The increasing availability of artificial intelligence–driven learning tools has created interest in their potential to support pupils’ academic engagement. One area of regular academic engagement among pupils is homeworkrelated activities. This study examined educational chatbot use as a predictor of homework completion rate among Upper Basic School pupils in Sokoto metropolis, Nigeria. Survey research design was adopted, involving 185 pupils drawn from four public upper basic schools using disproportionate sampling techniques, out of which 180 valid responses were analyzed. Data were collected using two validated instruments: the Educational Chatbot Use Scale (ECUS) and the Homework Completion Rate Index (HCRI). Descriptive statistics were used to address the first two research questions dealing with levels of chatbots use and homework completion among the pupils, while simple linear regression was used to ascertain the predictive effect of chatbots use on homework completion. Oneway Analysis of Variance (ANOVA) was employed to test the group-difference hypothesis across basic 7-9 pupils. Findings revealed that pupils’ educational chatbot use and homework completion rate were both predominantly moderate. Regression analysis indicated that educational chatbot use had a weak but positive predictive effect on homework completion rate, accounting for 2.4% of the variance. Furthermore, a statistically significant difference in educational chatbot use was observed across academic levels. The findings suggest that while educational chatbots contribute to pupils’ homework completion, their influence remains modest, underscoring the need for complementary instructional and motivational support. The study contributes to emerging empirical evidence on AI-supported learning in Nigerian basic education and highlights implications for integrating educational chatbots into homework support strategies.
Bello et al. (Thu,) studied this question.