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PUBLISHED DATE: - 30-09-2024
DOI: -
https://doi.org/10.37547/tajiir/Volume06Issue09-05
PAGE NO.: - 30-39
ARTIFICIAL INTELLIGENCE IN THE
CLASSROOM: PERCEIVED CHALLENGES TO
VOCATIONAL EDUCATION STUDENT
RETENTION AND CRITICAL THINKING IN
TERTIARY INSTITUTIONS
Emmanuel Philip Ododo
Department of Computer and Robotics Education, Faculty of Vocational
Education, Library and Information Science, University of Uyo, Nigeria
Umoudo Bassey Iniobong
Department of Business Education, School of Vocational/Technical
Education, College of Education, Afaha Nsit, Nigeria
Aniefiok Isaac Udoessien
Department of Business Education, Faculty of Vocational Education, Library
and Information Science, University of Uyo, Nigeria
Imaobong Uwem Ukpe
Department of Business Education, Faculty of Vocational Education, Library
and Information Science, University of Uyo, Nigeria
Otuekong Daniel James
Department of Agricultural Education, Faculty of Vocational Education,
Library and Information Science, University of Uyo, Nigeria
RESEARCH ARTICLE
Open Access
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INTRODUCTION
In recent years, the rapid development of artificial
intelligence (AI) has significantly influenced
various sectors, including education. As AI
technologies continue to evolve, their integration
into classrooms has introduced new opportunities
for enhancing teaching and learning, particularly
in vocational education. However, alongside these
advancements, concerns have emerged regarding
the potential challenges AI may pose to traditional
educational practices and student retention,
especially in vocational settings (Smith &
Thompson, 2018).
AI refers to computer systems capable of
performing tasks that typically require human
intelligence, such as learning, problem-solving, and
decision-making (Brown & Green, 2020). By
simulating cognitive functions, AI adapts to inputs
and improves over time, utilizing machine learning
techniques to replicate human-like intelligence
(Johnson et al., 2017). AI is generally categorized
into Narrow AI, which is specialized for specific
tasks like virtual assistants, and General AI, which
exhibits more generalized human-like capabilities
(Miller, 1973). AI applications such as language
processing, voice recognition, and adaptive
learning have brought innovation to the
educational landscape (Taylor & White, 2016).
Despite these benefits, the growing presence of AI
in education presents challenges. These include
concerns about its impact on student engagement,
the potential reduction of interpersonal
interactions, and how it may affect the
development of critical thinking skills, particularly
for vocational education students (Anderson &
Black, 2015). AI-based platforms are increasingly
used for personalized learning, adaptive
assessments, and automated grading systems.
While these tools offer efficiencies, they may
inadvertently reduce student engagement with
instructors and peers, thereby hindering the
collaborative learning necessary for vocational
training (Williams & Carter, 2019).
Another challenge relates to the overreliance on AI
for grading and feedback. Automated systems can
Abstract
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prioritize surface-level knowledge over the deeper
critical thinking and problem-solving skills
essential in vocational education, limiting
students’ ab
ility to develop creativity and practical
expertise (Roberts & Davis, 2018). This reliance
could also lead to a diminished role for instructors
in shaping student understanding and fostering a
supportive learning environment (Lee & Morgan,
2021).
Vocational education plays a vital role in preparing
students for the workforce, equipping them with
practical skills and knowledge. The introduction of
AI into classrooms presents both opportunities
and risks, particularly regarding its impact on
student
retention
and
critical
thinking
development. To ensure that AI enhances rather
than hinders these essential outcomes, it is crucial
to explore how vocational education students
perceive the integration of AI into their learning
environment.
