The Impact of Chatbots in the Writings of Undergraduate Students of Christian Religious Studies at Federal College of Education Zaria

Abstract

This study investigates the impact of chatbots on the writing quality and comprehension of Christian Religious Studies (CRS) among undergraduate students at the Federal College of Education, Zaria, Nigeria. As artificial intelligence increasingly permeates higher education, understanding its effects on specialized fields like religious studies is crucial. Through a survey of 30 undergraduate CRS students, the research explored the frequency of chatbot use, perceived impacts on writing quality and concept understanding, and attitudes toward integrating this technology into the curriculum. Results indicate widespread adoption of chatbots among students, with a majority reporting improved understanding of CRS concepts and writing quality. However, concerns emerged regarding potential adverse effects on critical thinking skills. Statistical analysis using a paired t-test revealed a significant impact of chatbots on assignment quality and subject comprehension. The study contributes valuable insights into the complex interplay between AI-assisted learning tools and religious education, highlighting both opportunities and challenges for curriculum development and pedagogical approaches in CRS.