EFFECT OF CHATGPT- ASSISTED LEARNING INSTRUCTIONAL APPROACH ON SENIOR SECONDARY STUDENTS’ ACADEMIC ACHIEVEMENT IN DATA PROCESSING IN ONITSHA EDUCATION ZONE

Abstract

This study investigated the effect of the ChatGPT-Assisted Learning Instructional Approach on the academic achievement of Senior Secondary School II (SSII) students in Data Processing in Onitsha Education Zone, Anambra State. Two research questions were answered and three null hypotheses were tested at the 0.05 level of significance. A quasiexperimental pretest-posttest non-equivalent control group design was adopted. The population comprised 3,642 SSII students offering Data Processing in public secondary schools in the education zone, while a sample of 95 students from two co-educational public secondary schools participated in the study. The Data Processing Achievement Test (DPAT), consisting of 50 multiple-choice items, was used for data collection. The instrument was validated by three experts and had a reliability coefficient of 0.72 using the KuderRichardson Formula 20. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance. The findings revealed that students taught using the ChatGPTAssisted Learning Instructional Approach achieved significantly higher academic achievement than those taught using the traditional Discussion Method. Gender had no significant effect on students' academic achievement, and there was no significant interaction effect between teaching method and gender. It was recommended that teachers of Data Processing integrate ChatGPT-Assisted Learning Instructional Approach into classroom instruction to enhance students' academic achievement.