The increasing integration of Artificial Intelligence (AI) into education has raised questions about its utilization in academic environments, particularly in STEM fields. This study focused on the utilization of AI-based tools among STEM students at Lagos State University. The research sought to determine the level of awareness, usage patterns, and perceptions of AI tools, with particular attention to whether AI could replace or assist human instructors. The study was guided by three research questions and two hypotheses centered on AI’s impact on research and education. A descriptive survey research design was adopted, with a population comprising STEM students across different academic levels. A sample size of 150 respondents was selected through stratified random sampling. Data were collected using a structured questionnaire, validated with a reliability index of 0.82. The analysis was conducted using descriptive and inferential statistics. The results indicated that 95.1% of the respondents had utilized AI tools, with ChatGPT being the most commonly used. Students generally found AI tools effective in enhancing their research outcomes, but challenges such as technical difficulties and limited access were prevalent. Furthermore, while students acknowledged AI’s potential to assist educators, a majority emphasized that AI should not replace human instructors due to its lack of human empathy and adaptability. The study concluded that AI-based tools are beneficial for research and education, but there is a need for improved access and training. It was recommended that educational institutions invest in AI tools and ensure that students receive adequate training to enhance their research skills while maintaining a balance between AI usage and human-led learning.
ARIYIBI et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: