ChatGPT as an Academic Assistant: Evaluating Effectiveness and Challenges Among Students at UTAS Nizwa

This study investigates the effectiveness and challenges of ChatGPT usage among students at the University of Technology and Applied Sciences (UTAS) Nizwa. Employing a quantitative research design, data were collected through structured questionnaires administered to 139 students across diverse academic levels and specializations. The study examined effectiveness, perceived reliability, usage patterns, and implementation challenges. Statistical analysis using SPSS revealed significant positive correlations between ChatGPT usage and students' knowledge acquisition (r = 0.684, p < 0.01), academic performance (r = 0.738, p < 0.01), and skill development (r = 0.763, p < 0.01). A moderate correlation emerged between perceived challenges and academic performance (r = 0.658, p < 0.01). Gender analysis indicated no significant differences in overall usage patterns, though female students demonstrated higher preference for grammar correction features (p = 0.008). No significant variations were observed across academic levels or disciplinary specializations, suggesting uniform adoption patterns. These findings contribute to understanding AI integration in educational contexts and inform pedagogical strategies for optimizing ChatGPT usage while maintaining academic integrity.