International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.

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BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25

Impact of Artificial Intelligence (IA) on Service Delivery in Tertiary Education

Sector of Benue State, Nigeria
BEM Linda Mnena (Mrs)1 & UGOSOR Solomon Akighirga, Ph.D2
1
Department of Public Administration, Joseph Sarwuan Tarka University Makurdi, Benue State,
Nigeria
2
Department of Science and Environmental Education, University of Abuja, Nigeria
[email protected] [email protected]

ABSTRACT

This study examined the impact of artificial intelligence (IA) in service delivery of tertiary education
sector in Benue State. Seven research hypotheses were tested in the study. The study employed a
survey research design Population for this study comprised all administrators from Joseph Sarwuan
Tarka University Makurdi, Benue State University and University of Mkar, Mkar. The sample size
of 284 respondents was used for the study. Data for the study was collected using structured
questionnaire. Data for the study was analysed using descriptive statistical tools of percentages
mean, standard deviation and inferential statistical tolls of analysis of variance (ANOVA), t-test and
Pearson Product Moment Correlation Coefficient (PPMCC). The result of finding shows no
significant difference between the mean responses of university administrators on the impact of
artificial intelligence on administrative balance in tertiary education service. The finding also
revealed no significant difference between the mean responses of male and female university
administrators on the impact of artificial intelligence on service quality. It was found significant
relationship between artificial intelligence and efficiency of service delivery. The finding of the study
also revealed significant relationship between artificial intelligence and good service culture of
tertiary education workers. Result of the study revealed significant relationship between artificial
intelligence and employee engagement in tertiary education sector. Finding of the study revealed
significant relationship between artificial intelligence and the productivity of tertiary education
workers. Finally, the result of finding revealed significant difference between the mean responses of
male and female university administrators on the factors militating against efficient use of artificial
intelligence in tertiary education service. The study concludes that artificial intelligence can serves
as a useful instrument in the administration of tertiary education service in Benue State. To ensure
smooth administrative balance in the tertiary education service, the study recommended that
artificial intelligence should be adopted for in all units and departments of the tertiary education
service. The administrators should ensure that the complex algorithms, human interface as well as
software malfunction; the cultural and religious barriers affecting effective use of artificial
intelligence are eliminated for effective use of artificial intelligence.
Keywords: Impact, Artificial Intelligence, Service Delivery and Tertiary education

INTRODUCTION

The advent of technology is transforming services including government services and

enhancing public service experience. The digital age today has good potential to assist public service
delivery, making it more efficient, accurate, transparent, accessible, user-friendly and stable.
Technology is also used for data collection and analysis which assures informed evidence-based
decision-making especially in service delivery of tertiary education sector. Service encompasses a
broad spectrum of government services, from healthcare and transportation infrastructure to
emergency services, public schools, social services, and environmental protection. According to

