Artificial Intelligence on The Literacy Level Of Undergraduates In Nigerian Universities

Abstract

Abstract

Technology has taken over the 21^st century in order of evolving intelligence and practice. Artificial Intelligence (AI) is rapidly transforming global education, yet limited empirical research has examined its influence within Nigerian teacher-training institutions. This study investigates the impact of AI tool usage on academic performance among. A quantitative survey design was employed, involving 480 distributed questionnaires, of which 412 valid responses were returned, yielding an 89.96% response rate. Data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and moderation analysis. Findings reveal a remarkably high AI adoption rate of 84.95%, with ChatGPT as the most widely used tool (66.1%). AI usage demonstrated significant positive correlations with key academic performance indicators, particularly research project outcomes (r = 0.378, p < 0.01). Regression results show that AI self-efficacy (β = 0.298, p < 0.001) is the strongest predictor of academic performance, followed by usage frequency (β = 0.189, p < 0.001) and digital literacy (β = 0.156, p = 0.001), collectively explaining 38.7% of the variance (Adjusted R² = 0.379). Digital literacy, academic level, and gender significantly moderated the AI-performance relationship. The study concludes that AI tools, when used confidently and effectively, enhance literacy level and support research-driven learning. Strengthening AI literacy, improving digital infrastructure, and establishing ethical guidelines are recommended to maximize benefits and ensure equitable access in Nigerian teacher education.