MODELLING STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE (AI) TOOL USAGE IN LEARNING STATISTICS: AN EMPIRICAL STUDY
DOI:
https://doi.org/10.35631/IJMOE.829069Keywords:
Academic Performance, Artificial Intelligence, Higher Education, Learning Statistics, Students’ PerceptionsAbstract
In learning Statistics, students often perceive the course as challenging because they are required to understand statistical concepts, various statistical methods and formulas, and analytical and critical thinking skills. Nowadays, technology can effectively assist students in strengthening their statistical reasoning. Educators need to progressively transform their approaches by adopting innovative methodologies and integrating AI tools in the teaching and learning of Statistics. Most existing studies have focused on general learning contexts rather than discipline-specific applications, such as statistical education. Therefore, this study aims to examine university students’ perceptions of AI tool usage among those currently enrolled in a Statistics course. A total of 377 students participated in this study. An online questionnaire was employed to collect the data. The results indicate that students’ engagement and interaction with AI tools significantly influence their academic performance in learning Statistics. Meanwhile, behavioural intention and student satisfaction were found to be insignificant. Overall, the development of AI tools in education plays an important role in shaping students’ academic outcomes, particularly in the context of rapid technological advancement within the learning environment. The educational paradigm has shifted with the rapid adoption of AI tools, enabling flexible learning anytime and anywhere. This study suggests that educators should enhance students’ cognitive engagement through well-structured AI tools and refined pedagogical approaches. While wider access to AI tools and appropriate training are encouraged, reliance on AI tools alone is insufficient to improve academic performance by formulating techniques and policies to guarantee effortless, ethical, and pedagogically robust integration into education.
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