Assessment of the Relationship between Artificial Intelligence Usage and Academic Achievement among NCE Economics Students at the College of Education Akwanga, Nasarawa State, Nigeria

Abstract

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.