IMPACT OF ARTIFICIAL INTELLIGENCE-BASED LEARNING TOOLS ON THE ACADEMIC PERFORMANCE OF ECONOMICS STUDENTS IN UMARU SANDA AHMADU COLLEGE OF EDUCATION, MINNA.
Abstract
This study examined the impact of Artificial Intelligence (AI)-based learning tools on the academic performance of Economics students at the Umaru Sanda Ahmadu College of Education, Minna. Specifically, the study investigated the extent of utilization of AI-based learning tools, their impact on students' academic performance, and the challenges associated with their use. A descriptive survey research design was adopted. The population comprised NCE II and NCE III Economics students, from which a sample of 178 respondents was selected using the Taro Yamane formula and simple random sampling technique. Data were collected using a researcher-developed questionnaire titled Artificial Intelligence-Based Learning Tools and Academic Performance Questionnaire (AIBLTAPQ). The instrument was validated by experts, while its reliability was established using the Cronbach Alpha method. Data were analyzed using mean and standard deviation. The findings revealed that Economics students utilized AI-based learning tools to a high extent (Grand Mean = 4.21). The study further showed that AI-based learning tools had a positive impact on students' academic performance (Grand Mean = 4.20) by improving their understanding of Economics concepts, assignment quality, examination preparation, and learning confidence. However, poor internet connectivity, high cost of data, unstable electricity supply, limited AI literacy, and concerns about inaccurate AI-generated information were identified as major challenges (Grand Mean = 4.24). The study concluded that AI-based learning tools positively influence the academic performance of Economics students when used responsibly. It recommended improved digital infrastructure, regular AI literacy training, and the integration of AI literacy into the NCE curriculum to promote the effective and ethical use of AI in teaching and learning.