Accessibility and Utilization of ChatGPT and Meta AI in Education: Opportunities and Challenges among Undergraduate Science Education Students at Sokoto State University, Sokoto
Bilal Abdullahi Usman
Department of Science Education, Faculty of Education, Sokoto State, Nigeria.
Abstract
This study investigated the Accessibility and Utilization of ChatGPT and Meta AI in Education: Opportunities and Challenges Among Undergraduate Science Education Students at Sokoto State University, Sokoto Nigeria. The study was guided by three research objectives corresponded with three research questions on Accessibility and Utilization of ChatGPT and Meta AI in Education. A descriptive survey research design was adopted. The population of the study comprised 125 first year undergraduate Science Education students of Sokoto State University. Using Research Advisors’ sample size table, a sample size of 95 respondents was selected, a simple random sampling technique was used to ensure fair representation of students. Data were collected using a structured questionnaire titled Accessibility and Utilization of ChatGPT and Meta AI Questionnaire (AUCMAIQ). The instrument was validated by experts from department of science education Sokoto State University, a reliability coefficient of 0.82 was obtained using Cronbach Alpha. Data were collected and analyzed using mean and standard deviation to answer research questions. The study found that students had access to ChatGPT and Meta AI and utilized them mainly for assignments, research, note summarization, and visualize abstract concepts. It was also revealed that ChatGPT and Meta AI enhanced learning efficiency and science literacy, while major challenges included poor internet access, high data cost, inaccurate responses, and overdependence on ChatGPT and Meta AI generated information. The study recommended improved digital infrastructure and responsible ChatGPT and Meta AI usage training in universities.
Keywords: Accessibility, Utilization, Science Literacy, ChatGPT, Meta AI
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