstract
Artificial Intelligence has the potential to bring about significant change and societal development,
especially the educational sector. This study investigates the effect of Artificial Intelligence (AI) on
cognitive development among students of selected tertiary institutions in Nasarawa State, Nigeria.
Cross-sectional survey was employed for the study. Data was collected using questionnaire and
in-depth interview. The purpose for both qualitative and quantitative methodologies was for
triangulation of results. A survey questionnaire was administered to 1,200 students from three
tertiary institutions in Nasarawa State, while in-depth interview was conducted with 30
personalities using statuses occupied within the academia. Multi-stage sampling technique was
employed for the study. Qualitative data was analyze using content analysis, while quantitative
data was processed using Statistical Package for Social Sciences (SPSS) version 27. Statistical
tools used were frequency table, percentages, and regression analysis. The results show both
positive and negative effect of AI on the cognitive development of students in tertiary institutions
in Nasarawa State, Nigeria. The positive effects of AI on cognitive development with the selected
tertiary institutions in Nasarawa State includes improved learning and speaking skills, critical
thinking, problem-solving, analytical reasoning, enhances knowledge of courses, and simplifies
technical aspects, and quick understanding. It personalizes teaching methods to suit individual
student needs and provides prompt feedback. However, the negative effects are in the areas of
students lazing about, and reduction in reading culture. The study also reveals that inadequate
infrastructure, lack of trained personnel, and limited access to AI resources hinder the effective
integration of AI in teaching and learning processes. The study recommends that tertiary
institutions in Nasarawa State should invest in AI infrastructure, provide training for lecturers,
and develop policies that promote the use of AI in education.
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 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.
EGUAGIE, Osagie, OSATOHANWEN, Juliet· Federal University Gusau Fac...· 0 citations
This study examined Artificial Intelligence in vocational and accounting education: implications for skill acquisition in Tertiary Education in Anambra State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses were tested at a 0.05 level of significance. A descriptive survey research design was adopted for the study. The total population of the study was 240 respondents comprised all vocational and accounting education lecturers in Tertiary Education in Anambra State Nigeria. A sample of 120 lecturers and students was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence in Vocational and Accounting Education Questionnaire (AIVAQ). The instrument was validated by experts in Accounting, Vocational, and educational measurement, and its reliability was established using Cronbach Alpha, yielding a coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while t-test statistics were used to test the null hypotheses at 0.05 level of significance. The findings revealed that Artificial Intelligence significantly enhances instructional delivery and improves students' skill acquisition in both vocational and accounting education. Based on these findings, it was recommended that tertiary Education integrate AI tools into teaching and learning processes to strengthen practical skills and instructional effectiveness.
Rose Adaobi Ofuonye· Journal of vocational and te...· 0 citations
The study investigated the awareness, use and institutional readiness for adopting Artificial
Intelligence (AI) in some selected polytechnics in Adamawa and Taraba States, Nigeria. The study
is designed to evaluate the preparedness of stakeholders in relation to AI implementation, and
assess the extent of use of Artificial intelligence practices in Teaching-Learning and administrative
processes. This study employed a descriptive survey design, using a quantitative approach. Data
were collected from a cohort of academic staff, administrative staff, ICT personnel and students
via a structured questionnaire that was validated in terms of content, reliability and usability by
members of the target population and then analysed using descriptive & inferential statistics. The
results show that respondents are somewhat knowledgeable about AI and view its potential to
improve educational outcomes in a favorable light. On the other hand, institutional readiness is
assessed to be low with major deficiencies in infrastructure, staff training and policy frameworks.
The research also finds that AI usage in academics and administrative areas tends to be largely
confined to niche pockets like research support. The conclusion is that there is strong awareness
and willingness among stakeholders, but the poor institutional capacity limits effective deployment
of AI. It calls for greater investment in infrastructure, capacity-building and those clear policies
be developed to guide the gradual and sustainable integration of AI into tertiary education.
Mohammed Hamidu· Research Journal of Pure Sci...· 0 citations
This study addresses a gap in the literature by empirically substantiating AI-skill-based curricular and career interventions from a career confidence perspective in response to digital disruption, thus offering university constituents and educational policymakers a means to enhance students’ career confidence.
Ishtiaq Ahmad, Asma Amanat, Meer Hamza Jehangir et al.· Journal of Global Social Tra...· 0 citations
The rapid evolution of Artificial Intelligence (AI) has revolutionised education worldwide and one of the most affected areas has been language learning. Anchored on the Technology Acceptance Model (TAM), the study examines the role of AI in improving English language skills through interactive, personalised, and adaptable learning experiences. Apart from this, the present study looks at how AI-enabled English language learning among undergraduate students at Michael Okpara University of Agriculture, Umudike, Abia State can foster nation building in Nigeria. The study is guided by two research objectives and corresponding hypotheses. A descriptive survey design was employed, with a total population of 18,823 undergraduate students, from which a sample of 377 students was selected using simple random sampling technique. Data were collected using a structured questionnaire and the collected data was analysed using descriptive statistics. Regression analysis was used to test the formulated hypothesis in SPSS. The results indicate that students’ English language proficiency was significantly enhanced through AI applications which strengthened nation development by increasing graduates’ communication skills, digital literacy, and employability. The study therefore concludes that AI-driven language learning is a significant tool for educational advancement and national development in Nigeria. Based on the findings, the study recommends the integration of AI tools into language learning and the provision of digital infrastructure to support AI driven learning.
Chinecherem Esther Obasi, F. Okeke· COOU Journal of Arts and Hum...· 0 citations