Abstract
This study investigated the influence of ChatGPT on the academic performance of
undergraduates of Library and Information Science in universities in Edo and Delta
States. Four research questions and one hypothesis guided the study. The population of
the study is 1,421 undergraduates and a sample of 312 selected through proportionate
stratified sampling. Data were collected using a structured questionnaire and analysed
with descriptive statistics and Pearson Product Moment Correlation (PPMC) at 0.05
level of significance. The results from the study indicates high usage of ChatGPT (M =
3.27), particularly for clarifying difficult concepts (M = 3.52), completing assignments
(M = 3.41), and research writing (M = 3.37). Students agreed on its benefits (M= 3.48),
including improved understanding of concepts (M = 3.62), enhanced performance (M =
3.55), and increased study efficiency (M = 3.59). However, the study recommended that
National University Commission (NUC), Universities, Policy makers and regulatory
bodies in higher education includes AI-based learning tools as strategies for the
effective and ethical use of ChatGPT, ensuring that it serves as a complementary tool
rather than a substitute for core academic activities. Also, Library and Information
Science Departments in Universities in Nigeria should organise regular workshops and
training sessions on AI literacy to equip students with the skills to effectively apply
ChatGPT in academic research and information management in order to balance it with
traditional learning resources to enhance originality, critical thinking, and independent
study habits.
312
Keywords: ChatGPT, Artificial Intelligence (AI), Academic Performance, Library and
Information Science (LIS), Undergraduates, Critical Thinking, Nigeria
Publication Date: 2026-02-05