Assessing the Impact of Artificial Intelligence Based Library Instruction on Students’ Learning Outcomes in Nigerian Universities:- Okoro, C. A

Abstract

 The study assessed the impact ofArtificial Intelligence (Al)-based library instruction on student learning outcomes in Nigerian universities. A descriptive survey design was adopted for the study. A total of 1,040 students was selected using simple random sampling, with 520 students chosenfrom each school. Taro Yameneformula was used to select a sample size oftwo hundred and eighty-seven (287) from the total population. A self-structured questionnaire was usedfor data collection. A self-structured instrument titled Al-based library instruction, Al-driven systems and Challenges Questionnaire (AACQ), scored on a 4-point rating scale served as an instrument of data collection. The reliability coefficient of AACQ was 0.78 determined by administering the instrument to 30 students in Bayelsa State outside the scope. The scoresfrom the instrument were analyzed using Cronbach Alpha. The data collected was analyzed using mean and standard deviation, and t-test inferential tool was employed to test the null hypotheses at the 0.05 level ofsignificance. The findings ofstudy revealed among others that Al-based library instruction has a positive impact on students learning outcomes in Nigerian universities, as it improves information search techniques, enhances critical thinking skills, and increases confidence in academic research. The study recommended among others that IAUE and UN1P0RT should focus on upgrading their library infrastructure. This includes investing in high-speed internet, modern computers, and Al-powered tools to support the effective integration ofAl in library instruction