Digital Proficiency level and Generative AI Adoption for Academic Engagements among STEM and Non-STEM Undergraduates in South-Western Universities, Nigeria: A Comparative Analysis

Abstract

Abstract

This study investigated the digital proficiency level and generative AI adoption for academic engagement among STEM and Non-STEM undergraduates in South-Western universities in Nigeria using a comparative approach. The study adopted a descriptive survey research design. The population comprised of all 400 level undergraduates in South-Western universities in Nigeria, while a sample of 675 students (317 STEM and 358 Non-STEM) was selected using a multi-stage sampling technique. Data were collected using a self-developed instrument titled Digital Proficiency and Generative AI Adoption Questionnaire (DPGAIAQ) with a reliability coefficient of 0.77. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that STEM undergraduates demonstrated a higher level of digital proficiency (M = 3.55, SD = 0.61) compared to Non-STEM undergraduates (M = 3.06, SD = 0.77). Similarly, STEM undergraduates recorded a higher extent of generative AI adoption for academic engagement (M = 3.56, SD = 0.64) than Non-STEM undergraduates (M = 3.04, SD = 0.83). The hypotheses test showed significant differences in digital proficiency (t(673) = 8.96, p < 0.05) and generative AI adoption (t(673) = 9.84, p < 0.05). The study concluded that disciplinary orientation significantly influences digital competence and AI adoption in universities.