Investigating the Awareness and Adoption of ChatGPT as a Learning Tool among Undergraduates in Lagos State Nigeria (Published)
In the field of education, Artificial Intelligence (AI) has already had a significant impact, particularly on administration, learning, and teaching. As an AI technology, ChatGPT plays a crucial role for students by enhancing their learning experience through various means. It supports students in understanding new concepts, completing assignments, and even providing virtual tutoring. This study investigated the awareness and adoption of ChatGPT among undergraduates in Lagos State Polytechnic. The study was anchored on the Technology Acceptance Model. The researcher adopted the descriptive survey research design, while the Taro Yamane formula was used to calculate a sample size of 390 respondents. Two sampling techniques were employed in this study. Firstly, the researcher utilized purposive sampling by selecting students specifically from the Department of Mass Communication and the Department of Office Technology. Also, convenience sampling was employed as the questionnaires were administered online via Google Forms and distributed through the students’ departmental WhatsApp groups. Findings indicated a high level of awareness and adoption of ChatGPT as a learning tool among undergraduates at Lagos State Polytechnic. Furthermore, results also indicated a positive perception of ChatGPT amongst the respondents. Majority of the students disclosed that ChatGPT provides a personalized learning experience for them, assists with academic writing tasks and aids comprehension and retention of complex concepts. Based on the data elicited from respondents sampled in this study, the study concludes that undergraduates at Lagos State Polytechnic are aware of ChatGPT and actively adopt it as a learning tool.
Keywords: Artificial Intelligence, ChatGPT, Lagos state polytechnic, Undergraduates
Knowledge of Undergraduates on Government Interventions in Environmental Issues in Southwest, Nigeria (Published)
This study examined the knowledge of undergraduate on government interventions in environmental issues in Southwest, Nigeria. This examined the differences in the knowledge of undergraduates on government interventions in environmental issues in Southwest, Nigeria based on gender and ownership of University. Descriptive survey research design was adopted for the study. The population of the study comprised all university undergraduates in Southwest, Nigeria. A sample of 1752 male and female Undergraduates in Federal, State and Private Universities were used for the study. Multistage sampling procedure was employed for the sample selection. Undergraduates’ Knowledge on Government Interventions in Environmental Issues Test (UKGIEIT) was used to collect data for the study. The validity of the instruments was ensured through face and content validity procedures and the reliability of the UKGIEIT was established using test-retest method. The alpha value of 0.70 was obtained this was considered high and reliable enough for the study. The data generated for this study were analysed using descriptive and inferential statistics. The descriptive statistics of frequency counts, mean and percentages were used to provide answers to the research question while inferential statistics of t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 level of significance. The level of undergraduates’ knowledge of government interventions in environmental issues was moderate, there was a significant difference in the knowledge of male and female undergraduates towards government interventions in environmental issue and that there was no significant difference in undergraduates’ knowledge of government interventions in environmental issues based on the ownership of University. Based on the findings of this study, it was recommended that university management should intensify effort on environmental education programmes so as to provide students with comprehensive knowledge of government interventions in environmental issues irrespective of their gender.
Keywords: Environment, Knowledge, Undergraduates, environmental issues, government interventions
Linkage and Advancement Services for Sustainable Digital Literacy Skills Among Undergraduates in Bayelsa State (Published)
In the contemporary educational landscape, the integration of digital literacy skills stands as a pivotal determinant of academic success and professional preparedness. The study explored how the linkage and advancement services can sustain the acquisition of digital skills among undergraduates in Bayelsa State, Nigeria. A descriptive survey research design was adopted for the study. Two (2) research objectives were formulated to guide the study. The population of the study comprised of all principal officers of the ICT units, Linkage and Advancement units, and undergraduates from the seven tertiary institutions in Bayelsa State. A structured questionnaire was used to collect the quantitative data. Experts in Measurement and Evaluation and the field of Education will validate the instruments for data collection. The data gathered was analyzed using descriptive through Statistical Package for Social Science (SPSS) version 26. Findings revealed that the extent to which linkage and advancement services enhance sustainable digital literacy among undergraduates in Bayelsa State is low. It was recommended that the tertiary institution management ensure that Linkage and Advancement services are harnessed for sustainable improvement of digital literacy among undergraduates in Bayelsa State.
Keywords: Undergraduates, advancement services, linkage, sustainable digital skills
TEACHING RESEARCH WRITING TO FEMALE UNDERGRADUATES IN SAUDI ARABIA (Published)
Female undergraduate students and their teachers in the Department of Science at Najran University, Saudi Arabia face many challenges when it comes to producing high-quality academic writing, such as gaining access to the knowledge-based resources required for academic writing, learning the conventions used in academic writing, and acquiring and applying knowledge and skill sets within different contexts. The results suggest that the primary concerns for addressing the challenges are aligning the views of the students and teachers on the potential problems of essay writing and integrating academic-writing skills and practices into the curriculum through informal activities. To improve the teaching and practice of academic writing at Najran University, short essay assignments and literature reviews could be incorporated into existing courses, and a new intensive course on academic reading and writing could be established. Any strategy should, however, consider the value and impact of the proposed measures and the whole scope of problems faced by the students.
Keywords: Academic Writing, Higher Education, Self-learning, Teaching practices, Undergraduates, Writing essays
TEACHING RESEARCH WRITING TO FEMALE UNDERGRADUATES IN SAUDI ARABIA (Review Completed - Accepted)
Female undergraduate students and their teachers in the Department of Science at Najran University, Saudi Arabia face many challenges when it comes to producing high-quality academic writing, such as gaining access to the knowledge-based resources required for academic writing, learning the conventions used in academic writing, and acquiring and applying knowledge and skill sets within different contexts. The results suggest that the primary concerns for addressing the challenges are aligning the views of the students and teachers on the potential problems of essay writing and integrating academic-writing skills and practices into the curriculum through informal activities. To improve the teaching and practice of academic writing at Najran University, short essay assignments and literature reviews could be incorporated into existing courses, and a new intensive course on academic reading and writing could be established. Any strategy should, however, consider the value and impact of the proposed measures and the whole scope of problems faced by the students
Keywords: Academic Writing, Higher Education, Self-learning, Teaching practices, Undergraduates, Writing essays