STUDENTS PERCEPTION OF THE DYSFUNCTIONAL ROLES OF AI STUDY TOOLS ON THE ACADEMIC PERFORMANCE OF UNDERGRADUATES IN THE UNIVERSITY OF BENIN

ABSTRACT

The main objective of this study was to determine how students (Uniben Mass Communication students) perceived the dysfunctional roles that AI study tools played in undergraduate students' academic performance. The purpose of the study was to determine if AI study tools had a significant negative influence on students' academic performance. Additionally, a survey research design was used for this study, with a sample of 100 respondents selected from all levels of the University of Benin's mass communication program. The study's scope was restricted to Uniben students. A questionnaire was used to collect responses from the respondents. Additionally, frequency tables and straightforward percentages were used to present and analyze the questionnaire's data, which served as the foundation for a discussion of the results. Because students can more easily interact with the material, the study concludes that AI study tools are one of the tools of the integrated learning experience and continue to be the quickest method for efficient information collection. The study's findings were as follows: AI research is presented to students as a tool for complex and varied learning. AI study aids support and enhance students' learning processes rather than interfering with their studies. When using AI study tools, students react faster than when using traditional learning resources.