Relationship Between Kebbi State Islamic Studies Students’ Attitude Toward AI and Academic Achievement in Adamu Augie College of Education, Argungu, Kebbi State
Abstract
This study investigates the relationship between Islamic Studies students’ attitudes toward artificial intelligence (AI) and their academic achievement at Adamu Augie College of Education, Argungu, Kebbi State. In an era where AI tools are increasingly integrated into educational environments, understanding how students perceive and utilize these technologies is essential, particularly within disciplines like Islamic Studies that have traditionally relied on conventional teaching methods. The research adopts a correlational survey design, utilizing a structured questionnaire to assess student attitudes across dimensions such as perceived usefulness, ease of use, ethical concerns, and willingness to adopt AI in learning. Academic achievement data were collected through official academic records. A sample of 200 Islamic Studies students was selected using stratified random P-ISSN 2695-219X sampling to ensure representativeness. Descriptive statistics, Pearson Product-Moment Correlation, and regression analysis were employed to analyze the data. Preliminary findings suggest a moderate positive relationship between positive student attitudes toward AI and higher academic performance. The study concludes that fostering constructive attitudes toward AI, particularly in religious and humanities disciplines, can enhance student engagement and learning outcomes. Recommendations are made for integrating AI literacy into teacher training and curriculum development for Islamic Studies programs.
Keywords
Artificial IntelligenceIslamic StudiesStudent AttitudeAcademic AchievementKebbi StateEducational Technology
References
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