Archives for nr.11
Evaluating ChatGPT’s Effect on Students’ Independent Learning Experiences: The Case of Pentecost University, a Ghanaian Higher Educational Institution
This study evaluates the impact of ChatGPT, a generative AI tool, on students' independent learning experiences within Pentecost University, a higher education context in Ghana. The study adopts a quantitative research approach using a descriptive research design, focusing on Pentecost University, one of the Ghanaian private universities with significant involvement in artificial intelligence studies. The survey collected data from 334 students, representing an 87.7% response rate, to assess various aspects of their interaction with ChatGPT, including engagement, reliability, motivation, and personalisation of learning. Results indicate that ChatGPT is widely used among students for completing assignments (45%), conducting research (35%), and learning new topics (20%). The findings demonstrate that ChatGPT significantly enhances student engagement, particularly through its real-time response capabilities, providing immediate feedback and fostering interaction. Multiple regression analysis highlights that personalised learning goals and real-time response are key predictors of increased student motivation, accounting for 62% of the variance observed. However, gender and educational level do not significantly impact engagement, indicating the inclusivity of ChatGPT as a learning tool. The study concludes that while ChatGPT has proven beneficial in enhancing independent learning experiences, its effectiveness is maximised when integrated with structured support from educators.
Probing the Influence of Blended Learning Approach on Student’s Academic Achievement in Biology: A Moderating Role of Gender
Although the implementation of the blended learning approach (BLA) in the classroom has attracted significant research attention, previous studies on their impact on students' learning outcomes such as achievement have reported contrasting findings. In this study, we extended the study of BLA’s influence on students' academic achievement in biology. Two research questions and three hypotheses guided the study. The sample size involved 87 students, (36 males and 51 females), enrolled in the experimental group (42 students) and the control group (45 students) in the 2022/2023 academic session. The data for the study was collected using the Biology Achievement Test (BAT) and was analysed through descriptive analysis for the research questions, while the analysis of variance (ANCOVA) was employed to test the null hypotheses at 0.05 alpha level of significance. The findings revealed a significant difference in students’ achievement in biology in favour of BLA. However, no significant influence of gender on students’ achievement was observed. The findings also show that the interaction effects of teaching methods and gender do not significantly influence students' achievement. Conclusion, implications, and future directions were discussed.