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
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BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25
Ewuim, Igbokwe-Ibeto and Nkomah in Ayoade and Alayande (2017), the service is therefore an
influential public institution for service delivery that enhances development. It goes beyond service
provision, encompassing service accessibility, delivery efficiency, and the level of engagement
between the government and citizens. A positive service experience is characterized by clear job
descriptions, a strong public service motivation, and a commitment to meeting citizens’ needs. Public
services involve the services provided by a government to its citizens, either directly or by financing
private provision of such services (Shreedhar & Sundaram, 2011). Service delivery in the context of
this study refers to any contact with the tertiary education sector administrators during which the
customers, students and staff.
Tertiary education is a formal post-secondary education. This level of education which
includes public and private universities, colleges, technical training institutes, and vocational
schools. It is a level of education that prepare individuals not only by providing them with adequate
and relevant job skills, but also by preparing them to be active members of their communities and
societies. Tertiary education is instrumental in fostering growth, reducing poverty, and boosting
shared prosperity. A highly skilled workforce, with lifelong access to a solid post-secondary
education, is a prerequisite for innovation and growth: well-educated people are more employable
and productive, earn higher wages, and cope with economic shocks better. Tertiary education
benefits not just the individual, but society as a whole (World Bank, 2025).
The services are delivered in an effective, predictable, reliable and friendly manner. In order
to improve the quality and quantity of services delivered to the customers, the university
administrators may need continuous improvements. Such innovation is one way to improve the
services delivered. It is noted that quality service delivery is a critical aspect of any government
organization as it directly impacts the satisfaction and trust of citizens (Iniunam, 2023). One of the
technological processes of technological advancement used for service delivery in tertiary education
sector is artificial intelligence (AI).
Broadly speaking, artificial intelligence (AI) is intelligence exhibited by machines,
particularly computer system. It is a field of research in computer science that develops and studies
methods and software that enable machines to perceive their environment and use learning and
intelligence to take actions that maximize their chances of achieving defined goals. Such machines
may be called AIs (Russel & Norvig, 2021). Kanade (2022) posits that artificial intelligence (AI) is
the intelligence of a computer or machine that enables it to imitate or mimic human capabilities.
Artificial intelligence uses varieties of technologies that enable machines to sense, comprehend, plan,
act, and even learn with human-like levels of intelligence. AI systems perceive environments,
recognize objects, contribute to decision making, solve complex problems, learn from past
experiences, and imitate patterns. These abilities are combined to accomplish tasks like driving a car
or recognizing faces to unlock device screens (Rock ‘n’ Block, 2024). According to (2024), artificial
intelligence assures reduction in human error; decision-making; zero risks; availability; digital
assistance; new inventions; unbiased decisions; automate repetitive tasks; daily applications; AI in
risky situations; medical applications; enhanced efficiency and productivity; enhanced safety and
fraud detection; improving human workflows; enhanced customer experience; smarter surveillance;
bias and fairness; cost effective; increase in workforce productivity; personalization; easily handles
big data; and problem-solving. Diagrammatically, the process of artificial intelligence in service
delivery system is shown in Figure 1 below:

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
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Fig. 1: Artificial Intelligence in Service Delivery System

Source: Adopted from Reis, Amorim, Cohen and Rodrigues (2020)

In tertiary education service deliverance, Reis, Amorim, Cohen and Rodrigues (2020) assert
that artificial intelligence-based technologies can be put in use in human services to help
organizations alleviating considerable administrative burden and free up time for more critical
responsibilities by improving decision-making, and creating cheaper and faster delivery services.
However, tertiary education service delivery in Benue State is characterised by administrative
imbalance, inefficiency, poor service culture, poor employee engagement, poor service quality, poor
customer service and loss of productivity. Several attempts have been made to address these
problems for quality service delivery in various government organisations in Benue state but still,
the service delivery is remains poor. It is against this background that the study is designed to
examine impact of artificial intelligence in tertiary education service delivery in Benue State.

Objectives

The main purpose of this study was to examine impact of artificial intelligence on the service
delivery in tertiary education sector of Benue State. Specifically, the study sought to:
1. Determine the impact of artificial intelligence on administrative balance in tertiary education
service
2. Determine impact of artificial intelligence on good service quality of tertiary education
administrators
3. Examine the impact of artificial intelligence on the efficiency of tertiary education workers
4. Find out the impact of artificial intelligence on good service culture of tertiary education
workers
5. Ascertain impact of artificial intelligence on the employee engagement in tertiary education
sector
6. Examine impact of artificial intelligence on the productivity of tertiary education workers
7. Identify factors militating against efficient use of artificial intelligence in tertiary education
service

Hypotheses

1. There is no significant difference between the mean responses of university administrators

and staff of tertiary education workers on the impact of artificial intelligence on
administrative balance in tertiary education service

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BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25
2. There is no significant difference between the mean responses of university administrators
and staff of tertiary education workers on service quality of public servants
3. There is no significant relationship between artificial intelligence and efficiency of tertiary
education workers
4. There is no significant relationship between artificial intelligence and good service culture
of tertiary education workers
5. There is no significant relationship between artificial intelligence and employee engagement
in tertiary education sector
6. There is no significant relationship between artificial intelligence and the productivity of
tertiary education workers
7. There is no significant difference between the mean responses of university administrators
and staff of tertiary education on the factors militating against efficient use of artificial
intelligence for service delivery

LITERATURE REVIEW

2.1 Concept of Artificial Intelligence (AI)

Artificial intelligence is the intelligence demonstrated by machines in place of natural

intelligence displayed by humans and other animals (McCorduck in Reagan, (2018). According to
Gupta and Mitra (2023), the idea is that machines can be made to perform tasks commonly associated
with intelligent beings like humans and animals. Subih, Nueangnong and Pokkasut (2019) submitted
that .AI is an area of computer science with the help of digital electronics that emphasizes the creation
of intelligent machines that work and react like humans. The SUPERFLARE (2024), explained that
the term ‘artificial intelligence’ is frequently applied to the project of developing systems endowed
with the intellectual processes and characteristic of humans, such as the ability to reason, discover
meaning, generalize, or learn from past experiences. It has been demonstrated that computers can be
programmed to carry out very complex tasks like discovering proofs for mathematical theorems and
playing chess with great proficiency (Evergreen Publications India Ltd, 2022).

