ChatGPT Awareness and Utilization Among Undergraduate Biology Education Students at the University of Nigeria, Nsukka: Implications for Mathematics Education

The rapid diffusion of generative artificial intelligence (GenAI) into higher education has created new opportunities for learning while also raising concerns about accuracy, academic integrity, digital inequality, and overreliance on automated outputs. This study examined awareness, utilization, challenges, and perceived institutional responses to ChatGPT among undergraduate Biology Education students at the University of Nigeria, Nsukka. A descriptive survey design was adopted. Eighty questionnaires were distr…

By the Truvace deskOctober 17, 20262 min read1 sourcePeer-reviewedTRV-2026-1724· cite & verify

In brief

A descriptive survey at the University of Nigeria, Nsukka, collected 67 usable questionnaires from Biology Education students in levels 100 to 400. It found widespread awareness of ChatGPT and high overall use, especially for content creation, academic research, assignments, brainstorming and conversation practice.

The results matter because the tool is already part of students' academic routines while understanding of its basic workings is thin and infrastructure is uneven. The small sample from one department and the self-reported questionnaire data leave open how far the patterns apply elsewhere, and how use affects learning outcomes.

Main points

Of 80 questionnaires distributed, 67 were usable, an 83.75% response rate.
Respondents showed awareness on seven of eight awareness items, yet only 25.4% knew ChatGPT uses natural language processing.
Overall utilization averaged 2.81 (SD = 0.81) on a 4-point scale.
Top proposed solutions were free internet access (M = 3.85), free Wi-Fi (M = 3.82), curriculum integration (M = 3.76) and guided learning activities (M = 3.58).

The problem

Students use ChatGPT heavily, yet few understand how it works and many face connectivity and cost barriers and report superficial use, which complicates safe academic integration.

The rundown

The study used a researcher-developed instrument, the Questionnaire on the Extent of Awareness and Usage of ChatGPT, which had an overall Cronbach's alpha of .798. Awareness items were analysed with frequencies and percentages, while utilization, challenges and solutions used means and standard deviations.

Respondents agreed that obstacles included inadequate internet access, training costs and rote or superficial use of the tool. These barriers point to both infrastructure and pedagogical gaps rather than a lack of interest.

The authors conclude that effective integration requires AI literacy, reliable digital infrastructure, explicit institutional guidance, and assessment practices that preserve student thinking and academic integrity. The paper frames the findings as implications for mathematics education.