Students’ Perception and Use of ChatGPT for Learning in Public Secondary Schools in Akwa Ibom State, Nigeria: Implications for Academic Integrity and Policy
Ekanem, Edo Obot *
Department of Educational Technology, Akwa Ibom State University of Education (AUE), Afaha Nsit, Akwa Ibom State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
This study examined reported awareness, educational use, perceived usefulness and academic-integrity concerns associated with ChatGPT among senior secondary school students in Akwa Ibom State, Nigeria. A descriptive cross-sectional survey was conducted among 120 students from six public secondary schools across the Uyo, Eket and Ikot Ekpene senatorial districts. The sample comprised 54 male and 66 female students aged 14–18 years (M = 15.8, SD = 1.2). The 15-item Students’ Perception and Use of ChatGPT Questionnaire (SPUCQ) had a reported Cronbach’s alpha of 0.84. Awareness was reported by 104 students (86.7%), while 86 students (71.7%) reported previous use. Reported four-point item means were 3.42 for homework, 2.89 for examination preparation and 3.11 for research-related activities. Students reported perceived usefulness for understanding difficult topics (M = 3.56), saving time (M = 3.71) and improving assignment quality (M = 3.34). Ethical concerns were also prominent, including over-reliance (M = 3.68), academic dishonesty (M = 3.62), plagiarism (M = 3.55) and reduced critical thinking (M = 3.41). These descriptive scores reflect survey responses and do not establish learning gains or actual misconduct.
Keywords: ChatGPT, generative artificial intelligence, secondary education, students’ perceptions, academic integrity, Nigeria