- Mohammed, N. M.*, Osuji C. U. PhD & Aleru G. E. PhD
- Department of Educational Management Faculty of Education Rivers State University, Port Harcourt, Rivers State, Nigeria
- DOI: 10.5281/zenodo.21998718
The purpose of this study is to explore the use of
artificial intelligence tools for providing inclusive, personalized and
developmental student support services in selected public universities in
Rivers State. The study was guided by three objectives, three research
questions and three hypotheses. Methods: A descriptive survey design was used
with a population of 92,836, (92,570 university students and 266 administrative
staff) from three universities. The survey was sent to 541 respondents, of whom
382 were students and 159 members of the administrative staff, sampled via a
multistage sampling method. Three experts validated the instrument, and its
reliability was established by Cronbach’s alpha, which showed a reliability
coefficient of 0.80, 0.88 and 0.76 respectively. Data were analyzed using mean
and standard deviation, and hypothesis was tested by z-test at 0.05 level of
significance to answer the research questions. Results indicated that AI-based
career guidance tools (85%), AI-enabled accessibility tools (82%) and AI-driven
feedback systems (80%) support students services to a varying degree. Students
and Staff Perceptions of AI Tools There was no statistically significant
difference among students and staff members perceptions of the three AI tools.
The recommendations were for the government and university management to invest
in AI-assisted accessibility technologies, to facilitate an inclusive education
environment as well as equitable provisions, supporting students with
disabilities and diverse learning needs.
