UNDERSTANDING THE USE OF ARTIFICIAL INTELLIGENCE AMONG UNDERGRADUATE STUDENTS OF A PRIVATE UNIVERSITY - A CASE STUDY OF FOUNTAIN UNIVERSITY, OSOGBO, OSUN STATE

TOPIC IS SUITABLE FOR:
1. Department of Mass Communication
2. Department of Computer Science
3. Department of Educational Technology
4. Department of Information and Communication Technology

TOPIC: UNDERSTANDING THE USE OF ARTIFICIAL INTELLIGENCE AMONG UNDERGRADUATE STUDENTS OF A PRIVATE UNIVERSITY - A CASE STUDY OF FOUNTAIN UNIVERSITY, OSOGBO, OSUN STATE

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem  
1.3 General Research Questions 
1.4 Objectives Of The Study
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms
CHAPTER TWO: REVIEW OF LITERATURE
2.1 Conceptual Framework
2.2 Theoretical Framework 
2.3 Empirical Review
2.4 Summary of Literature Review
CHAPTER THREE: METHODOLOGY
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sampling Technique
3.5 Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Data Presentation    
4.2 Demographic Analysis 
4.3 Analysis of the Level of Awareness of Artificial Intelligence among Undergraduate Students of Fountain University, Osogbo 
4.4 Gender Comparative Analysis of the Level of Awareness of Artificial Intelligence among Undergraduate Students of Fountain University, Osogbo4.5 Analysis of the Level of Artificial Intelligence Utilization among Undergraduate Students of Fountain University, Osogbo 
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT
This study was carried out to examine the understanding of the use of Artificial Intelligence among undergraduate students of Fountain University, Osogbo, Osun State. The study was specifically carried out to examine the level of awareness of Artificial Intelligence among undergraduate students of Fountain University, Osogbo, determine the level of Artificial Intelligence utilization among undergraduate students of Fountain University, Osogbo, investigate the purposes of Artificial Intelligence usage for academic activities among undergraduate students of Fountain University, Osogbo and identify the ethical concerns associated with the use of Artificial Intelligence among undergraduate students of Fountain University, Osogbo. The study employed the survey descriptive research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, percentages, mean scores and standard deviation. The hypotheses test was conducted using Chi-square statistical tool, SPSS v.23. A total population of 2,150 undergraduate students was considered, while a sample size of 310 respondents was selected using stratified sampling technique with proportional allocation and simple random sampling method. The participants consist of undergraduate students across four colleges in Fountain University, Osogbo. From the responses obtained and analyzed, the findings revealed that students demonstrated high awareness of Artificial Intelligence with mean scores ranging from 3.39 to 3.71, high utilization of Artificial Intelligence with mean scores ranging from 3.45 to 3.62, and high ethical concerns with mean scores ranging from 3.50 to 3.69. The study also showed that internet (76.8%), personal use (72.9%), and social media (69.0%) were the major sources of awareness. The hypotheses test revealed significant relationships between awareness and utilization (χ² = 21.63, p = 0.000), utilization and academic use (χ² = 18.47, p = 0.000), and utilization and ethical concerns (χ² = 16.82, p = 0.000). The study therefore recommends that the university should intensify AI literacy programs, improve digital infrastructure, and promote ethical guidelines for responsible use of Artificial Intelligence among students.
Keywords: Artificial Intelligence, Undergraduate Students, Academic Activities, Ethical Concerns, Fountain University.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Advancement of technology has significantly changed the modern education system that impacts knowledge distribution, absorption, and practice. The use of technological tools has ceased being merely a supplement to instructional activities but the major focus of learning processes, facilitating interactive and adaptive learning (Crompton and Burke, 2023). Online platforms and intelligent systems have provided a space through which learners can interact with content in customized manners, closing the gaps which the traditional methodologies tend to ignore (Abdullahi, 2025). The change is spread to all education stages, and even tertiary schools, as the inclusion of digital resources improves the level of cognition and leads to the development of independent research (Weidener and Fischer, 2024). The developments of this kind highlight the growing intersection of technology and learning and its influence on reshaping the pedagogical landscape in new ways like never before (Sanusi et al., 2024).
Artificial intelligence (AI), which refers to the process of simulating human cognitive processes with the help of machine or software technologies, has become an especially disruptive technology in the educational field (Pucchio et al., 2022). It finds use in intelligent tutoring systems, automated assessment systems, and adaptive learning systems, all of which are meant to enhance efficiency and learning results (Aiyedun, 2024). AI systems can handle large amounts of data to provide the personalized feedback, identify learning patterns, and make decisions in academic settings (Okunade, 2024). The introduction of AI in college is a wider tendency in the world where colleges are increasingly adopting smart systems to improve their teaching as well as management performance (Anjiode Justina, 2025). In turn, AI cannot be described as a simple tool but as a strategic element in the creation of the academic experience of undergraduate students.
Applications of AI in undergraduates are specifically in the areas of research, academic writing, and learning in groups. The AI-driven tools also help in sorting the data, assisting in the creation of content, and offering virtual mentoring, which can complement the physical one (Sanusi et al., 2024). Also, AI-based technologies, like chatbots and virtual assistants, enable students to have immediate academic aid, which promotes self-directed learning and expands the access to educational services (Weidener and Fischer, 2024). These apps reflect the ability of AI to enhance the learning potential of learners and encourage self-sufficiency and critical thinking (Aiyedun, 2024). Undergraduates will be able to gain skills that are applicable in the developing digital economy and the knowledge-based society by integrating AI into their daily academic experiences (Pucchio et al., 2022).
Concentrating on the example of higher education in Nigeria, the use of AI is becoming more topical in the context of the privately owned universities, which tend to be the first to implement innovative  academic policies. An example is Fountain University, Osogbo Osun State where it represents the increasing involvement of undergraduates in the use of AI tools to learn, conduct research, and manage the administration (Abdullahi, 2025). The ways in which these students are applying AI can give an idea of the larger trends in technology-enhanced education in the Nigerian context, especially among the tertiary institutions that are private and may have a relatively good access to digital infrastructure (Okunade, 2024). The investigation into this dynamic is possible to appreciate the role of AI implementation in academic practices of students that are ready to take advantage of local and international opportunities in a fast-digitizing world.