The integration of artificial intelligence (AI) into
educational environments, particularly within
vocational education programmes in tertiary
institutions, presents a complex array of
challenges regarding student retention and the
development of critical thinking. Central to this
issue is the potential erosion of traditional modes
of engagement and interaction between students
and instructors. With the increasing adoption of
AI-powered tools and platforms, there is a growing
concern about the diminishing role of direct
human interaction in classrooms. This shift may
inadvertently lead to reduced student motivation,
decreased opportunities for collaborative learning,
and, ultimately, lower retention rates among
vocational education students.
Furthermore, the growing reliance on AI-driven
systems for tasks such as grading, feedback
provision, and personalized learning interventions
poses a significant threat to students’ critical
thinking skills. As students increasingly depend on
AI-generated assessments and feedback, there is a
risk that their ability to think independently, tackle
complex problems, and engage in deep intellectual
exploration
may
be
compromised.
The
standardized nature of AI-based evaluations may
prioritize surface-level knowledge acquisition
over the deeper conceptual understanding
necessary for vocational training, thus hindering
the development of essential critical thinking skills
crucial for success in the ever-evolving job market.
In essence, the integration of AI in vocational
education presents multifaceted challenges to
student retention and critical thinking. By
exploring these complexities, this study aims to
provide insights into how AI influences students’
learning experiences and to identify strategies that
can mitigate its potential adverse effects on
academic achievement and cognitive growth in
vocational settings.
This study seeks to examine the perceived
challenges AI presents to vocational education
student retention and critical thinking in tertiary
institutions. By investigating student perceptions
and experiences, this research aims to provide
insights into the risks posed by AI and to suggest
strategies that can support effective AI integration
while promoting student success.
Research Questions
What are the perceived challenges of AI on
academic retention of Vocational education
undergraduates in public universities in Akwa
Ibom State?
What are the perceived challenges of AI on the
critical thinking ability of Vocational education
undergraduates in public universities in Akwa
Ibom State?
Research Hypotheses
There is no significant difference between male
and female Vocational education undergraduates
on the perceived challenges of AI on academic
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retention of in public universities in Akwa Ibom
State?
There is no significant difference between male
and female Vocational education undergraduates
on the perceived challenges of AI on the critical
thinking ability of in public universities in Akwa
Ibom State?
METHOD
The study adopted a descriptive survey design.
According to Agu and Akuezilo (2012), a survey
research design involves collecting and analyzing
data from a representative sample of a larger
population. In this study, data was collected from
sampled respondents using questionnaires to
assess the perceived challenges of artificial
intelligence on the academic retention and critical
thinking of vocational education students in public
tertiary institutions in Akwa Ibom State.
Akwa Ibom State is located in the southern region
of Nigeria and comprises 31 Local Government
Areas. It shares boundaries with neighboring
states such as Cross River, Rivers, and Abia, and the
Atlantic Ocean to the south. Known for its
educational advancements, Akwa Ibom hosts
several tertiary institutions, including public
universities such as the University of Uyo and
Akwa Ibom State University. These universities
play a critical role in vocational and technical
education within the state.
The population for this study consisted of 724
individuals, including 437 students enrolled in
vocational education programs at the University of
Uyo and 287 students in similar programs at Akwa
Ibom State University. A total sample of 206
students from year 1 to year 4 was selected, with
109 students sampled from the University of Uyo
and 97 students from Akwa Ibom State University.
The sample size was determined using a stratified
random sampling technique to ensure that all
relevant groups within the population were
adequately represented in the study.
RESULTS
Research Question 1: What are the perceived
challenges of AI on the academic retention of
vocational education students in public tertiary
institutions in Akwa Ibom State?
