Generative artificial intelligence (GenAI) has precipitately emerged as a transformative tool in higher education, particularly in student learning. This study investigates the efficiency of ChatGPT as a GenAI-assisted tutoring tool for academically at-risk students enrolled in IDS-097 Academic Accountability, a 1-credit intervention course designed to support students on academic probation. Using a quantitative repeated measures design, 50 students completed two equivalent exams: Exam #1 (without GenAI support) and Exam #2 (after utilizing ChatGPT as a studying and tutor aid). A paired-sample t-test revealed a statistically significant improvement in student performance (t(49) = −8.21, p < 0.001), with mean scores increasing from Exam #1: 72.1% (C) to Exam #2: 85.4% (B+) and demonstrating a large effect size (Cohen’s d = 1.13). A Pearson correlation analysis (r = 0.74, p < 0.001) and pre- and post-surveys analyzed through Cronbach’s Alpha (α = 0.93) suggest a positive relationship between ChatGPT usage and learning gains. Findings align with the Technology Acceptance Model and Cognitive Load Theory, inferring that GenAI-assisted tutoring supports knowledge acquisition. Future research should investigate long-term memory retention for students, faculty-led GenAI support initiatives, and GenAI-incorporated tertiary studies utilizing broader student types for increased generalization.