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VOL. 2, ISSUE 3 (2026)
Impact of AI tools on learning behaviours among undergraduate students in federal universities in South East Nigeria
Authors
Dr. Igatta Thomas Ogbonna, Dr. Olachi Chuks Ronnie
Abstract
The rapid diffusion of generative artificial intelligence (AI) tools
has transformed students' access to personalised academic assistance and raised
important questions about their effects on university learning. This study
examined the relationship between AI adoption factors and learning behaviours
among undergraduate students in federal universities in South-East Nigeria.
Specifically, it investigated frequency of AI use, perceived usefulness of AI
and AI self-efficacy in relation to critical thinking, self-regulated learning,
collaborative learning, academic integrity, learning performance and overall
positive learning behaviour. The study was anchored on the Technology
Acceptance Model and Self-Regulated Learning Theory and adopted a quantitative
cross-sectional survey design. The analytical sample comprised 220
undergraduate students drawn from the University of Nigeria, Nsukka (UNN),
Federal University of Technology, Owerri (FUTO), Michael Okpara University of
Agriculture, Umudike (MOUAU), Nnamdi Azikiwe University (NAU), and Alex Ekwueme
Federal University, Ndufu-Alike (FUNAI). Data were obtained through a
structured questionnaire measured principally on five-point Likert-type scales
and analysed using descriptive statistics, correlation and regression-oriented
procedures. The response pattern indicated high AI adoption and generally
positive learning behaviours. AI adoption was positively associated with
critical thinking, self-regulated learning, learning performance and overall
positive learning behaviour, while collaborative learning was comparatively
weaker. Academic integrity behaviour was generally positive, although its
self-reported nature requires cautious interpretation. The study concludes that
AI can contribute to undergraduate learning when its use is accompanied by
critical inquiry, self-regulation, ethical awareness and adequate AI
competence. Universities should institutionalise AI literacy, establish
responsible-use policies, redesign assessment for authentic learning and
promote AI-supported collaborative activities.
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Pages:53-60
How to cite this article:
Dr. Igatta Thomas Ogbonna, Dr. Olachi Chuks Ronnie "Impact of AI tools on learning behaviours among undergraduate students in federal universities in South East Nigeria". World Journal of Research in All Subject, Vol 2, Issue 3, 2026, Pages 53-60
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