Perceived Emotional and Interpersonal Skills Development in AI-Based and Human-Based Learning: A Survey of Secondary School Students in Ogun State, Nigeria

Abstract

The rapid integration of Artificial Intelligence (AI) into educational settings has significantly transformed instructional delivery, prompting critical inquiry into its implications beyond cognitive outcomes. This study examined secondary school students' perceptions of AI-based and human-based instructional approaches in relation to the development of emotional and interpersonal competencies. Using a questionnaire survey administered to 1,200 secondary school students in Ogun State, Nigeria, the study assessed four key dimensions: empathy, motivational support, cultural responsiveness, and role modelling. Findings revealed that while AI-based learning is perceived as effective in enhancing personalisation, accessibility, and feedback efficiency, it is comparatively limited in fostering emotionally grounded and socially embedded learning experiences. Human-led instruction, by contrast, is perceived as more influential in nurturing empathy, relational trust, and interpersonal awareness, suggesting that concerns over AI supplanting teachers remain largely unfounded. These findings contribute to ongoing scholarly discourse in educational technology and support the case for a hybrid pedagogical model that strategically leverages AI capabilities alongside the socio-emotional affordances of human instruction.