Impact of Artificial Intelligence (AI) Tools Like ChatGPT on Academic Performance of University Students in Nigeria
Introduction
Artificial Intelligence (AI) has become increasingly visible in Nigerian higher education, particularly through generative AI tools such as ChatGPT, Google Gemini, Microsoft Copilot and AI-powered writing assistants. University students can now use these tools to explain difficult concepts, generate ideas, summarize information, check grammar, practise questions, write computer code and support research activities.
The growing use of these technologies has created an important question for universities, lecturers, researchers and students: Does using AI actually improve academic performance, or does it simply make academic work easier to complete?
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The distinction matters. Completing an assignment faster does not necessarily mean that a student has learned more or will perform better in an examination. AI can provide immediate explanations and assistance, but students still need to understand, evaluate and apply the information they receive.
Recent Nigerian research provides evidence on both sides of this issue. A 2026 study at Adeyemi Federal University of Education, Ondo, reported a positive relationship between AI use and academic performance among its 250 undergraduate participants. However, another 2026 study involving 855 students in a Nigerian programming course found that students’ positive perceptions of ChatGPT did not translate into improved final course scores.
This suggests that the academic effect of ChatGPT depends not simply on whether students use AI, but also on how, why and under what conditions they use it.
What Is Artificial Intelligence in Education?
Artificial Intelligence in education refers to the use of computer systems capable of performing tasks that normally require aspects of human intelligence, including language processing, pattern recognition, problem-solving and information generation.
Generative AI is particularly relevant to university education because it can create new text, explanations, summaries, computer code and other forms of content in response to prompts.
ChatGPT is one example of a generative AI system. Students can interact with it conversationally rather than relying only on conventional keyword searches.
For example, a student studying economics might ask ChatGPT to explain inflation using a simple example. A computer science student might ask it to explain an error in a program. A biology student might use it to compare two biological processes.
These uses are different from simply asking AI to complete an assignment for submission. The educational value can therefore depend heavily on the student’s level of involvement.
How Nigerian University Students Use ChatGPT and Other AI Tools
Recent evidence indicates that Nigerian university students are using AI tools for a range of academic activities.
A 2026 study of 250 undergraduate students at Adeyemi Federal University of Education found that 92.8% of respondents were aware of ChatGPT and 74.5% reported using it. The reported academic uses included research, essay writing and grammar checking.
Another study published in September 2026 examined undergraduate students across Nigeria’s six geopolitical zones. The researchers found that students used AI to obtain academic materials more quickly, complete assignments, conduct independent study and research, and obtain explanations tailored to their needs. ChatGPT was identified as the most commonly mentioned AI tool among the participants.
A separate study of Nigerian public university computer science students also found that ChatGPT and other generative AI tools were being used for research, writing and problem-solving.
These findings show that AI is no longer merely a theoretical possibility in Nigerian universities. Students are already incorporating it into their academic activities.
Possible Positive Effects of AI on Academic Performance
Faster Access to Explanations
One major advantage of ChatGPT is the speed with which students can obtain explanations.
A student who does not understand a difficult concept can ask for the concept to be explained in simpler language or through an example. This can provide additional support outside normal classroom hours.
The Nigerian qualitative evidence published in 2026 found that students reported using AI to understand difficult academic concepts and support independent learning.
Support for Independent Learning
AI tools can also support students who prefer to study independently.
Instead of waiting until the next lecture or tutorial, a student can ask questions while studying. ChatGPT can generate practice questions, explain terminology, compare concepts and provide alternative explanations.
However, students still need to verify important information because AI-generated answers can contain errors.
Assistance With Research and Writing
Research and academic writing are among the most common uses of AI tools.
Students may use AI to brainstorm research topics, understand unfamiliar terminology, organize ideas, improve grammar or identify possible areas for further investigation.
The 2026 Adeyemi Federal University of Education study reported that research, essay writing and grammar checking were among the main uses of AI tools by its participants.
Used appropriately, this kind of assistance can reduce some of the mechanical difficulties associated with academic writing without replacing the student’s responsibility for the final work.
Support for Programming and Technical Subjects
ChatGPT can also provide explanations of programming concepts, help students identify possible coding errors and demonstrate alternative approaches to solving technical problems.
A 2026 mixed-method study of a Nigerian undergraduate programming course found that students reported positive perceptions of ChatGPT, including increased confidence and motivation and usefulness for debugging. However, those positive perceptions were not associated with improved final academic performance in that study.
This is an important distinction: students may find an AI tool useful without the tool necessarily producing measurable improvements in examination or course scores.
Possible Negative Effects on Academic Performance
Overdependence on AI
One of the major concerns is excessive dependence.
If students routinely ask AI to solve problems before attempting them independently, they may have fewer opportunities to practise reasoning and problem-solving themselves.
Recent Nigerian research involving students from six public universities reported concerns about overdependence, misleading AI-generated information and inadequate AI literacy.
