Use of ChatGPT in Academia
Impacts on Undergraduate in Universities of Jamshoro, Pakistan
DOI:
https://doi.org/10.5281/zenodo.19580653Keywords:
ChatGPT, Higher Education, Undergraduates, Self-efficiency, Time-saving, Academic integrityAbstract
ChatGPT-4 has emerged as a transformative tool in contemporary education. This study examines the use of ChatGPT among undergraduate students in universities located in the Jamshoro district, Sindh, Pakistan, with a particular focus on its impact on academic performance. A quantitative research design was employed, and data were collected from a sample of 200 undergraduate students using a structured questionnaire administered across three universities in Jamshoro. Regression analysis was conducted to assess the influence of key factors associated with the use of ChatGPT in academic contexts. The findings reveal that time management (? = 0.336), academic self-efficacy (? = 0.278), and academic integrity (? = 0.534) significantly predict the use of ChatGPT in academia. The proposed model explains 56.3% of the variance (R² = 0.563), indicating a moderate to strong explanatory power. The study concludes that ChatGPT is widely perceived as an effective academic support tool that facilitates the completion of assignments, projects, and other academic tasks by enhancing efficiency and supporting workload management. However, the findings also underscore the critical importance of fostering ethical awareness and promoting the responsible integration of AI tools within higher education to ensure alignment with academic standards and integrity.
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