Abstract
With the increasing use of Generative Artificial Intelligence (AI) tools like ChatGPT and Bard, universities face challenges in maintaining academic integrity. This research investigates the impact of these tools on learning outcomes (factual knowledge, comprehension, critical thinking) in selected universities of Ghana's Upper East Region during the 2023-2024 academic year. The study specifically analyzes changes in student comprehension and academic integrity concerns when using Generative AI for content generation, research assistance, and summarizing complex topics. A mixed-methods approach was employed, combining qualitative data from interviews and open-ended questions with quantitative analysis of survey data and academic records. The research focuses on three institutions: C. K. Tedam University of Technology and Applied Sciences, Bolgatanga Technical University, and Regentropfen University College. A purposive sampling technique recruited 150 participants (50 from each university) who had used Generative AI tools. Key findings show that 72% of students reported improved understanding of course material through Generative AI use, yet 75% cited academic integrity as a primary concern. Quantitative analysis revealed a weak to moderate positive correlation (r = 0.45) between AI tool usage and improved grades, with variations depending on the specific AI tasks performed. Qualitative data highlighted concerns about overreliance on AI and its impact on critical thinking skills. This research contributes to the ongoing debate on AI's role in education by providing valuable insights for educators and policymakers worldwide. The findings suggest that while AI tools can enhance comprehension, ethical considerations and potential drawbacks related to critical thinking require careful attention. The study concludes with recommendations for integrating AI literacy programs, developing ethical guidelines, and implementing advanced plagiarism detection systems to harness the benefits of Generative AI while mitigating risks to academic integrity. Although specific to the Upper East Region of Ghana, these insights may be applicable to other educational systems with similar characteristics.
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