The issue is therefore not simply whether students use AI, but whether AI is being used as a learning aid or as a replacement for learning.
Reduced Independent Thinking
University education is expected to develop more than the ability to produce correct answers. Students are also expected to analyse evidence, construct arguments, evaluate information and solve unfamiliar problems.
A September 2026 study of Nigerian public university students identified a tension between productive GenAI use and uncritical dependence. Participants recognised the potential benefits of AI but also expressed concerns that excessive reliance could undermine foundational skills.
This means that frequent AI use should not automatically be interpreted as evidence of better learning.
Academic Integrity
Another major concern is academic integrity.
Students can use ChatGPT to generate essays, answers and other academic work with little personal contribution. When such material is submitted as original student work where that use is prohibited, it raises questions about plagiarism, authorship and academic honesty.
The problem becomes more complicated because AI-generated text can appear convincing while still containing inaccurate or unsupported information.
Universities therefore need clear rules explaining when and how students may use generative AI.
Incorrect or Misleading Information
ChatGPT and similar systems can produce inaccurate information.
A confident-looking answer is not necessarily a correct answer. Students who accept AI-generated information without checking textbooks, academic papers, official documents or other reliable sources can introduce errors into their assignments and research.
This is particularly important in areas such as medicine, law, science, statistics and research methodology, where inaccurate information can have serious consequences.
What Does Research Say About Academic Performance?
The available evidence does not support a simple statement that ChatGPT either improves or damages the academic performance of every university student.
For example, a 2026 study at Adeyemi Federal University of Education found a statistically significant positive correlation between AI use and academic performance. The study also reported higher mean CGPAs among frequent AI users than among non-frequent users. However, the research was based on one institution and used a survey design, so its findings should not automatically be generalized to all Nigerian universities.
In contrast, a 2026 mixed-method study of 855 students in a Nigerian undergraduate programming course found no significant relationship between ChatGPT use and final course scores. Students generally viewed ChatGPT positively, but those perceptions did not predict better academic performance. The researchers also reported concerns about over-reliance and academic integrity.
Other Nigerian research also points toward a more complicated picture. A 2025 study of HND final-year students at Federal Polytechnic, Ilaro reported no statistically significant relationship between the use of AI tools and academic performance, with ChatGPT showing a weak negative correlation that was not statistically significant.
Taken together, these studies suggest that AI availability alone is not sufficient to produce better academic outcomes.
The way students use AI, the subject being studied, the quality of instruction, students’ existing knowledge, assessment methods and institutional policies can all influence the outcome.
Factors That Determine Whether AI Helps Students
Purpose of Use
Using ChatGPT to explain a difficult concept is different from asking it to complete an entire assignment.
Learning-oriented use is more likely to require the student to think, question and verify information.
Student AI Literacy
Students need to understand both the capabilities and limitations of AI.
AI literacy includes knowing how to write useful prompts, evaluate responses, identify possible errors, verify sources and use AI ethically.
Lecturer and Institutional Guidance
Universities also have an important role to play.
Rather than leaving students to determine acceptable AI use entirely on their own, institutions can establish clear policies covering academic assignments, examinations, research, citation and disclosure of AI assistance.
Access to Internet and Digital Resources
The Nigerian context also introduces practical challenges.
The 2026 Adeyemi Federal University study identified unreliable internet connectivity, high data costs and inadequate training among major challenges affecting AI use.
This means that the benefits of AI may not be distributed equally among students.
How Students Can Use ChatGPT Responsibly
Students can make AI more useful as a learning tool by following a few principles:
- Try to understand the problem before asking AI to solve it.
- Use ChatGPT to explain difficult concepts rather than automatically doing the work for you.
- Verify important facts with reliable academic sources.
- Do not assume that an AI-generated reference or citation is genuine.
- Follow the AI policy of your university and lecturer.
- Do your own analysis when writing assignments and research projects.
- Use AI to improve understanding, not to replace studying.
- Keep personal, confidential or sensitive information out of AI systems.
- Check mathematical calculations, statistics, quotations and technical claims independently.
- Disclose AI assistance when your institution or research guidelines require it.
Implications for Nigerian Universities
The growing use of AI suggests that Nigerian universities need to move beyond simply asking whether students should use ChatGPT.
A more useful approach is to consider how AI can be incorporated responsibly into teaching and assessment.
Universities can provide AI-literacy training, establish clear policies, train lecturers and redesign some assessments to test genuine understanding rather than the student’s ability to generate polished text.
Assessment methods could also place greater emphasis on oral explanations, practical demonstrations, problem-solving, supervised work and questions that require students to apply knowledge to specific situations.
The objective should not necessarily be to eliminate AI from education. Instead, universities can focus on ensuring that AI supports learning while students remain responsible for their reasoning, academic work and decisions.
Limitations of the Current Evidence
It is important to interpret research on AI and academic performance carefully.
