The effects of using ChatGPT in teaching mathematics at the undergraduate level.
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Abstract
The objectives of this research were to: 1) To compare the learning achievement of mathematics content of students who study with the use of ChatGPT and students who study with regular lectures, and 2) To measure satisfaction with the use of ChatGPT in Study along with lectures on mathematics content for the experimental group. This research is a quantitative research. (Quantitative Research Methodology) The research design is a true experimental research design (True Experimental Research Design). The population in this research is Bachelor's degree students continuing for 2-3 years, 1st year, academic year 2023, College of Industrial Technology King Mongkut's University of Technology North Bangkok The sample group is 2-3 year continuous undergraduate students who are enrolled in the course Basic Mathematics with Basic Programs, Semester 1/2023, totaling 72 people, the sample group is divided into control group and experimental group, with testing for comparison using Test before class and after class From the experimental results it was found that The results of the comparison obtained from the pre-test of the two groups were not different, with the experimental group having a value = 10.89, S.D. = 4.55, the control group having a value
= 10.44, S.D. = 4.80 (* p > .05 and
) then using ChatGPT-3.5 joins in teaching in the experimental group room. and teaching the content in a normal way in the control group's room and then doing a post-test. It was found that the experimental group had a value
= 17.89, S.D. = 2.95, the control group had a value
= 14.56, S.D. = 3.23 (* p/2 > .05 and
) Therefore, it can be concluded that the experimental group that received instruction along with the use of ChatGPT had a better understanding of the content than the control group that received regular instruction. And from the evaluation of satisfaction using ChatGPT, it was found that all evaluation results were at a very satisfactory level.
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References
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