RELATIONSHIP BETWEEN ARTIFICIAL INTELLIGENCE UTILIZATION AND ACADEMIC PERFORMANCE AMONG NCE STUDENTS IN FEDERAL COLLEGE OF EDUCATION (TECHNICAL), GOMBE

Abstract

This study examined the relationship between Artificial Intelligence (AI) utilization and academic performance among NCE students at the Federal College of Education (Technical), Gombe. Specifically, the study determined the extent of AI utilization and examined the relationship between personalized AI use and students’ academic performance. A descriptive cross-sectional survey design was adopted. The population comprised NCE students across the four schools of the College, from which 384 students were selected using proportionate stratified random sampling. Data were collected using the Artificial Intelligence Utilization and Academic Performance Questionnaire (AIUAPQ), which was validated by experts and subjected to a reliability assessment using Cronbach’s alpha, with coefficients of 0.78, 0.82, and 0.76 reported for the respective constructs. Data were analysed using mean, standard deviation, and Pearson Product-Moment Correlation (PPMC). The findings indicated moderate to high utilization of AI tools among the students. PPMC revealed a strong positive relationship between personalized AI use and academic performance, r(382) = .72, p < .001, indicating that higher levels of personalized AI use were associated with higher academic performance. Students also reported perceived benefits of AI use for writing, critical thinking, and completion of academic tasks. The study concludes that personalized utilization of AI tools is significantly associated with academic performance among NCE students. It recommends the integration of AI literacy into the College curriculum, systematic training for students and lecturers, and the development of institutional guidelines promoting responsible AI use while minimizing over-reliance and supporting academic integrity.