2.2 Impact of Artificial Intelligence in Tertiary Education Service

There is positive impact of the application of artificial intelligence (AI) in the public service.
According to Mulyana (2023), these include: government performance increases effectively and
efficiently; fast bureaucratic processes will reduce costs and time; assisting the government in
meeting community needs in the service sector, and public satisfaction with community services has
increased. Similarly, Rahiman, Suvarna, Abhishek, Dinesh (2024) opined that the adoption,
employment, and usage of AI is the impact good quality of public service. AI eliminates
corruption risks and enhances overall efficiency and transparency in public service delivery
mechanisms. The application of AI also in public service delivery aids governmental bodies in
forecasting and better decision-making, improving communication between the citizens and
government, public service personalization, and administrative burden reduction. These may help to
improve the quality of public service and create public value. The artificial intelligence-based
technology is useful used in areas such as process automation, knowledge management, predictive
analysis, conversational agents, resource allocation and assistants, fraud and threat detection, and
supporting expert tasks.

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2.3 Challenges affecting use of AI Public Service

There challenges affecting effective use of AI in organization include ethical considerations,

lack of transparency, cyber security risks, and potential biases in AI (Ahn and Chen, 2020). As noted
by Reagan, (2018), the challenges affecting use of AI are complex algorithms, human interface;
decline of investment; software malfunction; and cultural and religious barriers. The technical side
of AI involves some huge data and complex algorithm; sometimes making users not to grasp AI
concepts. Concerning human interface, the shortage of data science skills within humans to get
maximum output from artificial intelligence experience a clear shortage of advanced skills that will
interface between Nigerians and AI technology. All business owners or managers are willing to
invest in artificial intelligence. The funds required to set up and implement Artificial Intelligence is
very high, thus not every business owner or organization in Nigeria can invest in it. No technology
of human is perfect. A case of software or hardware crash could be highly frustrating to researchers
especially in Nigeria where storage and retrieval systems are poor. Hence, software tasks performed
by humans can be difficult to trace. This kind of problem can be frustrating and discouraging.
Cultural affiliation and religion bigotry are also barriers to development in Nigeria; hence artificial
intelligence technology is not spared, language might not be a much challenge to artificial
intelligence progress in Nigeria, but persons of the same tribal affiliation are usually biased in
working cooperatively with other tribes especially in knowledge acquisition. Similarly, there is so
much religious intolerance that can seriously militate against AI technology in Nigeria.

METHODOLOGY

Area of the Study

The study was conducted in Benue State, Nigeria. Benue State is a state in the North Central
Nigeria is a region carved out from the west, around the confluence of the River Niger and the River
Benue. It is a state in the region stretching around central Nigeria longitudinally and forming a
transition zone between Northern and Southern Nigeria. The state bounded on the south by Cross
River, Ebonyi, and Enugu states, on the west by Kogi state, on the north by Nassawara state, and on
the northeast by Taraba state. It has 23 local government areas with many public offices.

Design

This study employed a survey research design. This design is suitable because the researcher
collected and described the characteristics or facts about the population under study. The survey
design also offers research subjects the opportunity to express their opinions based on their
experiences and the researcher could collect data from small sample drawn from the population in
order to draw inferences.

Population

Population for this study comprised all administrators from Joseph Sarwuan Tarka
University Makurdi, Benue State Makurdi and University of Mkar, Mkar. University administrators
were used in the study because they are directly involved in day-to-day administrative activities. It
was therefore believed that this category of respondents would supply the needed information for
making inferences for the study.

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Sample Size

The sample size of 284 respondents was used for the study. Purposive sampling technique
was employed to select 100 administrators from Joseph Sarwuan Tarka University Makurdi, 100
administrators from Benue State Makurdi and 84 from University of Mkar, Mkar, making a total of
284 respondents for the study.

