Authors : Joseph Kortu; Sundufu Alphansu Kamara; Lahai Braima; Mustapha Ansumana

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/26vwp5dr

Scribd : https://tinyurl.com/3szw7xmx

DOI : https://doi.org/10.38124/ijisrt/25nov681

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Artificial Intelligence (AI) has rapidly shifted from futuristic theory to everyday reality in higher education. Across the globe, students now rely on AI-powered tools such as ChatGPT, Grammarly, Turnitin, and Quillbot for academic support. This study investigates the extent to which students at Eastern Technical University of Sierra Leone (ETU–SL) use AI, how it influences their academic performance, and what challenges they face. A descriptive survey design with mixed methods was adopted, targeting 385 undergraduate students across faculties through stratified random sampling. Data were collected using questionnaires and interviews, then analyzed using descriptive and inferential statistics alongside thematic interpretation. The results revealed that Grammarly (26.8%) and ChatGPT (26.5%) were the most frequently used tools, primarily for writing support, grammar correction, and research summarization. Students reported significant improvements in writing quality (67%), time management (65%), and understanding of academic concepts (60%). Yet, challenges emerged: plagiarism risks (75%), infrastructural barriers such as poor internet and electricity (73%), and reduced originality (56%). The findings suggest that AI can be both a catalyst for academic growth and a threat to academic integrity, depending on how it is used. The study concludes by recommending institutional AI policies, student training on responsible usage, and investment in infrastructure to ensure equitable access.

Keywords : Artificial Intelligence; Academic Performance; Digital Literacy; Higher Education; Sierra Leone.

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