Perceived Influence of Generative Artificial Intelligence Utilisation on Effective Learning Among Postgraduate Guidance and Counselling Students in Universities in Rivers State
Keywords:
Artificial Intelligence (AI), ChatGPT, Gen AI, Learning, engagementAbstract
The study examined the perceived influence of using generative artificial intelligence on effective learning among postgraduate guidance counselling students at universities in Rivers State. To achieve the study’s purpose, the researcher formulated three (3) objectives and research questions to guide the study. A descriptive research design was used. The study population consisted of 373 students from the three (3) public universities in Rivers State. The study used census sampling. The instrument used for data collection was a self-structured questionnaire titled Generative Artificial Intelligence Utilisation and Effective Learning Questionnaire (GAIUELQ). The instrument was validated by experts in Measurement and Evaluation. Internal consistency reliability, assessed using Cronbach's alpha, was used to establish the reliability of the instrument, which obtained a reliability coefficient of 0.88. The study answered the research questions using descriptive statistics. The findings of the study revealed that ChatGPT can be beneficial when used appropriately but requires guided and balanced integration to avoid undermining key learning outcomes. These outcomes suggest that while ChatGPT has the potential to enrich learning experiences, it cannot replace the essential human, reflective, and experiential components of postgraduate professional education, particularly in counselling, where relational competence, ethical judgment, and independent decision-making are central. However, the study recommends that universities should develop clear institutional guidelines for the responsible and pedagogically appropriate use of ChatGPT to ensure it supports learning without encouraging over-reliance. Lecturers in Guidance and Counselling programmes should integrate ChatGPT as a supplementary teaching tool, particularly for engagement and preliminary understanding, while prioritising experiential and supervised learning for skill development. Organise training workshops for students on using ChatGPT critically and ethically, emphasising independent thinking, reflection, and professional judgment.
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