Artificial Intelligence (AI) has emerged as a significant academic support tool in higher education, particularly for examination preparation among undergraduate students. With the increasing use of AI-based applications for understanding complex concepts, organizing revision materials, generating practice questions, and improving answer quality, traditional study practices are undergoing a major transformation. AI tools provide instant explanations, structured content, and language support, enabling students to study more efficiently and confidently. However, the perceived effectiveness of these tools is not uniform and may differ across academic streams due to variations in curriculum structure and learning requirements. The present study examines the adoption and perceived effectiveness of AI tools in supporting examination preparation among undergraduate students from Science, Commerce, and Arts streams, based on primary data collected from 120 respondents. The study focuses on three dimensions: content learning and concept understanding, exam-oriented preparation and revision, and writing assistance and answer presentation. The findings reveal statistically significant differences across streams, indicating that Science students perceive AI as most effective for conceptual understanding, Commerce students find it highly useful for exam-oriented preparation, and Arts students rely more on AI for writing assistance. The study highlights the discipline-specific role of AI in examination preparation and emphasizes the need for responsible and pedagogically aligned integration of AI tools in higher education.
Motwani et al. (Fri,) studied this question.