Artificial Intelligence Use and Critical Thinking in Nigerian Secondary Schools: Evidence from Students and Mathematics Teachers

Abstract

The growing use of artificial intelligence (AI) in secondary education raises questions about its implications for students’ critical thinking. This study examined the relationship between AI use and critical thinking among secondary school students in Nigeria and explored students’ and teachers’ perceptions of AI’s influence on critical thinking. A mixed-methods design was adopted. Quantitative data were collected from 150 students randomly selected from five secondary schools in Ekiti State, Nigeria, using 10-item five-point scales measuring AI use and critical thinking skills. Qualitative data were obtained through interviews with selected students and teachers and analysed thematically. Pearson correlation was used to examine the relationship between AI use and critical thinking. The findings revealed a significant positive relationship between AI use and students’ critical thinking skills. Students perceived AI as useful for accessing alternative perspectives, obtaining detailed explanations, and deepening understanding, but also acknowledged that excessive reliance on AI-generated answers could reduce independent thinking. Teachers similarly perceived AI as a valuable learning aid while expressing concerns about dependence and reduced cognitive engagement. The findings indicate that AI can support critical thinking when students actively evaluate, verify, and reflect on AI-generated information rather than use it as a substitute for reasoning. The study recommends AI literacy and guided pedagogical practices that promote responsible, evaluative, and non-dependent AI use in secondary education.