PRE-SERVICE SCIENCE TEACHERS’ PERCEIVED INFLUENCE OF OVER-RELIANCE ON ARTIFICIAL INTELLIGENCE ON THEIR ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS IN ANAMBRA STATE

Abstract

The study investigated pre-service science teachers perceived influence of over-reliance on AI on their academic performance in tertiary institutions in Anambra State. The study guided by three research questions, with three testable null hypotheses, adopted a descriptive survey research design. The population comprised of the 824 students in the Department of Science Education, Nnamdi Azikiwe University, Awka enrolled in the 2024/2025 academic session. A sample of 120 students, selected through multi-stage sampling, were used. A structured questionnaire validated by three experts, with a reliability coefficient of 0.71 obtained using Cronbach alpha formula, was used for data collection. Data collected were analyzed using mean, standard deviation and ANOVA. The findings revealed a statistically significant high level of reliance on AI among pre-service science teachers, as AI tools were frequently used by them for assignment completion, concept clarification, and study assistance. Results further indicated that students, irrespective of their levels, perceived AI use as influential and beneficial to their academic performance as it enhances efficiency, understanding, and academic outcomes, although over-reliance also posed challenges such as reduced problem-solving ability, diminished critical thinking, and lower intellectual independence. The study concluded that although AI enhances academic engagement and outcomes, excessive dependence can hinder long-term cognitive development and self-directed learning, and thus recommended among others that students use of AI tools should be regulated and also that, tertiary institutions should promote AI literacy through workshops and integrate responsible AI-use modules into science education curricula to foster critical and ethical engagement with emerging technologies.