Perception and Attitude of Secondary School Students towards the Use of AI Generative Tools for Improved Academic Performance in Osun State, Nigeria

Abstract

This study examined secondary school students’ perception and attitude toward the use of generative artificial intelligence (AI) tools and their influence on academic performance and transformative skill development in Osun State, Nigeria. Despite the growing integration of AI technologies in education, empirical evidence on students’ acceptance and its implications for learning outcomes within Nigerian secondary schools remains limited. The study adopted a sequential explanatory mixed-methods design. Data for this study were collected using a self-designed structured questionnaire and a Key Informant Interview (KII) guide. The instruments were properly validated and reliability coefficient obtained through Cronbach alpha formula was 0.71. Quantitative data were collected from 390 students using a structured questionnaire, while Key Informant Interviews (KII) were conducted with teachers to complement and explain the quantitative findings. Descriptive statistics, independent t-tests, and correlation analysis were used to analyse the quantitative data. The findings revealed that 71.8% of the students demonstrated a positive perception of generative AI tools, whereas only 27.43% exhibited a positive attitude toward their academic use. Students who relied on home tutoring performed significantly better academically than those who used generative AI tools (p < .05). However, students who used AI tools significantly outperformed both self-prepared and home-tutored students in coding skills (p < .05). Correlation analysis further revealed a strong positive relationship between AI perception and skill acquisition (r = 0.89) and a strong negative relationship between AI perception and academic performance (r = –0.82). A hybrid learning approach that integrates AI tools with structured academic support and teacher guidance is therefore recommended to enhance both academic achievement and skill development among secondary school students.