Instrument for the Study

Data for the study was collected using structured questionnaire. The instrument was divided
into two parts; part ‘A’ sought to elicit information on demographic characteristics of the respondents
while part ‘B’ dwell on objectives of the study and was sub-divided into section A to D. The
instrument had restricted responses of very high impact (VHI), high impact (HI), low impact (LI and
very low impact (VLI), strongly agree (SA), agree (A), disagree (D) and strongly disagree (SD).
These had corresponding values of 4, 3, 2, and 1 respectively.

Data Analysis Techniques

Data for the study was analysed using descriptive statistical tools of percentages mean,
standard deviation and inferential statistical tolls of analysis of variance (ANOVA), t-test and
Pearson Product Moment Correlation Coefficient (PPMCC). The reason for use of ANOVA and
PPMCC was because it compares more than two groups simultaneously to determine whether a
relationship exists between them. The reason for use of t-test was because the study also aims to
compare the mean of two groups.

RESULTS AND DISCUSSION

Table 1: Mean and Standard Deviation of University Administrators and Staff of the Ministry on the Impact of Artificial
Intelligence on Administrative Balance (N=284)
S/N Item Statement N1 N2 𝒙1 𝒙2 SD1 SD2 Remarks
1 Increases administrative performance
200 84 3.320 2.6071 0.8005 1.01812 Impacted
2 Enhances fast administrative bureaucratic
processes 200 84 3.210 2.7071 0.79312 1.01812 Impacted
3 Reduces cost and waste of time
200 84 3.215 2.8081 0.81984 1.01812 Impacted
4 Increases administrative performance
200 84 3.105 2.5005 0.89329 1.01812 Impacted
5 Assisting the administration in meeting
societal needs in the service sector 200 84 3.1103 2.7104 0.88986 1.01812 Impacted
Grand Mean 3.192 2.66664 0.83932 1.01812
*N1 = Number of Lecturers, N2 = Number of Staff of Ministry, 𝑥̅ 1 = Mean of Lecturers, 𝑥̅ 2 = Mean of Staff of Ministry, SD1
= Standard Deviation of Lecturers SD2= Standard Deviation of Staff of Ministry
Source: Field survey, 2024
Result in Table 1 show that all the 5 items had their University Administrators mean values ranged
from 3.110 to 3.320 while the mean values for staff of Ministry ranged from 2.500 to 2.8081
respectively. This means that the item is the impact of artificial intelligence on administrative
balance.

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Table 2: Mean and Standard Deviation of Male and Female Administrators on the Impact of Artificial Intelligence on
Quality Service (N=284)
S/N Item Statement N1 N2 𝒙1 𝒙2 SD1 SD2 Remarks
1 Process automation
200 84 3.110 2.9701 0.8842 1.01812 Impacted
2 Knowledge management
200 84 3.035 2.7771 0.84697 1.01812 Impacted
3 Predictive analysis
200 84 3.044 2.8071 0.89105 1.01812 Impacted
4 Conversational agents
200 84 3.010 2.5071 0.8506 1.01812 Impacted
5 Resource allocation and assistants 200 84 3.141 2.5951 0.81469 1.01812 Impacted
6 Process automation
200 84 2.882 2.9341 0.94342 1.01812 Impacted
7 Process automation 200 84 2.905 2.6071 0.95422 1.01812 Impacted
Grand Mean 3.011 2.74253 0.88359 1.01812
*N1 = Number of Male Administrators, N2 = Number of Female Administrators, 𝑥̅ 1 = Mean of Male Administrators, 𝑥̅ 2 =
Mean of Female Administrators, SD1 = Standard Deviation of Male Administrators SD2= Standard Deviation of Female
Administrators
Source: Field survey, 2025
Result in Table 1 show that all the 7 items had their University Administrators mean values ranged
from 2.882 to 3.110 while the mean values for female administrators ranged from 2.5071 to 2.9701
respectively. This means that the items are the impact of artificial intelligence on quality service.
Table 5: ANOVA Descriptive Result on the Relationship between Artificial Intelligence and Employee Engagement in
Tertiary Education Sector
95% Confidence Interval for
Mean
Std. Std.
N Mean Deviation Error Lower Bound Upper Bound Minimum Maximum
JOSTUM 101 1.3168 .39927 .03973 1.2380 1.3957 1.00 3.00
BSU 99 1.3535 .57982 .05827 1.2379 1.4692 1.00 3.80
Mkar 84 1.5452 .40042 .04369 1.4583 1.6321 1.00 2.40
Total 284 1.3972 .47880 .02841 1.3413 1.4531 1.00 3.80
*JOSTUM= Joseph Sarwuan Tarka University Makurdi and BSU=Benue State University and Mkar = University of Mkar
Source: Field survey, 2025
Table 5 shows ANOVA descriptive result. Joseph Sarwuan Tarka University Makurdi administrators
had mean value of 1.3168 while the Benue State University administrators had their mean value of
1.3533 and the University of Mkar administrators had their mean value of 1.5472 respectively.
Table 6: ANOVA Descriptive Result on the Relationship between Artificial Intelligence and Productivity of Tertiary
Education Sector
95% Confidence Interval for
Std. Std. Mean
N Mean Deviation Error Lower Bound Upper Bound Minimum Maximum
JOSTUM 101 3.1386 .94900 .09443 2.9513 3.3260 1.00 4.00
BSU 99 2.9175 .42617 .04283 2.8325 3.0025 1.17 4.00
Mkar 84 2.6071 1.01812 .11109 2.3862 2.8281 1.00 4.00
Total 284 2.9043 .85499 .05073 2.8045 3.0042 1.00 4.00
*JOSTUM= Joseph Sarwuan Tarka University Makurdi and BSU=Benue State University and Mkar = University of Mkar
Source: Field survey, 2025

