APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS BY FINAL YEAR CHEMISTRY UNDERGRADUATES IN OYO STATE, NIGERIA

The growing influence of Artificial Intelligence (AI) in education has opened new frontiers in teaching, learning, and research across disciplines, including chemistry. This study investigates the application of AI tools by final-year chemistry undergraduates in tertiary institutions across Oyo state, Nigeria. With AI revolutionizing various sectors, its integration into chemistry research offers unprecedented opportunities. However, concerns persist regarding students' proficiency and familiarity with AI tools, potentially impacting research outcomes. Through a cross-sectional survey design, data was collected from 50chemistry undergraduates across four institutions, which represents 30% of the entire chemistry student population. Results indicate widespread use of AI tools for data analysis, modelling chemical reactions, literature review, molecular visualization, and simulation, aligning with contemporary research trends. Additionally, students exhibit familiarity with AI tools, having received adequate training and possessing confidence in their usage. Institutions provide varied access to AI tools, fostering collaboration and meeting students' research needs. Despite perceived benefits such as improved research accuracy and productivity, challenges including technical issues and cost barriers persist. Nonetheless, AI tools enhance students’ understanding of complex chemical concepts. The study conclude with recommendations for institutional support: structured training, improved access to AI tools, and clearly defined policy guidelines to facilitate responsible use of AI in chemistry education. Keywords: Artificial Intelligence, AI Tools, Chemistry Education, Tertiary Institutions