An assessment of the impact of Al on the reading and study habit of geography students in colleges of education in Anambra state

Abstract

The integration of Artificial Intelligence (AI) in education has transformed learning processes, particularly in improving students’ study habits and access to resources. Geography students in colleges of education in Anambra State are increasingly utilizing AI tools to enhance their academic experiences. This study focused on how AI tools such as ChatGPT, Google Bard, Grammarly, Quillbot, and ArcGIS influenced students’ reading frequency and independent study habits. The study adopted a descriptive survey design. A sample of 75 students was selected through purposive and random sampling to ensure diverse representation. Data was collected using a structured, validated questionnaire, and a pilot study confirmed the reliability of the instrument (Cronbach’s Alpha = 0.82). Descriptive statistics and linear regression analysis were used to answer the research questions, while the independent samples t-test tested the hypotheses. The study explored AI tool usage, reading frequency, and independent study habits among students. The results showed that AI tools significantly increased the reading frequency among students, with female students utilizing these tools slightly more than their male counterparts. However, AI had no significant effect on students’ independent study habits, indicating that while AI supported academic engagement, it did not necessarily promote independent learning. The study highlighted the potential of AI in enhancing academic involvement but suggested that enhancing independent study requires more than technological tools alone. This research offers understanding into how AI can be integrated into teaching practices and the need for a balanced approach to technology in education.