Artificial Intelligence: Interactive Effect of Google Classroom and Learning Analytics on Academic Engagement of Business Education Students in Universities in Nigeria

Authors

Friday Ekahe Abanyam (Ph.D), Ambross Alli University, Ekpoma, Edo State, NigeriaFollow
Nathaniel Ifeanyi Edeh (Ph.D), University of Nigeria, Nsukka, Enugu State, NigeriaFollow
Victor Attah Abanyam (Ph.D), University of Calabar, Calabar, Cross River State, NigeriaFollow
Jossica Isioma Obimgbo (M.Ed), University of Benin, Benin City, Edo State, NigeriaFollow
Felicia Ogonna Nwokike (Ph.D), Enugu State University of Science and Technology, NigeriaFollow
Promise Emeka Ugwunwoti (Ph.D), Enugu State University of Science and Technology, NigeriaFollow
Victoria Obiageli Nnamani (M.Ed), University of Nigeria, Nsukka, Enugu State, NigeriaFollow
Fabian Ugbe Udida (M.Ed), University of Nigeria, Nsukka, Enugu State, NigeriaFollow
Anthonia Ngozi Ibelegbu (Ph.D), Taraba State University, Jalingo , Taraba State, NigeriaFollow
Joseph Tunga Yaro (M.Ed), University of Nigeria, Nsukka, Enugu State, NigeriaFollow
Ozioma Patience Nwokedi (M.Ed), University of Nigeria Nsukka, NigeriaFollow
Joseph Bonglo Kingsley (M.A), University Kebangsaan Malaysia (UKM), BangiFollow
Benuh Adama Idris (Ph.D), Federal College of Education, Kontagora, NigeriaFollow

Document Type

Article

Abstract

The zeal to determine an interactive digital learning environment that supports students’ academic engagement and improve learning outcome necessitated this study. The study adopted quasi-experimental and non-equivalent control-group research design. We used purposive sampling technique to select the sample for the study. Also, the study draws from longitudinal research survey responses of 422 undergraduate marketing students from four universities in South-South Nigeria to test the study hypotheses. The universities include University of Calabar (UNICAL), Ambrose Alli University, Ekpoma (AAU), University of Uyo (UNIUYO), and Delta State University Abaraka, (DSUA). While students of UNICAL and AAU formed the treatment groups, UNIUYO and DSUA students were the control groups. Three sets of instruments were used for the study. They are: e-Marketing Achievement Test Questionnaire, Marketing students’ academic engagement scale, and Students' Learning Satisfaction Scale. The three instruments were validated by five experts consisting of one expert from each of the institutions studied. The reliability of the instruments was tested using Cronbach alpha coefficients which yielded coefficient reliability indices of 0.850, 0.835 and 0.863 for e-MATQ, MSAES, and SLSS respectively. A repeated measure analysis of variance (ANOVA), hierarchical multiple regression (HMR) analysis, and 5000 re-samples BC bootstrapping were used to test the hypotheses at 0.05 level of significance. Results showed that marketing students exposed to treatment improved significantly in their academic achievement at Times 2-3 when compared to the control group. Students expressed satisfaction and willingness to engage in academic activities via E-MVC, while academic engagement had a full mediation effect on students learning performance. We recommend that university administrators and the Ministry of Education should create an enabling virtual environment that promotes the usage of E-MVC for effective teaching practice.