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Nigerian Students Turn to aI For Tests Answers, Lecturers Raise Alarm

Expert System (AI) is revolutionizing education while making discovering more accessible however also sparking debates on its effect.

While trainees hail AI tools like ChatGPT for boosting their knowing experience, lecturers are raising concerns about the growing dependence on AI, which they argue fosters laziness and undermines academic integrity, particularly with numerous trainees not able to defend their assignments or offered works.

Prof. Isaac Nwaogwugwu, a lecturer at the University of Lagos, in an interview with Nairametrics, revealed frustration over the growing dependence on AI-generated responses amongst trainees stating a current experience he had.

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“I offered an assignment to my MBA students, and out of over 100 trainees, about 40% submitted the specific same answers. These students did not even understand each other, but they all used the very same AI tool to generate their actions,” he stated.

He noted that this pattern prevails among both undergraduate and postgraduate trainees but is particularly concerning in part-time and range knowing programs.

AI is a severe difficulty when it concerns assignments. Many trainees no longer think critically-they simply browse the web, generate answers, and submit,” he included.

Surprisingly, some speakers are likewise accused of over-relying on AI, setting a cycle where both educators and students turn to AI for convenience rather than intellectual rigor.

This debate raises crucial concerns about the function of AI in scholastic stability and student development.

According to a UNESCO report, while ChatGPT reached 100 million regular monthly active users in January 2023, just one country had released regulations on generative AI since July 2023.

Since December 2024, ChatGPT had over 300 million people using the AI chatbot weekly and 1 billion messages sent out every day around the globe.

Decline of academic rigor

University lecturers are progressively concerned about trainees submitting AI-generated tasks without really understanding the content.

Dr. Felix Echekoba, a speaker at Nnamdi Azikiwe University, revealed his issues to Nairametrics about trainees significantly counting on ChatGPT, just to struggle with addressing basic questions when evaluated.

“Many students copy from ChatGPT and submit sleek projects, but when asked standard questions, they go blank. It’s disappointing since education has to do with learning, not simply passing courses,” he said.

– Prof. Nwaogwugwu explained that the increasing number of first-rate graduates can not be completely associated to AI but confessed that even high-performing trainees use these tools.

“A superior trainee is a superior student, AI or not, but that does not suggest they do not cheat. The advantages of AI might be peripheral, however it is making students reliant and less analytical,” he stated.

– Another speaker, Dr. Ereke, from Ebonyi State University, raised a different issue that some lecturers themselves are guilty of the exact same practice.

“It’s not just trainees utilizing AI slackly. Some lecturers, out of their own laziness, generate lesson notes, course details, marking schemes, and even examination questions with AI without reviewing them. Students in turn use AI to generate responses. It’s a cycle of laziness and it is killing real knowing,” he lamented.

Students’ perspectives on use

Students, on the other hand, say AI has enhanced their learning experience by making scholastic products more reasonable and available.

– Eniola Arowosafe, a 300-level Business Administration student at Unilag, shared how AI has actually substantially aided her knowing by breaking down complex terms and supplying summaries of prolonged texts.

AI assisted me understand things more quickly, particularly when handling intricate subjects,” she discussed.

However, gratisafhalen.be she remembered an instance when she used AI to submit her job, just for her speaker to instantly acknowledge that it was produced by ChatGPT and reject it. Eniola noted that it was a good-bad effect.

– Bryan Okwuba, who just recently graduated with a first-rate degree in Pharmacy Technology from the University of Lagos, strongly thinks that his scholastic success wasn’t due to any AI tool. He attributes his exceptional grades to actively engaging by asking questions and concentrating on areas that speakers highlight in class, as they are typically reflected in exam concerns.

“It’s all about existing, focusing, and using the wealth of knowledge shared by my associates,” he stated,

– Tunde Awoshita, a final-year marketing student at UNIZIK, admits to periodically copying straight from ChatGPT when dealing with several deadlines.

