Impact of Artificial Intelligence–Assisted Learning Tools on Academic Performance and Study Habits Among Secondary School Students in Nigeria

Abstract

The integration of Artificial Intelligence (AI)–assisted learning tools into educational environments has transformed students’ learning experiences globally, yet empirical evidence on their impact within the Nigerian secondary school context remains limited. This study investigated the effect of AI-assisted learning tools, such as ChatGPT and similar digital platforms, on academic performance and study habits among secondary school students in Nigeria. The study adopted a descriptive survey research design. A sample of 250 Senior Secondary School II (SS2) students was selected using simple random sampling from selected public secondary schools. Data were collected using a structured questionnaire titled “AI Assisted Learning and Academic Behaviour Questionnaire (AILABQ)” and students’ academic records. The instrument was validated by experts in educational technology and measurement, and a reliability coefficient of 0.82 was obtained using Cronbach’s alpha method. Data were analyzed using mean, standard deviation, and independent t-test statistics. The findings revealed that the use of AI-assisted learning tools significantly improved students’ academic performance and positively influenced their study habits, including personalized learning, time management, and access to instant feedback. However, concerns regarding over-dependence and reduced critical thinking skills were also observed. Based on the findings, it was recommended that educators should integrate AI tools into teaching practices with proper guidelines, while policymakers should develop frameworks to regulate their use in schools. The study contributes to the growing body of literature on digital learning innovations and provides practical implications for enhancing secondary education in Nigeria.