Artificial Intelligence and Students’ Academic Performance in Ritman University, Ikot Ekpene

Abstract

The study examined the level of familiarity with, extent of utilising and the impact of AI-based tools on the academic performance of undergraduate students at Ritman University. The theoretical underpinning for this study was the diffusion of innovation theory. This study adopted the quantitative research design using the survey research method. The population of this study consisted of the 432 students of Ritman University as at the 2023/2024 academic session. Using the Taro Yamane formula for sample size derivation, the study’s sample size was 202. The questionnaire administered in person was used as method of data analysis. The study found that Ritman University students show moderate familiarity with AI-based tools (46.24%) and use them to a moderate extent for academic purposes, with 50.54% using them frequently but spending limited time on these tools (36.56% using them for less than 1 hour and 34.41% for 1-3 hours per week). AI tools are mainly used for research, assignments, and term writing (62.37%), with limited use in exam preparation (4.84%). The use of AI tools is positively correlated with academic performance (r = 0.418, p = 0.05), suggesting that while AI tools enhance academic outcomes, other factors also influence students' success. It was concluded that while AI tools have shown a positive impact on students’ academic performance, their full potential has yet to be realised. This study recommends that Ritman University should implement comprehensive training programmes, encourage broader use of AI tools in coursework and assessments, promote AI use for diverse academic tasks, and educate students on leveraging AI to ethically improve academic performance.