Table 6 shows ANOVA descriptive result. Lecturers of Joseph Sarwuan Tarka University Makurdi
had mean value of 3.1386 while the Benue State University administrators had their mean value of
2.9175 and the University of Mkar administrators had their mean value of 2.6071 respectively.

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
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BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25
Table 7: Mean and Standard Deviation of Male and Female University Administrators on the Challenges of
Artificial Intelligence in Tertiary Education Sector (N=284)
S/N Item Statement N1 N2 𝒙1 𝒙2 SD1 SD2 Remarks
1 Complex nature of algorithms 200 84 3.320 3.0595 0.93915 0.97377 Agree
2 Human interface 200 84 3.315 3.5476 0.88866 0.62873 Agree
3 Decline of investment 200 84 3.255 3.2143 0.89104 0.87909 Agree
4 Software malfunction 200 84 3.310 3.2738 0.93717 1.06817 Agree
5 Costs of procurement of
equipment 200 84 3.245 2.9524 0.75353 0.84888 Agree
Grand Mean 3.289 3.20952 0.88191 0.87973
*N1 = Number of Male Administrators, N2 = Number of Female Administrators, 𝑥̅ 1 = Mean of Male
Administrators, 𝑥̅ 2 = Mean of Female Administrators, SD1 = Standard Deviation of Male Administrators SD2=
Standard Deviation of Female Administrators
Source: Field survey, 2025
Result in Table 7 shows that male University Administrators had mean value ranged from 3.245 and
female university administrators had their mean value ranged from 2.9523 to 3.5476 respectively.
This implies that the items are the challenges militating against effective use of of artificial
intelligence in tertiary education sector.

Table 8: t-test Result of Male and Female University Administrators on the Impact of Artificial Intelligence
on Administrative Balance in Tertiary Education Sector (N=294)
Levene's Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. T Df tailed) Difference Difference Lower Upper
Equal 17.841 .000 5.300 282 .000 .58486 .11035 .36764 .80208
variances
assumed
Equal 4.731 124.351 .000 .58486 .12362 .34018 .82953
variances
not assumed
Source: Field survey, 2025
Result presented in Table 8 reveals a p-value is .000 with 282 degrees of freedom. The result is
statistically significant. This implies that the difference in mean values of male and female University
Administrators on the impact of artificial intelligence on administrative balance in tertiary education
sector is not significant different at 0.05 alpha level.

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
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Table 10: t-test Result of Male and Female University Administrators on the Impact of Artificial Intelligence
on Service Quality (N=294)
Levene's Test for
Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. T df tailed) Difference Difference Lower Upper
Equal 26.120 .000 3.708 282 .000 .40429 .10904 .18965 .61892
variances
assumed
Equal 3.283 122.622 .001 .40429 .12313 .16054 .64803
variances
not assumed
Source: Field survey, 2025
Result presented in Table 10 reveals a p-value is .000 with 382 degree of freedom. The result is
statistically significant. This implies that the difference in mean values of male and female University
Administrators on the impact of artificial intelligence on administrative balance on service quality is
not significant at 0.05 alpha level.

