INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
An Assessemnt of the Knowledge and Usage of Artificial Intelligence  
(AI) For Academic Activities among Nigerian Undergraduates  
1 Adepoju, Olufemi Adetunji Ph.D., 2 Oyewale, Aderemi Oyetunde Ph.D  
1Department of Educational Foundations and Curriculum Studies, Emmanuel Alayande University of  
Education, Oyo  
2Department of Social Studies and Civic Education, Emmanuel Alayande University of Education, Oyo  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110147  
Received: 02 December 2025; Accepted: 08 December 2025; Published: 20 December 2025  
ABSTRACT  
The study investigated the knowledge and use of Artificial Intelligence (AI) for academic exercises by  
undergraduates in Public and Private universities in Nigeria. The design for this study is survey, while a sample  
of 300 students were randomly selected through simple random sampling. A 20-item 4-point Likert scale  
instrument was used to collect data from the respondents. The instrument was validated through experts’  
constructive criticisms and was found to be valid by content. Also, Cronbach's alpha was used to assess the  
internal consistency of the items which yielded 0.81 index. The findings from the study revealed that there is no  
significant difference in the knowledge and usage of AI for academic exercises by male and  
female undergraduates and there is no significant difference in the knowledge and use of AI for academic  
exercises by undergraduates in public and private universities. Recommendation from the study include the need  
for universities and other tertiary institutions of learning to create more awareness on the use of AI tools and  
the teachers should task the students to use AI tools to carry out assignments and other academic activities.  
Keywords: Artificial Intelligence (AI), Computers, undergraduates, Education, Academic activities  
INTRODUCTION  
Nature has so much endowed humans race with the ability to develop and create invention. One of such  
inventions or scientific breakthrough has brought about computer which has brought about human and  
technological advancement in Education, Medicine, Arts, Culture, Science and Technology etc and  
lately Artificial Intelligence (AI). This new invention (AI) has brought about a paradigm shift in virtually all  
spheres of human endeavour. AI is therefore seen as the scientific simulation of human intelligence in machines  
for learning, reasoning and problem solving. AI is also a specialised area in science and technology that is  
concerned with computers and machines that can reason and learn in a manner that would normally require  
human intelligence making it being able to make predictions or creations based on data input and learning.  
In  
teaching  
and  
learning, Guanah  
&
Oribhabor  
(2023), observed  
that  
education can  
become  
more personalised and adaptive with the integration of AI, thus catering for the unique requirements of each  
student and that vast amount of data can be collected and analysed. Garcia et al (2017), and Costa et al (2017) in  
a separate study on AI reported that AI algorithm and educational robots have become an integral part of  
learning management and training system that can provide support for a wide array of teaching and learning  
activities. ‘Duolingo’, a language learning platform can be used to improve learner experiences. (Bicknell et al,  
2023), while iflytek is used for intelligent assessment systems specifically tailored for various grading exercise  
including the National College Entrance Examination in China (Iflytek, 2024).  
Also, Leh (2022) reported that AI-powered learning management systems (LMS) such as Absorb LMS and  
Decebo offers multiple AI capabilities to support teaching and learning activities, such as intelligent content  
creation, administrative task automation, and personalised learning. While Belpaeme & Tanara (2020) submitted  
that SoftBank Robotics Nao and Pepper robots are developed to serve language teaching social robots. On  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
the attitude to the use of AI, Guanah (2023) reported in his study on the knowledge and perceptions of the use  
of Artificial Intelligence that most of the respondents have a low level of knowledge in use of AI. On the attitude  
of student to the use of AI, Alimi, et al (2021) found out that majority of the university students are not aware of  
the use of the AI for learning, while Businessoluton (2023) observed and reported that 43% of college students  
in the United States America use AI tools like ChatGPT and half of instructor employ AI to develop their  
lessons. Guanah (2023), in a study on the Knowledge and Perception of the Use of Artificial  
Intelligence submitted that most of the respondents (students) have a low level of knowledge in the use of AI. In  
a similar study, Gupta & Snigdh (2023) noted that AI data-driven approach allows for the delivery of customised  
content, recommendations and feedback, thus, providing students with a tailored learning experience that  
maximises their potential for success.  
Statement of the Problem  
Artificial Intelligence (AI) has come and arrived as a means through which information is disseminated for  
development in science, technology, commerce, culture, medicine, education, arts and other areas of discipline.  
Against this backdrop, there is need assess undergraduates knowledge and the use of AI with a view to finding  
out the students readiness level in the use of AI for assignment, projects, tests, reading and other task assigned  
to students and equip them with the knowledge and use of various AI tools where and when necessary.  
