ARTIFICIAL INTELLIGENCE AND THE QUALITY OF HIGHER EDUCATION: EVIDENCE FROM THE UNIVERSITY OF NGAOUNDÉRÉ, CAMEROON

Abstract

This study examined the relationship between artificial intelligence (AI) use and the quality of higher education among students at the University of Ngaoundéré, Cameroon, with particular emphasis on academic autonomy, academic dependence, and academic integrity. A cross-sectional descriptive survey design was adopted. The study population comprised 2,700 students, from which a sample of 70 respondents was selected using a non-probability stratified sampling technique. Data were collected through a structured questionnaire developed by the researchers and analyzed using descriptive statistics and Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed a significant moderate negative relationship between AI use and students' academic autonomy (r = -0.41, p < 0.05), indicating that increased AI use was associated with reduced academic autonomy. The study also found a significant strong positive relationship between AI use and students' academic dependence (r = 0.62, p < 0.05), suggesting that greater use of AI increased students' reliance on AI for academic tasks. Furthermore, a significant weak negative relationship was found between AI use and academic integrity (r = -0.38, p < 0.05), indicating that increased AI use was associated with lower academic integrity. The study concludes that while artificial intelligence has considerable potential to support learning and improve access to educational resources, excessive reliance on AI may undermine independent learning and academic integrity. It recommends that universities develop clear institutional policies and ethical guidelines to promote the responsible use of AI while fostering critical thinking, independent learning, and academic honesty among students.