Dr Adebayo Adeyinka Salako, Dr Olusola Akintunde Adediran & Dr Bolade Deborah Falope
Abstract
This study investigated the influence of artificial intelligence and gender on the academic adjustment of high-ability underachieving students. The population comprised all high-ability under-achievers in Oyo State, Nigeria. Simple random sampling technique was used to select twelve secondary schools while purposive random sampling was used to select 120 high-ability students who consistently scored below the 70th percentile. Two null hypotheses were formulated and tested at 0.05 level of significance. Data were collected through an adapted and pilot-tested questionnaire (with reliability coefficients of r = 0.87 for AI and academic adjustment, and r = 0.82 for gender and academic adjustment) and through unstructured interviews. Data collected were analysed with Pearson Product Moment Correlation (PPMC) and T-test. The findings show a significant relationship between AI usage and academic adjustment. More so, there is difference between male and female high-ability under-achievers on their academic adjustment. The study recommends, among others, the integration of AI tools into classroom instruction and academic support systems to enhance engagement and learning outcomes among underachieving high-ability students.