Table 11: Coefficient of the Relationship between Artificial Intelligence and Good Service Culture of Workers of Tertiary
Education Sector
Artificial Intelligence Good service culture
Artificial Intelligence Pearson Correlation 1 .674**

Sig. (2-tailed) .000

N 284 284
Good service culture Pearson Correlation .674** 1

Sig. (2-tailed) .000

N 284 284
Source: Field survey, 2025

Result in Table 11 shows the relationship between artificial intelligence and good service culture of
public servants with r value of .674 and significant value of 0.000. This is an implication that there
is perfect linear relationship between artificial intelligence and good service culture of workers of
tertiary education.

Table 9: Coefficient of the Relationship between Artificial Intelligence and Employee Engagement in Tertiary Education
Service
Artificial Intelligence Employee engagement
Artificial Intelligence Pearson Correlation 1 .567**

Sig. (2-tailed) .000

N 284 284
Employee engagement Pearson Correlation .567** 1

Sig. (2-tailed) .000

N 284 284
Source: Field survey, 2025

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
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Result in Table 11 shows the relationship between artificial intelligence and employee engagement
in public service with r value of .567 and significant value of 0.000. This is an implication that there
is perfect linear relationship between artificial intelligence and employee engagement in tertiary
education service.

Table 10: ANOVA Analysis on the Relationship between Artificial Intelligence and Employee Engagement in Tertiary
Education Service
Sum of Squares df Mean Square F Sig.
Between Groups 2.682 2 1.341 6.059 .003
Within Groups 62.196 281 .221
Total 64.878 283
Source: Field survey, 2025

Table 10 shows that the ANOVA result was significant with value of .003 and is below the alpha
value of 0.05. The result implies that there is a statistically significant relationship between artificial
intelligence and employee engagement in tertiary education service.
Table 11: ANOVA Analysis on the Relationship between Artificial Intelligence and the Productivity of Tertiary Education
Workers
Sum of Squares df Mean Square F Sig.
Between Groups 12.980 2 6.490 9.406 .000
Within Groups 193.894 281 .690
Total 206.874 283
Source: Field survey, 2025

Table 11 shows that the ANOVA result was significant with value of .000 and is below the alpha
value of 0.05. The result implies that there is a statistically significant relationship between artificial
intelligence and the productivity of tertiary education workers.
Table 12: t-test Result of University Administrators and Staff of Benue State Civil Service on the Factors Militating against
Efficient Use of Artificial Intelligence in Tertiary Education Service
Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. T Df tailed) Difference Difference Lower Upper
Equal variances 2.680 .103 .853 282 .395 .06361 .07461 -.08326 .21048
assumed
Equal variances .813 141.105 .417 .06361 .07820 -.09098 .21820
not assumed
Source: Field survey, 2024

Result presented in Table 12 reveals a p-value is .395 with 382 degree of freedom. This implies that
there is no difference in mean values of university administrators and staff of Benue state civil service
on the factors militating against efficient use of artificial intelligence in tertiary education service is
statistically significant at 0.05 level.

Discussion of Findings

The result of finding shows no significant difference between the mean responses of
university administrators and staff of Benue state civil service on the impact of artificial intelligence

