The Utilization of ChatGPT and Its Effect on the Academic Performance of the BSEd Mathematics
DOI:
https://doi.org/10.5281/zenodo.20329318Keywords:
ChatGPT, Mathematics, BSEd, Academic PerformanceAbstract
This study examined the utilization of ChatGPT and its effect on the academic performance of Bachelor of Secondary Education major in Mathematics (BSEd Math) students of Colegio de Santa Rita de San Carlos, Incorporated. It specifically aimed to determine the extent of ChatGPT utilization in terms of frequency of use, purpose of use, and support services, and to examine whether there is a significant relationship between ChatGPT utilization and students’ academic performance. Aquantitative descriptive-correlational research design was employed. The respondents were 76BSEd Math students from first year to fourth year, selected through stratified sampling from a population of 94 students. Data were gathered using a researcher- made survey questionnaire with a 4-point Likert scale, while academic performance was measured using the students’ General Weighted Average (GWA) for the first semester. The findings revealed that students occasionally utilized ChatGPT as a supplementary tool for understanding mathematical concepts, clarifying solutions, and assisting in problem-solving. The students generally obtained Very Satisfactory to Outstanding academic performance. However, statistical analysis revealed a very weak positive correlation between ChatGPT utilization and academic performance, and no significant relationship was found between the variables. It is concluded that ChatGPT serves only as a supplementary academic support tool and does not significantly affect the academic performance of BSEd Math students.
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