Perceived Influence of Artificial Intelligence Chatbots on Self-Efficacy and Attitude in Science Education Research among Undergraduate Students in Makurdi, Benue State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026485Keywords:
Artificial Intelligence Chatbots, Supervisee, Self-Efficacy, AttitudeAbstract
Artificial Intelligence (AI) chatbots’ perceived influence on science education undergraduates’ research self-efficacy and attitude in Makurdi, Nigeria was investigated using a descriptive survey research design. The study was guided by two research questions. The study’s sample of 100 was randomly drawn from a population of 259 400-level undergraduates in the Department of Science and Mathematics Education, Rev. Fr. Moses Orshio Adasu University Makurdi, Benue State, Nigeria. A validated and trial-tested Artificial Intelligence Chatbots and Research Questionnaire for Undergraduates (AICRQU) with a Cronbach Alpha reliability index of 0.85 was used for data collection. Data were analysed using mean and standard deviation to answer the research questions. Findings of the study revealed that AI Chatbots usage positively influence science education undergraduates’ research self-efficacy by enhancing academic confidence, independent learning, and problem-solving abilities with a high cluster mean of 3.00. The study also found that AI chatbots usage promotes undergraduates’ positive attitudes towards research by enhancing research curiosity in learning with a high cluster mean of 3.09. Based on the findings, the study recommended that universities integrate AI chatbot technologies into teaching and research practices, provide AI literacy training for university students, and establish policies to ensure ethical and effective use of AI tools in higher education.
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