ARCHIVES
VOL. 2, ISSUE 3 (2026)
Generative AI in classrooms: Impact of Chat GPT, Gemini, and Claude on critical thinking, academic integrity, and teacher workload in selected federal government colleges in Nigeria
Authors
Dr. Nweke Ebere, Dr. Igatta Thomas Ogbonna, Dr. Okonkwo Benjamin Chigozie, Dr. Agbo Blessing
Abstract
This study examined
the impact of generative artificial intelligence (Gen AI), particularly Chat GPT,
Gemini, and Claude, on students’ critical thinking, academic integrity, and
teacher workload in selected Federal Government Colleges in Nigeria. A
quantitative survey design was adopted, involving 950 respondents comprising
700 senior secondary school students and 250 teachers. Data were collected
using a structured questionnaire based on a five-point Likert scale. All study
constructs demonstrated strong internal consistency, with Cronbach’s alpha
coefficients above 0.80. Descriptive statistics and regression analyses were
employed for data analysis. Results showed high student use of Chat GPT (M =
3.68, SD = 0.82), while Gemini (M = 3.21, SD = 0.89) and Claude (M = 2.94, SD =
0.93) recorded moderate usage. Students demonstrated a high critical-thinking
score (M = 3.85, SD = 0.71), whereas academic integrity presented moderate
concern (M = 3.12, SD = 0.88). Chat GPT, Gemini, Claude, and AI training
jointly explained 48.2% of the variance in critical thinking, F(4, 695) =
161.3, p < .001, with Chat GPT emerging as the strongest predictor (β =
.361, p < .001). Increased Gen AI use was significantly associated with
lower academic integrity scores, with the model explaining 21.4% of the
variance. Among teachers, Gen AI use was high (M = 3.55, SD = 0.76), while
workload impact was moderate and mixed (M = 3.41, SD = 0.84). Gen AI reduced
lesson-planning and instructional-material preparation demands but increased
responsibilities associated with detecting inappropriate AI use. The study
concludes that Gen AI offers considerable pedagogical benefits but requires
clear institutional policies, AI literacy training, ethical-use guidelines, and
redesigned assessment practices to protect academic integrity while improving
teaching and learning outcomes.
Download
Pages:15-21
How to cite this article:
Dr. Nweke Ebere, Dr. Igatta Thomas Ogbonna, Dr. Okonkwo Benjamin Chigozie, Dr. Agbo Blessing "Generative AI in classrooms: Impact of Chat GPT, Gemini, and Claude on critical thinking, academic integrity, and teacher workload in selected federal government colleges in Nigeria". World Journal of Applied Research, Vol 2, Issue 3, 2026, Pages 15-21
Download Author Certificate
Please enter the email address corresponding to this article submission to download your certificate.