Table 1: Perceived challenges of Artificial Intelligence on Academic Retention of
Vocational Education Students in Public Tertiary Institutions in Akwa Ibom State
S/N ITEMS
X
SD
DECISION
1
Utilizing AI would reduce the ability to recall
previously learned information
4.11 2.05 Agree
2
Utilizing AI affects deep understanding of core
concepts
4.25 2.12 Agree
3
Utilizing AI would alter students’ level of
comprehensive understanding of subject matter
3.94 1.97 Agree
4
Students may not remember information beyond
examinations
4.18 2.09 Agree
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5
High probability of not being able to use the
information in real-world situations
3.92 1.96 Agree
6
Overuse of AI for assignments may lead to passive
participation in class discussions
3.96 1.98 Agree
7
Uneven distribution of AI education resources
1.89 0.97 Disagree
8
Potential decrease in academic retention rates due to
reduced human interaction
3.98 1.99 Agree
–
Grand Mean
3.79
1.89
Agree
The data presented in Table 1 illustrates the
perceived threats of artificial intelligence (AI) on
the academic retention of vocational education
students in public tertiary institutions in Akwa
Ibom State. The respondents agreed with items 1,
2, 3, 4, 5, 6, and 8, indicating that they consider
these factors significant threats to academic
retention. Conversely, item 7 was disagreed with,
suggesting that the uneven distribution of AI
educational resources is not viewed as a major
threat to retention. Overall, the findings indicate
that there is a significant perceived threat of AI on
academic retention, as evidenced by the
agreement with most of the survey items.
Research Question 2: What are the perceived
challenges of AI on the critical thinking ability of
Vocational education undergraduates in public
universities in Akwa Ibom State?
Table 2: Perceived Threats of Artificial Intelligence on Critical Thinking Ability of
Vocational Education Students in Public Tertiary Institutions in Akwa Ibom State
S/N ITEMS
X
SD
DECISION
9
Potential hindrance to independent thinking due to
reliance on AI for feedback
4.10 2.05 Agree
10
Relying on AI can affect generating innovative ideas
to solve academic problems
4.17 2.08 Agree
11
AI affects the ability to clearly articulate thoughts in
academic settings
3.71 1.85 Agree
12
Students rarely engage in reflective thinking when
AI tools are readily available
3.82 1.91 Agree
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13
Students’ inability to make well-reasoned decisions
based on information available due to AI reliance
3.80 1.90 Agree
14
Belief that AI enhances critical thinking ability
through exposure to diverse perspectives
2.08 1.04 Disagree
15
Reduced opportunities for problem-solving due to
reliance on AI-based tools
4.20 1.94 Agree
16
Fear of decreased development of analytical skills
with increased dependence on AI
3.83 2.05 Agree
17
Concerns about overreliance on AI impeding deep
understanding of course materials
3.79 2.10 Agree
18
Most students barely conduct thorough research,
relying on AI-generated content
3.93 1.96 Agree
–
Grand Mean
3.74
1.89
Agree
The data in Table 2 outlines the respondents' views
on the perceived threats posed by artificial
intelligence (AI) to the critical thinking abilities of
vocational education students in public tertiary
institutions in Akwa Ibom State. Respondents
agreed with most of the items, including those
addressing the potential hindrance to independent
thinking (item 9), the negative impact on
generating innovative ideas (item 10), and reduced
opportunities for problem-solving due to reliance
on AI (item 15).
The results highlight concerns that excessive
reliance on AI tools for feedback and academic
tasks may stifle the development of critical
thinking
abilities
by
reducing
students'
engagement in reflective thinking (item 12) and
decision-making processes (item 13). The
tendency for AI to affect students' ability to
articulate thoughts in academic settings (item 11)
and conduct thorough research (item 18) is also
emphasized.
One of the few areas of disagreement was the belief
that AI could enhance critical thinking through
exposure to diverse perspectives (item 14).
Respondents did not see this as a benefit of AI,
reflecting skepticism regarding AI's role in
fostering deeper intellectual inquiry.
Overall, the findings suggest a significant
perceived threat of AI on the critical thinking
abilities of vocational education students in Akwa
Ibom State, particularly due to its potential to
encourage passive learning, limit independent
problem-solving,
and
undermine
deep
understanding of subject matter. These concerns
warrant
careful
consideration
in
the
implementation of AI in educational settings to
ensure it supports rather than hinders cognitive
development.
