IMPACT OF GENERATIVE ARTIFICIAL INTELLIGENCE AND CRITICAL THINKING ON STUDY HABITS OF UNDERGRADUATES IN NIGERIA UNIVERSITIES

Abstract

This study explores the impact of generative artificial intelligence (GAI) on Nigerian university undergraduates' critical thinking and study habits. Employing a systematic review and meta-analysis, the research synthesizes findings from 15 empirical studies published between 2018 and 2024. Data were extracted regarding sample size, effect size, and standard error, with quality assessed using the Cochrane Risk of Bias Tool. The meta-analysis revealed an overall effect size of 0.598 (95% CI: [0.515, 0.681]), indicating a significant positive impact of GAI on critical thinking and study habits (z-value: 12.47, p-value: < 0.0001). The study highlights that AI applications, such as ChatGPT 4.0 embedded in intelligent tutoring systems and adaptive learning platforms, effectively enhance critical thinking skills, study habits, and academic achievement. Results suggest low to moderate heterogeneity (I² statistic) among studies, affirming consistency across diverse tertiary educational contexts. The findings underscore the importance of integrating AI technologies and critical thinking strategies in educational practices to foster balanced and improved learning outcomes. This research provides actionable insights for educators and policymakers aiming to leverage AI for global inclusiveness and academic enhancement. This digital shift offers a robust evidence base for future studies on the long-term impacts of AI in tertiary education.in Nigeria.