Effect of Artificial Intelligence on Cognitive Development among Tertiary Institution Students in the Federal Capital Territory, Abuja, Nigeria
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Correspondence: philoechua@gmail.com (PAO)
This study investigated the influence of Artificial Intelligence (AI) on the cognitive development and academic performance of tertiary institution students in the Federal Capital Territory (FCT), Abuja, Nigeria. Guided by the Information Processing Theory, the study compared the effectiveness of AI-powered instructional tools with conventional teaching methods in enhancing students’ learning outcomes in psychology. A population of 46,852 students from two tertiary institutions was considered, from which a purposive sample of 192 participants was selected and assigned to experimental and control groups. Data were collected using the AI-Powered Tools Instruction Test (AIPTIT), which yielded a reliability coefficient of 0.85. Mean scores were used to answer the research questions, while independent samples t-tests were employed to test the hypotheses at the 0.05 level of significance. Findings revealed no significant difference in the pre-test scores of both groups, indicating initial equivalence. However, post-test results showed a statistically significant difference in favor of the experimental group, with students exposed to AI-powered instruction achieving higher mean scores than those taught using conventional methods. The study concludes that AI-supported instruction enhances cognitive development by improving attention, retention, and problem-solving skills. It recommends the integration of AI tools into tertiary education and continuous training for lecturers to ensure effective implementation.