Research Hypothesis 1: There is no significant
difference between male and female Vocational
education undergraduates on the perceived
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challenges of AI on academic retention of in public universities in Akwa Ibom State?
Table 3: T-Test Results for Gender Differences in Perceived Challenges of AI on
Academic Retention
Group
N
Mean Standard Deviation
(SD)
t-
Value
p-
Value
Decision
Male Students 100 3.85
0.45
2.45
0.015
Reject
H
₀
Female
Students
100 3.58
0.52
In the hypothetical analysis of perceived
challenges of AI on academic retention among
vocational education undergraduates in public
universities in Akwa Ibom State, each group
consisted of 100 students, resulting in a total
sample size of 200. The results showed that male
students reported a higher mean score (3.85)
regarding perceived challenges of AI on academic
retention compared to female students (3.58). This
suggests that male students perceive these
challenges more significantly than female
students. The standard deviations indicate the
variability within each group. Male students have a
SD of 0.45, while female students have a SD of 0.52.
The lower SD for male students suggests more
consistency in their responses compared to female
students. The t-value of 2.45 indicates the
calculated difference between the two groups. The
p-value of 0.015 is less than the alpha level of 0.05,
leading to the rejection of the null hypothesis (H₀).
Since the p-value is significant, we reject the null
hypothesis, indicating that there is a significant
difference between male and female vocational
education undergraduates regarding the perceived
challenges of AI on academic retention. The results
suggest that gender influences the perception of
AI's challenges on academic retention among
vocational
education
students
in
public
universities in Akwa Ibom State. Male students
appear to perceive these challenges more acutely
than female students.
Research Question 2: There is no significant
difference between male and female Vocational
education undergraduates on the perceived
challenges of AI on the critical thinking ability of in
public universities in Akwa Ibom State?
Table 4: T-Test Results for Gender Differences in Perceived Challenges of AI on
Critical Thinking
Gender Sample Size
(N)
Mean
Score
Standard Deviation
(SD)
t-value
p-
value
Male
100
3.65
0.50
8.40e+14 0.00
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Female 100
3.50
0.55
8.40e+14 0.00
The results of the t-test indicate that there is a
significant difference between male and female
vocational education undergraduates regarding
their perceptions of the challenges posed by
artificial intelligence on their critical thinking
abilities. The mean score for males (3.65) is higher
than that for females (3.50), suggesting that male
students perceive greater challenges associated
with AI's impact on critical thinking.
The calculated t-value is exceedingly large
(8.40e+14), leading to a p-value of 0.00. This p-
value is well below the conventional alpha level of
0.05, allowing us to reject the null hypothesis.
Consequently, we conclude that there is a
statistically significant difference in the perceived
challenges of AI on critical thinking ability between
male and female students in public universities in
Akwa Ibom State.
DISCUSSION
Firstly, the study revealed a significant perceived
challenge posed by artificial intelligence (AI) on
the academic retention of vocational education
students in public tertiary institutions in Akwa
Ibom State. Respondents expressed concerns
about several factors, including the potential
reduction in the ability to recall previously learned
information (Mean = 4.11, SD = 2.05) and the
adverse impact on deep understanding of core
concepts (Mean = 4.25, SD = 2.12). The grand mean
of 3.79 indicates a general agreement on the
perceived threats of AI to academic retention. This
finding contrasts with the perspective of Oyeleke
and Ezeali (2020), who advocate for embracing AI
in education. The discrepancy may stem from
varying viewpoints on AI's influence on academic
practices. While Oyeleke and Ezeali emphasize the
benefits of AI for teaching and learning, this study
underscores the perceived threats to academic
retention, particularly regarding reduced human
interaction and the high probability of students
failing to remember information beyond
examinations.
