Enoghase Itua

Ogbeide Frederick, Ph.D

Abstract

This study evaluated the use of ChatGPT as a tool for academic research among undergraduate students at Ambrose Alli University, Ekpoma, Edo State. The study used a descriptive survey design, targeting 300 and 400- level students across three departments within the Faculty of Management Sciences. A multistage sampling technique was employed to select 380 respondents, and a structured online questionnaire titled "Evaluation of the Use of ChatGPT as a Tool of Academic Research among Undergraduate Students" The instrument had a reliability coefficient of 0.85. The questionnaire was shared with students through Google Forms, with a return rate of 350 (92%). Data were analysed using descriptive statistics (mean and standard deviation) and Pearson’s Product- Moment Correlation to test hypothesis 1 and One-Sample T-Test for hypotheses 2 and 3. Findings showed that students commonly used ChatGPT to find research topics, understand difficult ideas, summarises content, and complete assignments (grand mean = 3.11). However, they reported challenges such as difficulty in referencing, outdated information, and ethical concerns like over- dependence and plagiarism (grand mean = 3.26). Students found ChatGPT effective and time-saving but remained cautious about its reliability (grand mean = 3.09). The hypotheses test revealed a significant positive relationship between ChatGPT use and academic task completion (r = 0.684, p = 0.001). The study concluded that while ChatGPT enhances academic engagement, proper training and ethical use are essential. It was recommended among others that students should be guided to always verify ChatGPT’s responses with other credible sources and develop their ideas rather than copy AI-generated texts.

   

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Published: 2025

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