THE IMPACT OF ARTIFICIAL INTELLIGENCE ON THE ACADEMIC PERFORMANCE OF LIBRARY AND INFORMATION SCIENCE UNDERGRADUATE STUDENTS IN UNIVERSITY OF BENIN

Abstract

This research explores the impact of artificial intelligence (AI) on the academic performance of Library and Information Science (LIS) undergraduate students at the University of Benin. Using a descriptive survey research approach, the study involved 178 participants selected from a total of 306 Library and information science undergraduate students through simple random sampling. A structured questionnaire, validated by two library and information science lecturers and the researcher’s supervisor, was employed to collect demographic data and responses to the research questions. The study aimed to identify the Artificial intelligence tools used, assess their impact on learning, evaluate their effect on academic performance, and understand the challenges faced by students in using these tools. The findings from the study showed that Artificial intelligence tools like ChatGPT, Google Bard, and Google Scholar are commonly used by the students. These tools significantly improved students' efficiency in completing assignments, facilitated collaborative class presentations, made learning more engaging, and helped students apply theoretical concepts to practical situations. However, challenges such as dependency on Artificial intelligence tools, potentially hindering the development of critical thinking and problem-solving skills, were also noted. In summary, while Artificial intelligence tools have a positive impact on the academic performance of Library and information science undergraduate students at the University of Benin, it is crucial to use them judiciously to avoid adverse effects. The study provides valuable insights into the integration of Artificial intelligence in education and emphasizes the importance of promoting independent learning alongside technological advancements.