1.2 Statement of the Problem  
The use of artificial intelligence (AI) in learning and academic administration has become a characteristic aspect of higher learning in the present day. The AI use in higher education institutions is not limited to adaptive learning systems and intelligent tutoring but extends to automated assessment systems and research, providing an environment with a high potential to improve student learning outcomes (Crompton and Burke, 2023). Across the world, institutions are moving towards the use of AI to streamline the educational process, support efficiency, and customisation of student experience (Abdullahi, 2025). Regardless of such improvements, the systematic knowledge of the interactions of undergraduates with AI in their routine study processes, in particular, within the scope of the Nigerian private universities, where digital literacy and infrastructural conditions may be different, remains insufficient, thereby limiting clear understanding of students’ real patterns of use, the challenges they encounter, and the academic outcomes linked to AI adoption (Weidener and Fischer, 2024). 
Although the adoption of AI has demonstrated the possibility of enhancing the efficiency, access, and academic performance of learners, the level to which undergraduate learners can use AI to study has been fully explored in Nigeria. Current literature highlights the hypothetical advantages of AI, including the promotion of self-directed learning and the increase in the volume of research (Sanusi et al., 2024), but most of the sources lack empirical evidence on the actual patterns, frequency, and extent of AI use among undergraduates (Aiyedun, 2024). Furthermore, it is unclear how the interaction between students and AI tools translate into quantifiable academic performance, which is the gap between the expected benefits and the reported ones (Pucchio et al., 2022). Such gaps indicate that although there is increasing trends of AI usage in academic settings, its actual effects on the learning process of students in the Nigerian privately-owned universities is yet to be properly developed.
Among the sample population of this study, there is no clear indication of how the undergraduates in various disciplines incorporate AI in their day-to-day academic activities, including research, writing, and collaborative learning. Nevertheless, the lack of empirical data on the usage behavior, preferences, and challenges of students implies that there is a great amount of knowledge gaps (Anjiode Justina, 2025). This research will fill this gap by providing an in-depth case study that indicates  the trends and drivers of AI use among undergraduates at Fountain University, which could provide insight that could be used in policy, educational planning, and digital skills development.
1.3 General Research Questions 
The study will be guided by the following questions; 
i.What is the level of awareness of artificial intelligence among undergraduate students of Fountain University, Osogbo?
ii.What obstacles do students encounter while embracing and applying AI technologies for learning ?
iii.What is the purposes of Artificial Intelligence usage for academic activities among undergraduate students of Fountain University?
iv.What are the ethical concerns associated with the use of Artificial Intelligence among undergraduate students?
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Objectives Of The Study
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of artificial intelligence, the concept of undergraduate students, the use of artificial intelligence in higher education, the benefits and challenges of artificial intelligence, students’ perceptions and attitudes towards artificial intelligence, and factors influencing the adoption and use of artificial intelligence among undergraduate students of Fountain University, Osogbo, Osun State. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises all undergraduate students currently enrolled at Fountain University, Osogbo, for the 2025/2026 academic session.
Sample Size Determination: The study adopted Cochran’s (1977) formula with finite population correction to determine a sample size of 326 participants.
Sampling Technique: The study employed a stratified sampling technique with proportional allocation and random sampling to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that undergraduate students of Fountain University, Osogbo, demonstrate a high level of awareness of Artificial Intelligence, as evidenced by mean scores ranging from 3.39 to 3.71, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square value (χ²) of 21.63, with 1 degree of freedom and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. Pasted text.txt

ii. The study found that the major sources of awareness of Artificial Intelligence among undergraduate students of Fountain University, Osogbo, are internet platforms (76.8%), personal use of AI tools (72.9%), social media (69.0%), and friends or peers (63.9%), while workshops and seminars recorded the lowest level (46.1%). The corresponding hypothesis test showed a calculated Chi-square value of 332.64, which is greater than the critical value of 11.07 at 5 degrees of freedom and the 0.05 level of significance, leading to the rejection of the null hypothesis. Pasted text.txt

iii. The study found that undergraduate students of Fountain University, Osogbo, demonstrate a high level of Artificial Intelligence utilization for academic activities, as evidenced by mean scores ranging from 3.45 to 3.62, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square value (χ²) of 18.47, with 1 degree of freedom and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. Pasted text.txt

iv. The study found that undergraduate students of Fountain University, Osogbo, acknowledge significant ethical concerns associated with the use of Artificial Intelligence, as evidenced by mean scores ranging from 3.50 to 3.69, which are above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a Chi-square value (χ²) of 16.82, with 1 degree of freedom and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis. Pasted text.txt

v. The study found that undergraduate students of Fountain University, Osogbo, encounter several obstacles while embracing and applying Artificial Intelligence technologies for learning, as evidenced by mean scores ranging from 3.40 to 3.74, which are above the acceptance benchmark of 3.00. The major obstacles include the cost of internet data, limited internet access, concerns about the reliability of AI-generated information, and inaccurate responses from AI tools.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies

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