Author: Dr. Emmanuel Edung Egbeji
Abstract
This study investigated the influence of artificial intelligence and learning analytics on the performance of postgraduate students in universities in Cross River State, Nigeria. The study specifically examined the influence of artificial intelligence technologies, ethical implications of artificial intelligence, learning analytics, and ethical implications of learning analytics on postgraduate students’ learning. Four research questions and four null hypotheses guided the study. A descriptive survey research design was adopted. The study was conducted in public universities offering postgraduate programmes in Cross River State. A sample of 300 postgraduate students was selected using a multistage sampling technique involving purposive, stratified random, and proportionate sampling procedures. Data were collected using a structured questionnaire titled *Artificial Intelligence and Learning Analytics Influence Questionnaire (AILAIQ)*. The instrument was validated by three experts in Educational Technology and Measurement and Evaluation, while a reliability coefficient of 0.84 was obtained using Cronbach’s Alpha. Data collected were analyzed using simple linear regression to answer the research questions, while regression t-test was used to test the null hypotheses at the 0.05 level of significance. The findings revealed that artificial intelligence technologies had a significant positive influence on postgraduate students’ learning, accounting for 6.7% of the variance in learning outcomes (R = .259, R² = .067, t = 5.132, p < .05). Ethical implications of artificial intelligence also had a significant influence, accounting for 13.3% of the variance (R = .365, R² = .133, t = 7.512, p < .05). Learning analytics significantly influenced postgraduate students’ learning, although its contribution was relatively small, accounting for 1.2% of the variance (R = .109, R² = .012, t = 2.107, p = .036). Similarly, ethical implications of learning analytics significantly influenced postgraduate students’ learning, accounting for 7.9% of the variance (R = .282, R² = .079, t = 5.627, p < .05). Based on these findings, the study concluded that artificial intelligence and learning analytics, as well as the ethical conditions surrounding their use, significantly influence postgraduate students’ learning in universities in Cross River State. The study recommended, among others, that universities should strategically integrate AI and learning analytics into postgraduate education, develop clear ethical frameworks for their use, strengthen digital infrastructure, and provide adequate training for lecturers and students on the responsible and effective use of these technologies.
Keywords: Artificial intelligence, learning analytics, ethical implications, postgraduate students, academic performance, universities, Cross River State.