Hooked on AI, or Hungry for Thinking? Interrogating the Interplay Between AI Addiction, Critical Thinking, and Mathematics Achievement in Senior Secondary Schools

Abstract

Mathematics remains a foundational subject in Nigerian senior secondary education, essential for scientific, technological, and economic advancement. However, students’ achievement in the subject remains poor, particularly amid growing reliance on artificial intelligence (AI) tools for learning. This study investigated AI addiction and critical thinking ability as determinants of the mathematics achievement of senior secondary school two (SSS2) students in the Ijebu North Local Government Area, Ogun State, Nigeria. A descriptive survey design was adopted. The population comprised all SSS2 students in the area, from which a sample of 150 was drawn using purposive and simple random sampling techniques. Data were collected with three validated instruments: Mathematics Achievement Test (MAT, r = 0.69), Students’ Artificial Intelligence Addiction Rating Scale (SAARS, r = 0.73), and Critical Thinking Evaluation Scale (CTES, r = 0.76). Pearson product-moment correlation and regression analyses were employed for data analysis. Results showed that AI addiction significantly predicted mathematics achievement, accounting for 10.1% of the variance. Critical thinking ability was a stronger predictor, explaining 14.9% of the variance. Positive correlations were observed among AI addiction, critical thinking, and mathematics achievement, with critical thinking demonstrating the strongest relationship. The study concludes that while AI tools can support mathematics learning, cultivating critical thinking skills is vital for enhanced achievement. It was recommended, among other things, that teachers promote responsible AI use and integrate instructional strategies that develop students’ critical thinking in mathematics classrooms.