“To be truthful, there are times I copy straight from ChatGPT when I have several deadlines, and I understand I’m guilty of that, many times the lecturers do not get to check out through them, however AI has likewise helped me find out faster.”

Balancing AI‘s role in education

Experts think the service lies in AI literacy; mentor students and speakers how to use AI as a learning aid rather than a shortcut.

– Minister of Education, asteroidsathome.net Dr. Tunji Alausa, highlighted the combination of AI into Nigeria’s education system, stressing the importance of a well balanced method that maintains human involvement while utilizing AI to improve discovering outcomes.

“As we browse the quickly developing landscape of Expert system (AI), it is essential that we prioritise human agency in education. We should make sure that AI improves, rather than replaces, teachers’ important role in forming young minds,” he stated

Concerns over AI in Learning

Dorcas Akintade, a cybersecurity change expert, dealt with growing concerns relating to the usage of expert system (AI) tools such as ChatGPT and their possible risks to the instructional system.

– She acknowledged the advantages of AI, nevertheless, highlighted the need for care in its use.

– Akintade highlighted the increasing resistance among teachers and schools towards AI tools in finding out environments. She identified 2 primary factors why AI tools are prevented in academic settings: security risks and plagiarism. She described that AI tools like ChatGPT are trained to react based on user interactions, which may not align with the expectations of educators.

“It is not looking at it as a tutor,” Akintade stated, explaining that AI doesn’t cater to particular teaching techniques.

Plagiarism is another issue, as AI pulls from existing data, frequently without proper attribution

“A great deal of people need to comprehend, like I stated, this is information that has been trained on. It is not simply bringing things out from the sky. It’s bringing details that some other people are fed into it, which in essence implies that is another person’s documentation,” she cautioned.

– Additionally, Akintade highlighted an early concern in AI advancement called “hallucination,” where AI tools would generate information that was not factual.

“Hallucination suggested that it was bringing out information from the air. If ChatGPT could not get that information from you, it was going to make one up,” she discussed.

She suggested “grounding” AI by providing it with particular info to avoid such errors.

Navigating AI in Education

Akintade argued that prohibiting AI tools outright is not the solution, particularly when AI provides a chance to leapfrog conventional academic approaches.

– She thinks that regularly reinforcing essential info helps people keep in mind and prevent making errors when faced with obstacles.

“Immersion brings conversion. When you inform people the very same thing over and over again, when they will make the errors, then they’ll remember.”

She also empasized the requirement for clear policies and procedures within schools, noting that many schools must resolve individuals and procedure aspects of this use.

– Prof. Nwaogwugwu has resorted to in-class tasks and tests to counter AI-driven scholastic dishonesty.

“Now, I generally utilize assignments to ensure trainees offer initial work.” However, he acknowledged that managing big classes makes this approach difficult.

“If you set intricate concerns, students will not have the ability to utilize AI to get direct answers,” he described.

He emphasized the requirement for universities to train speakers on crafting test questions that AI can not easily fix while acknowledging that some speakers battle to counter AI abuse due to a lack of technological awareness. “Some lecturers are analogue,” he said.

Nigeria launched a draft National AI Strategy in August 2024, focusing on ethical AI advancement with fairness, transparency, accountability, and wiki.tld-wars.space privacy at its core.

– UNESCO in a report requires the regulation of AI in education, encouraging institutions to examine algorithms, information, and outputs of generative AI tools to ensure they satisfy ethical standards, safeguard user data, and filter inappropriate material.

– It worries the need to assess the long-term impact of AI on vital abilities like thinking and creativity while creating policies that line up with ethical structures. Additionally, UNESCO recommends carrying out age restrictions for GenAI usage to secure younger trainees and secure vulnerable groups.
– For federal governments, it recommended embracing a collaborated national method to managing GenAI, consisting of establishing oversight bodies and lining up guidelines with existing information protection and personal privacy laws. It emphasizes examining AI dangers, implementing stricter guidelines for high-risk applications, and ensuring nationwide data ownership.

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