Artificial Intelligence Dependency as a Correlate of Critical Thinking, Problem-Solving, and Ethical Learning Practices among Secondary School Students in South-West Nigeria
DOI:
https://doi.org/10.54536/ajdsi.v1i1.8369Keywords:
AI Dependency, Artificial Intelligence, Critical Thinking, Ethical Learning Practices, Problem-Solving Skills, Secondary School Students, Southwest NigeriaAbstract
The growing deployment of Artificial Intelligence (AI) tools in secondary education provides students with new methods to find information, to acquire explanations, and to seek for help with their academic work. At the same time, there are fears that students might become dependent on AI, and what this means for autonomous thinking and responsible learning. The study examined the use and dependency of AI tools by senior secondary school students in Southwest Nigeria and examined its relationship with critical thinking, problem-solving skills and ethical learning practices. A correlational survey design was utilised. The survey was conducted among 7,200 students from SS1 to SS3 in 60 secondary schools in the six states of Southwest Nigeria. Data were obtained by structured questionnaire and analysed using descriptive statistics, Pearson Product-Moment Correlation, independent-samples t-test and one-way analysis of variance. The results suggest that the level of AI tool utilisation was high (M = 3.73, SD = 1.04) and the level of AI dependency was moderate to high (M = 3.53, SD = 1.11). AI reliance was adversely and strongly correlated with critical thinking (r(7198) = -.46, p < .001) and problem-solving skills (r(7198) = -.41, p < .001). The use of AI tools was positively associated with ethical learning practices (r(7198) = .34, p < .001). There was no gender difference in AI reliance (t(7198) = -1.85, p = .064), however there was a significant difference in ethical learning practices across SS1, SS2 and SS3 students (F(2, 7197) = 6.85, p = .001) with SS3 students having the highest mean. The results show that students are using AI tools extensively in their academic work, although the more use of such tools is related to poorer levels of critical thinking and problem solving. Thus, the study emphasises the importance of directed use of AI to help students’ learning, without eliminating their own reasoning or accountability for academic work.References
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Copyright (c) 2026 Olurotimi David ADULOJU, Lydia Oluwafunmilayo ADEDOTUN, Abiola Afolabi AKINGBEMISILU, Margaret Foluso AYENI, Adesoji Olubunmi OMONIYI (Author)
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