REVOLUTION OR RISK? ASSESSING CHATGPT'S INFLUENCE ON UNDERGRADUATE STUDENTS

Abstract

ABSTRACT The increased growth of Artificial Intelligence, specifically tools like ChatGPT, has significantly changed the academic platform for undergraduate students. This study investigates whether ChatGPT serves as a revolutionary educational tool or poses risks to academic integrity and cognitive development. Data were collected from 188 undergraduate students and graduated through a structured online survey and analyzed using IBM SPSS. Descriptive statistics, mean, standard deviation and significance tests were performed to evaluate students’ usage patterns, perceived benefits, and ethical concerns. Findings disclose that most students use ChatGPT for academic support, frequently perceiving it as useful for simplifying complex topics and saving time. However, concerns persist regarding over-reliance, reduced critical thinking, and potential academic dishonesty. The significance values (<0.05) indicate strong validity across variables. Overall, results emphasize the need for balanced integration of AI tools, supported by institutional guidelines and ethical training, to ensure responsible and effective use in higher education. Keywords: ChatGPT, structured questionnaire, critical thinking, academic, Descriptive statistics.

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