UNIVERSITY OF BENIN DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY
Faculty
Department
Year of Publication
Keyword
upload
Publication Type
Abstract
This study examined the usage of artificial intelligence (AI) tools in research work
among final-year students in the Faculty of Social Sciences at the University of Benin. The research was motivated by the growing integration of AI into higher education globally and the limited context-specific evidence from Nigerian universities. The study adopted both explanatory and exploratory research designs. A sample of 120 respondents was drawn from a population of 568 final-year students across six departments using stratified random sampling. Data were collected through a semi- structured questionnaire consisting of four sections: demographic information, prevalence of AI usage, reasons for reliance, and perceived impacts on critical thinking and originality. Descriptive statistics, including frequencies and percentages, were employed in analyzing the data. The findings revealed that a majority of students had adopted AI tools such as ChatGPT, Grammarly, and QuillBot for their academic activities. Most respondents reported daily or weekly usage, with motivations including saving time, improving grammar, generating ideas, and simplifying complex concepts. While many students perceived AI tools as supportive of critical thinking, concerns were expressed about reduced originality, overreliance, and potential threats to academic independence. Thematic analysis further highlighted common applications in literature review, assignments, and clarification of difficult concepts. The study concluded that AI tools are now an integral part of academic practices among final-year students, providing efficiency and support but also raising important ethical and pedagogical concerns. It recommends that students use AI as a supplementary aid rather than a substitute for independent reasoning, that lecturers 13 provide guidance on responsible usage, and that the University of Benin introduce formal policies to regulate AI adoption. Policymakers are also encouraged to develop national frameworks to promote innovation while safeguarding academic integrity
among final-year students in the Faculty of Social Sciences at the University of Benin. The research was motivated by the growing integration of AI into higher education globally and the limited context-specific evidence from Nigerian universities. The study adopted both explanatory and exploratory research designs. A sample of 120 respondents was drawn from a population of 568 final-year students across six departments using stratified random sampling. Data were collected through a semi- structured questionnaire consisting of four sections: demographic information, prevalence of AI usage, reasons for reliance, and perceived impacts on critical thinking and originality. Descriptive statistics, including frequencies and percentages, were employed in analyzing the data. The findings revealed that a majority of students had adopted AI tools such as ChatGPT, Grammarly, and QuillBot for their academic activities. Most respondents reported daily or weekly usage, with motivations including saving time, improving grammar, generating ideas, and simplifying complex concepts. While many students perceived AI tools as supportive of critical thinking, concerns were expressed about reduced originality, overreliance, and potential threats to academic independence. Thematic analysis further highlighted common applications in literature review, assignments, and clarification of difficult concepts. The study concluded that AI tools are now an integral part of academic practices among final-year students, providing efficiency and support but also raising important ethical and pedagogical concerns. It recommends that students use AI as a supplementary aid rather than a substitute for independent reasoning, that lecturers 13 provide guidance on responsible usage, and that the University of Benin introduce formal policies to regulate AI adoption. Policymakers are also encouraged to develop national frameworks to promote innovation while safeguarding academic integrity
Supervisor(s)
co-supervisor