The relationship between artificial intelligence usage and academic performance of students at a Malaysian public university

Purpose This study aims to investigate the relationship between artificial intelligence (AI) usage and academic performance among undergraduate students at a Malaysian public university. By applying the technology acceptance model (TAM), it explores how perceived usefulness, ease of use, attitudes and behavioral intentions influence students’ academic outcomes. With the increasing integration of AI in education, understanding its impact on student performance is crucial for universities to develop informed strategies. This study also examines the extent and patterns of AI tool usage, such as ChatGPT, Grammarly and Quillbot, providing insights into which tools are most commonly used and why. Design/methodology/approach A quantitative research design was employed using a structured survey distributed to 377 undergraduate students who use AI tools for academic purposes. This study used convenience sampling due to accessibility constraints and analyzed the data using Statistical Package for Social Sciences. Descriptive statistics and Pearson correlation analysis were applied to examine relationships between four independent variables; perceived usefulness, perceived ease of use, attitude, behavioral intention and academic performance. Reliability of the constructs was confirmed through Cronbach’s alpha, all exceeding 0.87. The methodology aimed to identify significant factors influencing AI adoption and their correlation with improved academic outcomes. Findings The findings indicate that all four independent variables; perceived usefulness, ease of use, attitude and behavioral intention positively correlate with academic performance. Among them, perceived ease of use had the strongest correlation, followed by perceived usefulness. Attitudes and behavioral intentions showed moderate but significant relationships. ChatGPT and Grammarly were the most frequently used AI tools due to their accessibility and relevance to academic tasks. However, this study also cautions against overreliance and highlights the importance of balanced usage. These results suggest that intuitive, supportive AI tools can enhance learning outcomes if integrated effectively into educational settings. Originality/value This study offers original insights by specifically examining AI usage in the context of a Malaysian public university, an underexplored setting in current literature. While previous studies have broadly addressed AI in education, this research applies the TAM to assess how student perceptions and behaviors toward AI tools relate to actual academic performance. It goes beyond theoretical analysis by identifying which AI tools (e.g. ChatGPT, Grammarly) are most adopted and why. The findings provide valuable, localized evidence for educators and policymakers aiming to integrate AI effectively into higher education for measurable student success.