Artificial Intelligence as Correlate of Students' Attitude Towards Studies in Public Secondary Schools in Cross River State, Nigeria

References

[1] Abubakar S, Yusuf A, Mohammed K (2023). Generative AI and students’ attitude towards self-directed learning in Federal Unity Schools in North-Central Nigeria. Journal of Educational Technology, 12(2), 45–58.

[2] Adejo OW, Connolly T (2023). Artificial intelligence in Nigerian higher education: Adoption and challenges. International Journal of Educational Innovation, 8(1), 112–126.

[3] Adeyemi T (2023). Photomath usage and attitude towards mathematics and general studies among public secondary school students in Ekiti State. African Journal of Mathematics Education, 5(3), 67–79.

[4] Ahmed R, Singh P (2023). ChatGPT and learning engagement among secondary school students. Journal of AI in Education, 4(1), 22–35.

[5] Aina J, Oladimeji S, Bello R (2020). Gemini AI and academic engagement of public secondary school students in South-West Nigeria. Nigerian Journal of Educational Psychology, 10(2), 88–101.

[6] Ajzen I (2005). Attitudes, personality and behavior. 2nd ed. Open University Press. WorldCat

[7] Anderson K, Smith J, Lee T (2020). AI-powered conversational tools and student curiosity: The role of Gemini. Computers & Education, 201, 104–118.

[8] Chen L, Chen P, Lin Z (2023). Artificial intelligence in education: A review of personalized learning and motivation. Educational Technology & Society, 26(1), 14–27.

[9] Chen Y, Wang H, Li S (2020). Google Gemini and students’ attitude towards self-regulated learning in Taiwan. Asia Pacific Journal of Education, 44(1), 56–71.

[10] Essien U, Bassey E (2024). ChatGPT usage and attitude towards studies among public secondary school students in Calabar Education Zone. Cross River Journal of Education, 7(1), 33–44.

[11] Etim J (2022). Mobile learning applications and students’ attitude towards studies in Cross River State. Journal of Science and Technology Education, 6(2), 41–50.

[12] Holmes W, Bialik M, Fadel C (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.

[13] Isack M (2022). Effect of Photomath application on students’ attitude towards mathematics in Dodoma, Tanzania. East African Journal of Education, 9(2), 112–124.

[14] Johnson P, Lee S (2023). Mathematics anxiety and problem-solving apps: Impact on study attitude. Journal of Educational Psychology, 115(3), 301–315.

[15] Liu Y, Zhang W (2021). Step-by-step solver apps and mathematics self-efficacy among middle school students in China. International Journal of STEM Education, 8(4), 1–12.

[16] Lo CK (2023). What is the impact of ChatGPT on education? A rapid review of literature. Education Sciences, 13(4), 410. MDPI

[17] Martinez R, Lopez D, Garcia S (2020). Impact of Photomath on high school students’ attitude towards problem-solving in California. Journal of Mathematics Education, 13(1), 78–91.

[18] Ogbonnaya U, Okoye C (2020). ChatGPT usage and academic disposition of secondary school students in Lagos State. Lagos Journal of Educational Research, 11(1), 55–68.

[19] Okeke A, Nwosu C (2020). Photomath application and study habits of senior secondary school students in Anambra State. Anambra State Journal of Education, 8(2), 92–105.

[20] Okeke P, Bassey I (2023). Google AI tools and academic confidence among secondary school students. Journal of Educational Technology in Africa, 4(2), 19–31.

[21] Okewu E, Adewole P, Misra S (2020). Ethical use of AI in Nigerian secondary schools. IEEE Access, 12, 23410–23425.

[22] Okon EE, Etuk IS (2023). Mathematics-support AI and students’ disposition to learning in Cross River State. Global Journal of Educational Research, 22(1), 101–112.

[23] Okon M, Eze F (2020). ChatGPT and research skills among secondary school students in South-East Nigeria. International Journal of Learning Sciences, 6(1), 14–26.

[24] Olayinka T (2020). Gemini AI usage and learning disposition of senior secondary school students in Ogun State. Ogun Journal of Education, 9(1), 47–59.

[25] Owan VJ, Ekpe MB, Bassey BA (2020). Attitude towards studies and academic achievement: Implications for counselling. American Journal of Educational Research, 8(7), 412–420.

[26] Owan VJ, Patil R, Deshmukh A (2023). Influence of Google Bard on students’ attitude towards research among secondary school students in India. Indian Journal of Educational Technology, 5(2), 33–45.

[27] Rahman K, Farhan A (2022). ChatGPT dependence and study avoidance behaviour among secondary school students in Malaysia. Malaysian Journal of Educational Psychology, 7(3), 67–80.

[28] Russell S, Norvig P (2021). Artificial intelligence: A modern approach. 4th ed. Pearson. Pearson

[29] Suriano R, Bianchi L, Romano C (2020). ChatGPT as correlate of learning motivation and attitude among high school students in Italy. European Journal of Education, 59(2), 201–215.

[30] Udom S, Ekpenyong I (2023). Gemini usage and study habits of secondary school students in Akwa Ibom State. Akwa Ibom Journal of Educational Research, 5(1), 28–39.

[31] Williams D, Cooper L (2022). Real-time AI search tools and students’ learning attitude in Texas high schools. Journal of Technology and Learning, 15(4), 88–99.

[32] Yamane T (1967). Statistics: An introductory analysis. 2nd ed. Harper and Row. WorldCat

@article{1723861,
      author = {Ochang, Friday Asama, Eyong Emmanuel Ikpi},
      title = {Artificial Intelligence as Correlate of Students' Attitude Towards Studies in Public Secondary Schools in Cross River State, Nigeria},
      journal = {Iconic Research And Engineering Journals},
      year = {2023},
      volume = {7},
      number = {2},
      pages = {877-890},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1723861.pdf},
      abstract = {This study examined Artificial Intelligence as correlate of students’ attitude towards studies in public secondary schools in Cross River State, Nigeria. Three specific objectives, research questions and null hypotheses guided the study. The objectives examined the relationship between ChatGPT usage, Gemini usage, Photomath usage and students’ attitude towards studies respectively. Correlational survey research design was adopted for the study. The population comprised 12,356 public secondary school students in JSS3 and SS2 classes. A sample of 400 students was determined using Taro Yamane formula, out of which 396 copies of questionnaire were validly retrieved and used for analysis. Multi-stage sampling procedure involving stratified, simple random and proportionate sampling was used. The instrument for data collection was titled Artificial Intelligence and Students’ Attitude Towards Studies Questionnaire (AISATSQ) with five sections and structured on a four-point Likert scale. The instrument was face and content validated by three experts from the Department of Educational Foundations, University of Calabar. Cronbach Alpha reliability method yielded coefficients of 0.81 for ChatGPT, 0.84 for Gemini, 0.87 for Photomath and 0.83 for attitude sub-scales, with overall coefficient of 0.85. Data were analyzed using Pearson Product Moment Correlation at 0.05 level of significance. The findings revealed that there is a significant positive relationship between ChatGPT usage and students’ attitude towards studies (r = .714, p = .000), Gemini usage and students’ attitude towards studies (r = .887, p = .000) and Photomath usage and students’ attitude towards studies (r = .812, p = .000). It was concluded that AI tools significantly relate to and enhance students’ attitude towards studies when used for academic purposes. It was recommended among others that the Ministry of Education should integrate AI literacy into the secondary school curriculum and teachers should encourage guided ethical use of AI tools to improve learning attitude.},
      keywords = {artificial intelligence; attitude; towards studies},
      month = {August},
  }