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
Available online at http://journals.rcmss.com/index.php/ijpamr. ISSN:2350-2231(E) ISSN:2346-7215 (P)
Covered in Scopedatabase- https://sdbindex.com/Sourceid/00000429, google scholar, etc.
BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25
on administrative balance in tertiary education service. The finding affirms the report of Reis,
Amorim, Cohen and Rodrigues (2020) who assert that artificial intelligence-based technologies can
be put in use in human services to help organizations alleviating considerable administrative burden
and free up time for more critical responsibilities by improving decision-making, and creating
cheaper and faster delivery services.
The finding also revealed no significant difference between the mean responses of university
administrators and staff of Benue state civil servants on the impact of artificial intelligence on service
quality in tertiary education sector. The finding relates that of Mulyana (2023) who concluded that
artificial intelligence helps: government performance increases effectively and efficiently; fast
bureaucratic processes will reduce costs and time; assisting the government in meeting community
needs in the service sector, and public satisfaction with community services has increased.
The study found significant relationship between artificial intelligence and efficiency of
public service. The finding collaborates that of Rahiman, Suvarna, Abhishek and Dinesh (2024) who
found out that the application of artificial intelligence also in tertiary education service delivery aids
governmental bodies in forecasting and better decision-making, improving communication between
the citizens and government, public service personalization, and administrative burden reduction.
These may help to improve the quality of public service and create public value. The artificial
intelligence-based technology is useful used in areas such as process automation, knowledge
management, predictive analysis, conversational agents, resource allocation and assistants, fraud and
threat detection, and supporting expert tasks.
The finding of the study revealed significant relationship between artificial intelligence and
good service culture of tertiary education sector workers. Finding agrees with (2024) who reported
that artificial intelligence assures reduction in human error; decision-making; zero risks; availability;
digital assistance; new inventions; unbiased decisions; automate repetitive tasks; daily applications;
AI in risky situations; medical applications; enhanced efficiency and productivity; enhanced safety
and fraud detection; improving human workflows; enhanced customer experience; smarter
surveillance; bias and fairness; cost effective; increase in workforce productivity; personalization;
easily handles big data; and problem-solving.
Result of the study revealed significant relationship between artificial intelligence and
employee engagement in tertiary education service. Finding agrees with Kanade (2022) who posited
that artificial intelligence (AI) enables the imitation of mimic human capabilities using varieties of
technologies that enable machines to sense, comprehend, plan, act, and even learn with human-like
levels of intelligence. AI systems perceive environments, recognize objects, contribute to decision
making, solve complex problems, learn from past experiences, and imitate patterns. These abilities
are combined to accomplish tasks like driving a car or recognizing faces to unlock device screens.
Finding of the study revealed significant relationship between artificial intelligence and the
productivity of tertiary education workers. The finding is not different from that of
Rahiman, Suvarna, Abhishek and Dinesh (2024) who opined that the adoption, employment, and
usage of AI impact good quality of public service. AI eliminates corruption risks and enhances
overall efficiency and transparency in public service delivery mechanisms.
The result of finding revealed significant difference between the mean responses of
university male and female administrators on the factors militating against efficient use of artificial
intelligence in tertiary education service. The finding confirms the report of Reagan, (2018) who
noted that the challenges affecting use of AI are complex algorithms, human interface; decline of
investment; software malfunction; and cultural and religious barriers.

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International Journal of Public Administration and Management Research (IJPAMR), Vol. 11, No. 2, 2025.
Available online at http://journals.rcmss.com/index.php/ijpamr. ISSN:2350-2231(E) ISSN:2346-7215 (P)
Covered in Scopedatabase- https://sdbindex.com/Sourceid/00000429, google scholar, etc.
BEM Linda Mnena & UGOSOR Solomon Akighirga, 2025, 11(2):13-25
Conclusion

AI is useful in the administration of tertiary education service. The technology is efficient in

the performance of difficult task in e-government administrative activities. The study found out that
AI ensures administrative balance; service quality; efficiency of tertiary education service; good
service culture; employee engagement; and productivity of public servants. However, there are
factors militating against efficient use of artificial intelligence in tertiary education service. The study
concludes that artificial intelligence can serves as a useful instrument in the administration of tertiary
education service in Benue State.

Recommendations

Based on the findings of the study, the following recommendations are made:
1. To ensure smooth administrative balance in the tertiary education service, AI should be
adopted for in all sectors of the public service
2. Since the service quality depends heavily on the technology advancement, AI should be used
for administrative tasks
3. All administrators of tertiary education service in Benue state should adopt the use of AI for
efficiency of activities and tasks performed
4. The tertiary education sector in Benue state should adopt use of artificial intelligence as it
enhances service culture of the sector
5. To ensure employee engagement in the tertiary education sector, the government should
introduce the use of artificial intelligence for administrative duties
6. The artificial intelligence as an instrument for productivity of tertiary education workers
should be fully adopted by the tertiary education sector
7. The administrators should ensure that the complex algorithms, human interface as well as
software malfunction; the cultural and religious barriers affecting effective use of artificial
intelligence should be severely tackled.

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