Many studies are based on individual universities, particular departments or relatively small samples. Some use surveys that measure students’ reported AI use rather than directly measuring long-term learning outcomes.
For example, the 2026 qualitative study involving 12 Nigerian undergraduates across six geopolitical zones provides useful insight into students’ experiences but was explicitly described by its authors as exploratory rather than broadly generalizable.
Similarly, the programming study involved one mandatory undergraduate course and noted limitations associated with its single-institution and cross-sectional design.
For this reason, it would be inaccurate to conclude that ChatGPT has one fixed effect on all university students in Nigeria.
Frequently Asked Questions
Does ChatGPT improve the academic performance of Nigerian university students?
Research from Nigeria has produced mixed findings. Some studies have reported positive relationships between AI use and academic performance, while others have found no significant relationship. The effect appears to depend on how the technology is used and the educational context.
Do Nigerian university students use ChatGPT for academic work?
Yes. Recent Nigerian studies report that students use ChatGPT and other AI tools for research, writing, studying, problem-solving and obtaining explanations.
Can ChatGPT help students understand difficult subjects?
Yes. Students can use it to request simpler explanations, examples, practice questions and alternative ways of explaining a concept. However, the accuracy of its responses should still be checked.
Can ChatGPT negatively affect students’ learning?
It can create risks when students become excessively dependent on it or use it to avoid doing their own thinking and problem-solving.
Is using ChatGPT for an assignment plagiarism?
Not necessarily in every situation. Whether AI-assisted work violates academic rules depends on the institution, lecturer, assignment and applicable academic-integrity policy. Students should follow the rules governing their particular work.
Can ChatGPT replace university lecturers?
No. ChatGPT can provide information and assistance, but it does not replace the teaching, supervision, assessment and professional judgment provided by qualified educators.
What are the main academic uses of ChatGPT among students?
Common uses include research assistance, essay and writing support, grammar checking, explanations of difficult concepts, brainstorming and problem-solving.
What are the major challenges of AI use in Nigerian universities?
Reported challenges include unreliable internet connectivity, data costs, inadequate AI training, inaccurate AI-generated information, overdependence and academic-integrity concerns.
Does frequent ChatGPT use guarantee a higher CGPA?
No. One Nigerian study reported higher mean CGPAs among frequent AI users, but other research has found no significant relationship between AI use and academic performance.
How can students use ChatGPT as a learning tool?
Students can use it to explain concepts, generate practice questions, review their understanding, identify areas they need to study and obtain feedback on their work while maintaining responsibility for the final academic product.
Summary
Artificial Intelligence tools such as ChatGPT are changing the way many Nigerian university students study, conduct research and complete academic tasks.
The available evidence does not support a simple conclusion that AI automatically improves or reduces academic performance. Some Nigerian studies have reported positive associations between AI use and academic outcomes, while other research has found little or no direct relationship between ChatGPT use and measured performance.
I believe the more useful question is therefore not simply whether students should use AI. The important question is how they use it.
When students use ChatGPT to understand concepts, practise skills, explore ideas and receive learning support, it can complement conventional education. When they use it as a substitute for studying, independent reasoning or original academic work, the educational value becomes much more questionable.
For Nigerian universities, the evidence points toward the need for responsible AI integration, stronger AI literacy, clear academic-integrity policies and assessment methods that continue to measure genuine student understanding.
AI is likely to remain part of higher education. The challenge for students and institutions is to ensure that the technology strengthens learning rather than replacing the learning process itself.
References
- Akinnusi, A. E. (2026). Influence of Artificial Intelligence on Students’ Academic Performance in Adeyemi Federal University of Education, Ondo, Nigeria. Ilmu Pendidikan: Jurnal Kajian Teori Dan Praktik Kependidikan, 11(4), 278–284. DOI: 10.17977/2549-7774.005871.
- Gambo, O., Onifade, O. J., Olanrewaju-Smart, W., Abuya, O. J., Salawu, R. E., Massenon, R., Gambo, I., et al. (2026). Impact of ChatGPT on learning outcomes and performance of students in computer programming courses: a mixed-method approach. Discover Education, 5, 164.
- Nweke, G. C. (2026). Artificial intelligence use and its influence on academic learning behaviour among undergraduate students in Nigeria. Discover Education, 5, 1007.
- Ajani, H. A., & Ramaila, S. (2026). Generative AI vs. future competencies of Nigerian public university students. Discover Education, 5, 1011.
- Abdulrauf, A., Abodunrin, O. B., & Omoloba, O. (2025). Revolution or Distraction? Analyzing Generative AI’s Impact on Undergraduate Student Performance. FUDMA Journal of Sciences, 9(4), 181–186. DOI: 10.33003/fjs-2025-0904-3574.
- Adoption of Artificial Intelligence Tools and Students’ Academic Performance in Federal Polytechnic Ilaro, Ogun State. Lead City University Information Management Conference Proceedings.