Self-Reported Utilisation Patterns of Artificial Intelligence-Generated Feedback Among Undergraduate Science Students in Tertiary Institutions in Kwara State, Nigeria

Abstract

The study investigated the self-reported utilization patterns of artificial intelligence-generated feedback among undergraduate science education students in three public universities in Ilorin, Kwara State. The study was a descriptive of survey type.The population of the study comprises all undergraduate science education students offering biology and computer science education in the three public universities in Ilorin metropolis, kwara state. The sample size was 397 respondents which comprising 146 male and 251 female students. A purposive sampling technique was used to select the institutions and simple random sampling to select respondents from each department. The instrument for data collection was a researcher designed copies of questionnaire entitled “Students Artificial Intelligence feedback pattern” (SAIFP)“.The Research instrument was given to three experienced science educators from the Department of Science Education, University of Ilorin, Nigeria for face and content validity. Also, the draft of the instrument was given to an expert in the field of measurement and evaluation for standard of the items. A reliability of 0.74 was obtained using Cronbach Alpha. Mean and standard deviation was used to answer the research questions, while t-test statistic was used to test the hypotheses at 0.05 level of significance. The study found out that AI-generated feedback utilization was high as reported by undergraduate students to support independent learning. Also, students encounter challenges that limit effective utilization, particularly issues related to technological accessibility, digital competence among others. The findings further revealed that gender does not determine students’ use of AI-generated feedback or the challenges they experience. It was recommended among others Universities should introduce structured AI literacy programmes to equip students with the knowledge and skills required to use AI-generated feedback to improve learning and every students be provided similar opportunities to access AI-based learning resources in the institutions. As digital learning environments become more common in educational institutions, students’ technology adoption may increase irrespective of gender.