Assessing the role of AI-powered chatbots in redefining the academic performance of chemistry students in higher education

Abstract

Artificial intelligence (AI) has been a topic of growing interest and investigation in various fields, including higher education. This research article explores the impact of AI on higher education by examining its effects on teaching and learning, assessment, ethics, required skills, and future careers. This study determined the influence of AI on higher education. The study further investigates its impact on the teaching and learning process, examines its effect on assessment and grading, and predicts its influence on graduates' future careers. This study employed a survey research design, consisting of fifty (50) Science and Technology Education students. Participants were selected using a purposive sampling technique. Data were sourced using questionnaires and were analyzed using a t-test and Pearson product Moment Correlation (PPMC). The results indicate a significant difference in academic performance between undergraduate students who use AIpowered chatbots and those who do not {t(48) = 2.984, p < 0.05}. The result indicates a significant difference in undergraduate students' learning experiences and engagement based on the use of AIpowered chatbots {F(1,48)=6.898, p<0.05}. The result indicated a significant difference in students' retention based on the use of AI-powered chatbots {t(48)=2.346, p<0.05}. The findings imply that using AI-powered chatbots positively influences academic performance, with students who utilize these tools demonstrating significantly higher performance levels than those who do not. Additionally, integrating AI-powered chatbots enhances undergraduate  tudents' learning experiences and engagement, as evidenced by the significant difference in engagement levels. Furthermore, the use of AI-powered chatbots contributes to improved retention among students, with those using the technology exhibiting significantly better retention outcomes.