Objectives of the Study  
The following objectives are set for the study:  
•
To find out if there is any significant difference in the knowledge and use of AI for academic activities  
between male and female undergraduates.  
•
To find out if there is a significant difference in the knowledge and use of AI for academic activities  
between undergraduates in public and private universities.  
Hypotheses  
The following hypotheses were tested for the study:  
HO1: There is no significant difference in the knowledge and use of AI for academic activities between male  
and female undergraduates.  
HO2: There is no significant difference in the knowledge and use of AI for academic activities by  
undergraduates who attend public and those who attend private universities.  
METHODOLOGY  
Research Design  
The research design for this work is survey because data was collected in raw form from the respondents.  
Population and Sample  
The population for the study was 600, comprising of 200L undergraduates from two universities, one public and  
one private. From this population, 300 respondents were randomly selected through a simple random sampling  
technique.  
Instrumentation  
The instrument used for data collection is a 20-item 4-point Likert scale instrument. This instrument was  
validated when copies of it were given to 5 experts in measurement and evaluation for constructive criticisms  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
and found the instrument to be valid by it’s content. Also, Cronbach's alpha was used to assess the internal  
consistency of the items in the questionnaire which produced 0.81 reliability index.  
Data Analysis  
Data collected for this study was analysed with use of t-test statistics to test the two hypotheses at 0.05 level of  
significance which was computed on SPSS.  
RESULTS  
Hypothesis One  
There is no significant difference in the knowledge and use of AI for learning activities between male and female  
undergraduates.  
Table one  
Variables  
Males  
N
S.D  
0.50  
0.58  
t-obs.  
0.88  
t-crit.  
1.70  
Df  
P
150  
150  
4.519  
4.482  
298  
N
Females  
The above table shows that t-critical =1.70 is greater than t-observed 0.88 i.e t-critical > t-observed. The null  
hypothesis is therefore not accepted i.e. there is no significant difference in the knowledge and use of AI for  
academic activities between male and female undergraduates. The reason for this might be as a result of the fact  
that both male and female students undergo similar experiences in information and communication technology  
(ICT) and AI because they live in the same or similar environment and share many things in common. This  
finding was supported by Businesssolution (2023)  
Hypothesis two  
There is no significant difference in the knowledge and use of AI for learning activities by undergraduates who  
attend public and other who attend private universities.  
Table two  
Variables  
Public  
N
S.D  
0.57  
0.58  
t-obs.  
0.06  
t-crit.  
1.70  
Df  
P
150  
150  
4.408  
4.404  
298  
N
Private  
The analysis from table two shows that t-critical 1.70 is greater than t-observed 0.06 i.e t-critical > t-observed.  
Thus, the null hypothesis is therefore accepted, which means that there is no significant difference in the use of  
AI for academic activities between undergraduates in the public and private universities. The reason for this  
might be that undergraduates in both private and public universities are taught with the same curriculum; they  
enjoy friendship among themselves, and that their experiences in secondary schools are similar.  
CONCLUSION  
From this study, it is evidently clear that both male and female undergraduates possess AI knowledge and use it  
for research activities in similar ways, and that undergraduates in both public and private universities also possess  
and exhibit AI knowledge with which they carry out various academic activities such as assignments, problem  
solving etc.  
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INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
RECOMMENDATIONS  
In view of the findings from the study, the following recommendations are given:  
• Universities and other tertiary institutions of learning should create more awareness on the knowledge and  
use of AI for academic work.  
• The school environment should be equipped with Wi-Fi so as to make internet services easily accessible to  
the students.  
• Student should be well enlightened on the use of various AI tools such as ChatGPT, iflytek, and Duolingo  
etc.  
• Teachers should task students to use various AI tools platforms in addition to other platforms to carry  
out assignments and other academic tasks.  
REFERENCES  
1. Alimi, A. E., Buraimee, O. F., Maduasi, G. A. & Bolaji, E. O. (2024). University Students' awareness of,  
access to, and use of Artificial Intelligence for learning in Lagos State. Indonesian Journal of Teaching  
in Science, 1: 2, 098-104.  
2. Belpaeme, T & Tanaka, F (2022). Social Robots as Educators. Retrieved August 30, 2025  
from http://www.ucd-library.org sites/1c3b1d56-en/index.html  
3. Businessolution.org  
(2023): AI  
in  
Education  
Statistics  
(Adoption,  
Benefits,  
Challenges)  
https://businessolution.org. Retrieved August 25, 2025.  
4. Costa, E. B., Fonseca, M. A., Santana, F. F. D. & Araujo, J. R. (2017). Evaluating the effectiveness of  
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