AI Tool Usage and Academic Reliance: A Quantitative Analysis of Patterns, Perceptions, and Instructor Influence
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This study examined patterns of AI tool use and reliance among 425 college students, the perceived impact on academic performance, and the role of instructor guidance in shaping these behaviors. A descriptive-correlational research design was employed, utilizing a structured online questionnaire. Results indicated that the vast majority of respondents used AI tools several times a week (52%) or daily (34.4%), primarily to check grammar and spelling, generate ideas, and research topics. Most students (52.9% agree; 36.9% strongly agree) perceived AI tools as improving their learning experience, and 94.6% reported a positive impact on their academic performance. Spearman correlation analysis revealed a statistically significant positive relationship between instructor encouragement and AI usage frequency (rs = 0.1144, p < .05), and between instructor encouragement and students' intention to continue using AI tools in the future (rs = 0.1609, p < .001). However, no statistically significant relationship was found between students' belief that AI improves learning and their self-reported grades (rs = 0.0226, p > .05). Additionally, the purpose of AI use (writing, research, math, grammar) did not significantly differentiate grade levels among students. The findings underscore the widespread integration of AI into students' academic routines and the influential role instructors play in mediating responsible AI adoption.
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