A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa

Abstract

In today's era of technological evolution, programming education is crucial for shaping the future workforce and fostering innovation. However, access to quality computer science education remains a significant challenge with Sub-Saharan Africa nations experiencing a pronounced digital divide. Despite growing interest in technology, these countries struggle with unequal access to educational resources. AI-driven tools like ChatGPT, Codey, and GitHub Copilot offer personalized learning experiences that could democratize access to knowledge and reshape programming education. This quantitative study examines the impact of these AI tools on fostering inclusive education in Kenya, Nigeria, and South Africa. It involves 322 university students, using purposive sampling and online questionnaires. Various quantitative analyzes, including descriptive statistics, country-wise comparisons, one-way ANOVA, Kruskal–Wallis tests, and correlation analysis, were conducted. The study reveals students’ motivations for programming, their attitudes towards AI-driven educational tools, and the perceived impact on equity, diversity, and inclusion. Significant variations were found in attitudes based on educational level and country of residence, highlighting the need for tailored strategies to enhance the inclusivity and effectiveness of AI-driven programming education tools.