Artificial Intelligence in Higher Education: Usage, Consequences, and Academic Performance of Undergraduates in Adeleke University, Nigeria

Abstract

The growing trend of overreliance on artificial intelligence as a “saviour” for academic tasks signals a shift in learning behaviour that could undermine the very objectives of tertiary education, which are to produce skilled, innovative, and self-reliant graduates. Consequently, this study examines the impact of AI usage on the academic performance of undergraduates at Adeleke University. Guided by the Uses and Gratification Theory, it adopted a quantitative design, using structured questionnaires administered to a representative sample of undergraduates. Findings indicate a high level of AI awareness and familiarity among students (M = 2.00, SD = 0.71). Also, AI tools have become an integral part of students’ academic routines, aiding learning, research, and task completion (M = 1.83, SD = 1.03). The study reveals that AI has a measurable impact on academic outcomes (M = 1.81, SD = 1.0). Furthermore, it recommends that institutions provide adequate training, access to information, and technical support to maximise the benefits of AI while mitigating potential risks. These recommendations are consistent with SDG 4 (Quality Education) and 9 (Industry, Innovation, and Infrastructure). Thus, beyond highlighting current usage patterns, this work offers a data-driven understanding of the factors motivating students to adopt AI technologies in their learning experience.