Making a revolution in physics learning in high schools with ChatGPT: A case study in UAE
Khaleel Alarbi 1 , Mohanad Halaweh 2 , Hassan Tairab 3 , Najeh Rajeh Alsalhi 4 * , Nagaletchimee Annamalai 5 6 , Fatima Aldarmaki 3
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1 College of Education, Al Ain University, Al Ain, UAE2 College of Business, Al Ain University, Al Ain, UAE3 College of Education, United Arab Emirates University, Al Ain, UAE4 Department of Education, College of Arts, Humanities, and Social Sciences, University of Sharjah, Sharjah, UAE5 School of Distance Education (English Section), Universiti Sains Malaysia, Penang, MALAYSIA6 Humanities and Social Sciences, Research Centre, Ajman University, Ajman, UAE* Corresponding Author

Abstract

This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 9, September 2024, Article No: em2499

https://doi.org/10.29333/ejmste/14983

Publication date: 01 Sep 2024

Online publication date: 19 Aug 2024

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