ChatGPT as a Learning Assistant: Its Impact on Students Learning and Experiences
Joel B. Jalon, Goodwin A Chua, Myrla De Luna Torres
Source abstract
ChatGPT is largely acknowledged for its substantial capacity to enhance the teaching and learning process despite some concerns. Based on the available literature, no study compares groups of students using ChatGPT and those who did not, more so in programming. Therefore, the main goal of this study was to examine how ChatGPT affects SHS students' learning of Python programming with students who did not use the AI tool. An independent t-test revealed that there is a significant difference between students who utilized ChatGPT and high-performing students who did not use it, but the observed difference is not likely to have practical significance, indicating the potential of ChatGPT to enhance students’ programming proficiency. The effectiveness of ChatGPT in providing solutions and improving understanding was also supported through students' experiences. Four themes were derived from the thematic analysis of students’ shared experiences: students were appreciative and satisfied, students were amazed and surprised by ChatGPT’s ability, students acknowledged ChatGPT’s limitations, and students treated ChatGPT like a human being. The study concludes that ChatGPT can complement conventional teaching approaches but underscores the importance of independently cultivating students' problem-solving abilities, and cooperation between educators and developers can augment the role of AI-driven tools in education.
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