Assessing Counselling Students’ Perceptions on Application and Challenges of Using Artificial Intelligence Tool in Educational Learning Process

Abstract

The This study assessed counselling students’ perceptions of the application and challenges of artificial intelligence tool in the education process in Bayelsa state. Based on the purpose of the study three (3) research questions guided the conduct of the study. The study employed a descriptive survey research design. The study's population consists of 34,187 students from the five universities in Bayelsa State (Federal University, Otuoke:11,040students; Niger Delta University: 16,000 students; University of Africa, ToruOrua: 3,220 students; Bayelsa Medical University:3,780students, and Hensard University, TorOrua:147students). A purposive sampling technique was used to select counselling students 564 who had previous interaction with ChatGPT. A structured questionnaire, which was constructed by the researcher, was used to collect information from the participants through an online Google Form. Two experts in Educational Measurement and Evaluation, and one expert in guidance and counselling validated the questionnaire. The questionnaire’s internal consistency was assessed using the Cronbach’s alpha technique, and a reliability coefficient of 0.87 was obtained. The mean and standard deviation were used to answer the research questions. The findings reveal varied perspectives on the application of ChatGPT, such as a research assistant, writing aid, learning tool, and communication enhancer. The study reveals varied perspectives on the challenges of incorporating ChatGPT in the learning process, which include unreliable information on topics with few citations, the potential for plagiarism, being unable to cite sources accurately, and hindering critical thinking development. The article concludes by emphasizing the need for careful consideration and integration of AI technologies in education, highlighting the risks of uncritical reliance on such tools, and advocating for a balanced approach to foster students' critical thinking and intellectual growth.