Impact of Artificial Intelligence Tools on Student Initiative

Examining Academic Laziness among Education Undergraduate Students at University of Ilorin

Abstract

This study examines the impact of Artificial Intelligence (AI) tools on student initiative and academic laziness among education undergraduate students at the University of Ilorin. A descriptive survey design employing a mixed-methods approach was used. The study population consisted of undergraduate students in the Faculty of Education, with a target population of education students. A total of 377 participants were selected through simple random and convenience sampling techniques. Data collection involved a structured questionnaire and qualitative interviews. The instrument's validity was ensured through expert review, and reliability was confirmed with a Cronbach's alpha coefficient of 0.81. Results indicated that 49.1% of students predominantly use AI tools, while 64.5% demonstrated high reliance, highlighting AI’s integration into academic routines. Despite AI's benefits in facilitating learning and efficiency, concerns regarding its overuse reducing critical thinking and initiative were identified. Gender analysis showed no significant difference in AI reliance (p = 0.32), suggesting universal adoption across demographics. The study concludes that AI tools enhance accessibility and efficiency but may undermine students’ problem-solving abilities if excessively relied upon. Recommendations include integrating critical thinking and ethical AI use into the curriculum, promoting balanced AI use among students, and establishing institutional policies to guide ethical and effective AI applications. The significance of this study lies in its potential to inform educational institutions, policymakers, and technology developers about strategies for responsible AI integration in academic settings, ensuring students benefit from AI tools without compromising intellectual independence.