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