ASSESSING THE UTILIZATION OF GENERATIVE ARTIFICIAL INTELLIGENCE AMONG POST-GRADUATE STUDENTS IN RIVERS STATE-OWNED UNIVERSITIES
https://doi.org/10.83151/7xy4-ez26
Abstract
Intelligence (AI) has completely changed the educational landscape because it enables customised teaching methods that meet the needs of every student. This study examined how artificial intelligence (AI) helps postgraduate students in Rivers State receive individualised education to support sustainable university education. The study was guided by three objectives, from which three research questions were posed. The study adopted a descriptive survey design with a population of 5000 postgraduate students from the two Rivers State universities, which are Rivers State University and Ignatius Ajuru University of Education. A sample of 357 postgraduate students was selected using the purposive sampling technique. The instrument for data collection was a structured questionnaire titled ‘Assessing the Utilization of Generative Artificial Intelligence among Post-Graduate Students Questionnaire.’ The instrument was validated by three experts, and the reliability of the instrument was determined using Cronbach Alpha method. The data collected were analysed using mean and standard deviation. The findings of the study revealed that although there are issues with AI-driven research support and interactive learning, the results showed that AI-powered evaluation tools and adaptive learning platforms improve learning engagement. Although AI greatly enhances academic engagement and motivation, questions remain about its potential applications in research and career counselling. To maximise AI's potential, the study emphasises the necessity of faculty training, better infrastructure, and institutional policies. Based on the findings of the study, it was recommended among others that educational Institutions should prioritise enhancing the usability and accessibility of AI-powered research and adaptive learning tools through user-centred design, focused training, and awareness campaigns to improve the successful integration of AI in education and guarantee that students can optimise its advantages across a range of learning needs.
Keywords: Artificial Intelligence, AI-driven learning, Personalized Learning, Postgraduate Students, Sustainable University Education, Student Engagement
Sampson Wagbara Ebere
ASSESSING THE UTILIZATION OF GENERATIVE ARTIFICIAL INTELLIGENCE AMONG POST-GRADUATE STUDENTS IN RIVERS STATE-OWNED UNIVERSITIES https://doi.org/10.83151/7xy4-ez26
Abstract Intelligence (AI) has completely changed the educational landscape because it enables customised teaching methods that meet the needs of every student. This study examined how artificial intelligence (AI) helps postgraduate students in Rivers State receive individualised education to support sustainable university education. The study was guided by three objectives, from which three research questions were posed. The study adopted a descriptive survey design with a population of 5000 postgraduate students from the two Rivers State universities, which are Rivers State University and Ignatius Ajuru University of Education. A sample of 357 postgraduate students was selected using the purposive sampling technique. The instrument for data collection was a structured questionnaire titled ‘Assessing the Utilization of Generative Artificial Intelligence among Post-Graduate Students Questionnaire.’ The instrument was validated by three experts, and the reliability of the instrument was determined using Cronbach Alpha method. The data collected were analysed using mean and standard deviation. The findings of the study revealed that although there are issues with AI-driven research support and interactive learning, the results showed that AI-powered evaluation tools and adaptive learning platforms improve learning engagement. Although AI greatly enhances academic engagement and motivation, questions remain about its potential applications in research and career counselling. To maximise AI's potential, the study emphasises the necessity of faculty training, better infrastructure, and institutional policies. Based on the findings of the study, it was recommended among others that educational Institutions should prioritise enhancing the usability and accessibility of AI-powered research and adaptive learning tools through user-centred design, focused training, and awareness campaigns to improve the successful integration of AI in education and guarantee that students can optimise its advantages across a range of learning needs. Keywords: Artificial Intelligence, AI-driven learning, Personalized Learning, Postgraduate Students, Sustainable University Education, Student Engagement