PERCEIVED INFLUENCE OF ARTIFICIAL INTELLIGENCE ON STUDENTS ACADEMIC PERFORMANCE IN BUSINESS EDUCATION DEPARTMENT IN FEDERAL UNIVERSITY OTUOKE.

ABSTRACT This study examined the perceived influence of artificial intelligence (AI) on the academic performance of Business education students in federal university Otouke. The purpose was to explore students awareness of AI technologies, their perceived impact on academic tasks, and the challenges encountered in their usage. This study was guided by three objectives, three research questions, and three hypotheses to assess how AI tools impact students learning outcomes. The review of related literature presented in chapter two explores existing empirical and theoretical perspectives on AI education. It was anchored on constructivist learning theory, cognitive load theory, and self regulated learning theory which provide a framework for understanding how students interact with AI tools. A descriptive survey research design was adopted for the study. The population comprised of 296 students, from which a sample of 150 students were selected from 200 to 400 level (50 students from each level) using a purposive random sampling technique. Structured questionnaire served as the primary instrument for data collection to provide insights into students perceptions. The findings revealed that the majority of students viewed AI tools such as Grammarly, Quillbot, and ChatGPT as helpful in enhancing academic performance, particularly in areas like research, writing, time management, and access to learning resources. However, several challenges were also identified, including poor internet connectivity, unstable electricity supply, limited digital literacy, lack of training, and over-reliance on AI tools. Despite these challenges, the study highlights a growing acceptance and optimistic attitude toward AI in education among the respondents. The findings underscore the need for improved infrastructure, institutional support, and targeted digital training to ensure responsible and effective use of AI tools. The study concludes that while AI holds great promise for enhancing academic performance, addressing contextual barriers is essential to maximize its impact in Nigerian higher education.