Effect of ChatGPT on the Academic Performance of Chemistry Students in Thermodynamics: A Case Study of Federal College of Education (Special), Oyo

Abstract

This study investigated the effects of ChatGPT on the academic performance, attitudes, and perceptions of students studying thermodynamics at the Federal College of Education (Special), Oyo. A quasi-experimental design with pre-test and post-test control group measurements was adopted. One hundred and twenty NCE III students were selected using purposive sampling, with half assigned to the experimental group and the rest to the control group. The experimental group was taught using ChatGPT, and the control group was taught using traditional pedagogical methods. Three data collection tools were used: The Thermodynamics Achievement Test (TAT), the Attitude Towards ChatGPT Usage Questionnaire (ATCUQ), and the Perceived Effectiveness of ChatGPT Questionnaire (PECQ). Then the data were analyzed using both descriptive and inferential statistical analysis. Results showed that students maintained a positive attitude toward using ChatGPT, as they felt it was an entertaining, confidence-boosting, and efficient learning tool. The perception metrics also showed that most participants considered ChatGPT a supportive, interactive, and interesting platform that supplements learning and academic achievement in thermodynamics. There was no significant difference in pre-test scores between the groups (p = 0.834, p > 0.05), indicating baseline equivalence. On the other hand, a statistically significant difference was observed in the post-test gain score (p = 0.000, p<0.05), with the experimental group (34.00) scoring higher than the control group (26.10). The study concludes that integrating ChatGPT into chemistry education has a significant positive effect on students' understanding and achievement in thermodynamics. It was suggested that AI-driven tools should be integrated into science education, alongside teacher training and improved digital infrastructure.