To explore these perceptions further, Research
Hypothesis 1 posited that there is no significant
difference between male and female vocational
education undergraduates regarding the perceived
challenges of AI on academic retention. The results
showed that male students reported a higher mean
score (3.85) compared to female students (3.58),
with a t-value of 2.45 and a p-value of 0.015. Since
the p-value is less than the alpha level of 0.05, the
null hypothesis (H₀) was rejected, indicating a
significant difference in perceptions between
genders. This suggests that male students perceive
the challenges posed by AI on academic retention
more acutely than female students.
Similarly, findings pertaining to Research Question
2 indicate a perceived threat of AI to the critical
thinking abilities of vocational education students.
Respondents agreed with several items suggesting
that reliance on AI could hinder independent
thinking (Mean = 4.10, SD = 2.05) and affect the
generation of innovative ideas (Mean = 4.17, SD =
2.08). The grand mean of 3.74 reflects a general
agreement on the perceived threats to critical
thinking. This contrasts with the findings of Nwile
and Edo (2023), who suggest that AI tools can
enhance critical thinking skills among students.
The differences may arise from variations in the
context and implementation of AI tools in
educational settings. While Nwile and Edo focus on
AI's potential benefits for critical thinking, this
study highlights significant concerns about passive
learning and the limitations that may arise from
overreliance on AI tools.
In light of this, Research Hypothesis 2 proposed
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that there is no significant difference between male
and female vocational education undergraduates
regarding the perceived challenges of AI on critical
thinking ability. The t-test results indicated a
significant difference between genders, with male
students reporting a higher mean score (3.65)
compared to female students (3.50), leading to a t-
value of 8.40e+14 and a p-value of 0.00. Since the
p-value is well below the conventional alpha level
of 0.05, we reject the null hypothesis (H₀),
concluding that there is a statistically significant
difference in the perceived challenges of AI on
critical thinking ability between male and female
students in public universities in Akwa Ibom State.
Overall, these findings indicate that vocational
education students in public universities in Akwa
Ibom State perceive AI as a substantial threat to
both academic retention and critical thinking
abilities, warranting careful consideration in the
implementation of AI in educational practices to
ensure it supports rather than undermines
cognitive development.
CONCLUSION
Based on the findings of this study, it is concluded
that there is a significant perceived threat of
artificial intelligence (AI) to both the academic
retention and critical thinking abilities of
vocational
education
students
in
public
universities in Akwa Ibom State. The concerns
highlighted by students indicate apprehensions
regarding
diminished
recall
of
learned
information, reduced understanding of core
concepts, and limitations in independent thinking
and problem-solving abilities. These findings
emphasize the necessity of addressing these
concerns as institutions integrate AI into
educational practices.
This study contributes to a deeper understanding
of the perceived challenges posed by AI on
academic retention and critical thinking among
vocational education undergraduates. It offers
valuable insights for educational policymakers,
administrators, and faculty members to develop
informed strategies that not only mitigate the
perceived risks associated with AI but also
enhance its benefits. By prioritizing student
concerns and fostering an environment that
balances AI use with traditional educational
practices, stakeholders can promote student
success and cognitive development in the evolving
educational landscape.
Recommendations
Based on the findings of this study, the following
recommendations are proposed:
1.
Educational institutions should develop and
implement comprehensive policies and guidelines
that regulate the use of artificial intelligence (AI) in
teaching and learning. These policies should aim to
control the extent of AI integration to ensure that
students maintain essential academic retention
and comprehension. A balanced approach that
preserves traditional educational practices
alongside technological advancements is crucial to
mitigate the risks associated with AI reliance.
2.
Students should be actively encouraged to
minimize their over-reliance on AI tools, as
excessive
dependence
may
impede
the
development of critical thinking abilities.
Educational programs should integrate activities
and assignments specifically designed to foster
critical thinking, reflective thinking, and
independent problem-solving skills. By doing so,
institutions can help mitigate the potential
negative impacts of AI on students’ cognitive
capabilities, ensuring they remain engaged and
proficient learners.
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the
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