Attitude, Gender, and Self-Esteem as Predictors of Artificial Intelligence use in Social Studies Learning among Tertiary Institution Students in Southern Cross River State, Nigeria
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Abstract
This paper explores the variables of students and the use of artificial intelligence in the learning of the social studies in tertiary institutions in the southern part of Cross River State in Nigeria. The research aims to examine the relationship between students’ attitude, gender, and self-esteem in relation to their use of artificial intelligence in learning Social Studies in tertiary education in southern Cross River State, Nigeria. Drawing upon survey design the study sampled 350 respondents from a population of 447 students through stratified and simple random sampling techniques. Data was collected using a well-structured student variables and artificial intelligence questionnaire (STUVAIQ) and analyzed using analysis of variance (ANOVA). The value of F 8.2 also indicates that the variance between groups significantly exceeds the variance within groups. The findings thus suggest that attitudinal orientation of students (Positive, Neutral, Negative) has a significant correlation with the interaction with AI during studying Social Studies. The findings showed statistically significant difference in the use of AI that was related to the attitude, gender, and self-esteem of students. Based on these findings, the study suggests among others that university curriculum should be made flexible to integrate AI devices, including smartphones, computers, and laptops, into classrooms to facilitate instruction and learning, and that a mandatory AI course should be established to all the members of the university community.
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Copyright (c) 2026 Lucia Akim James, Godsent Osimokha Achief, Stephen Olamilekan Bakinwa, Emmanuel Aruchi Chukwu, Deborah Adelayo Ojo-Nkom (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
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