Keyword : Self regulated learning, Chat-generative-pretrained-transformer, Physics achievement and gender.
Author(s) : Obasi Onyebuchi Ali & Fidelis Obi Nnadi, Ph.D
Abstract :
The problem of poor achievement in Physics in external examinations by students in Ebonyi State, Nigeria warranted the study. The need to use of a cutting-edge individualized instruction rooted in artificial intelligence to measure its potency in curbing the menace of poor achievement becomes necessary. The study examined the effect of self-regulated learning strategy through chat-generative-pretrained-transformer model4 (ChatGPT4) on senior secondary school students’ achievement in projectile motion concepts. The study was guided by 2 research questions and 2 hypotheses. The design of the study was none-equivalent control groups quasi-experimental. The population for the study was 10,679 senior secondary school two Physics students in the thirty-one secondary schools for 2017/2018 academic session in Ohaukwu Local Government Area of Ebonyi state, Nigeria. The sample size for the study was 316 senior secondary school two Physics students in 4 sampled co-educational secondary schools in Ohaukwu. Projectile motion achievement test (PMAT) was the instrument used for data collection. Kuder-Richardson’s formula-20 was used to determine the internal consistency reliability of PMAT. The coefficient was 0.88. Mean and standard deviations were used in answering the research questions while 2×2 analysis of covariance was used to test the hypotheses at .05 level of significance. The result of the study showed that the students who learnt Physics using self-regulated individualized learning strategy: ChatGPT model4 achieved better than their counterparts, who learnt Projectile motion using expository method. The result of the study also showed that there was no significant difference between the mean achievement scores of male and female students who learnt projectile motion concepts using ChatGPT model4. Hence, it was recommended that Physics students should use ChatGPT model 4 which is gender-friendly to enhance their self-learning in Physics concepts.
EFFECT OF PROJECT-BASED LEARNING ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN ELECTROCHEMICAL CELLS IN AGBANI EDUCATION ZONE
Dr. Cynthia O. Omeje
FERMENTATION KINETICS OF SOURSOP JUICE USING SACCHAROMYCES CEREVISIAE WITH INFLUENCE OF AMMONIUM CARBONATE
C. Ogbebor, Ph.D
EFFECT OF SELF-REGULATED-LEARNING STRATEGY THROUGH CHAT-GENERATIVE-PRETRAINED-TRANSFORMER ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN PROJECTILE MOTION CONCEPTS
Obasi Onyebuchi Ali & Fidelis Obi Nnadi, Ph.D