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Muraina, Ismail Olaniyi
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Impact of AI-ChatGPT Intervention on Coding: NPL Supportive Approach to Teaching and Learning Effectiveness Muraina, Ismail Olaniyi; Adesanya, Muyideen Olayemi
Journal of Educational Sciences Vol 8, No 3: July 2024
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.312-324

Abstract

AI-ChatGPT is increasingly popular among all individuals, particularly researchers, educators, and students. This fantastic tool was created to generate human-like text in response to user inputs, making it ideal for chatbots and other conversational systems. Because of its capacity to solve various problems such as choice difficulties, prediction problems, and coding problems, it may be readily linked with programming learning to increase and interest students in coding challenges that typically encountered during traditional programming language learning. This study combines a programming language for teaching and learning, such as Python, with ChatGPT to determine whether it will be a valuable tool for students' programming expertise. The assignment was carried out using a basic randomised controlled approach to ensure that no students from either group had previous information about what to accomplish before being assigned to the groups; also, the gender of the students was balanced. Results showed that the experimental group performed better in the Pre-Test and Post-Test after exposure to diverse teaching methods. The study emphasises the importance of ChatGPT implementation in Python programming and the importance of a randomised controlled approach.
Impact of AI-ChatGPT Intervention on Coding: NPL Supportive Approach to Teaching and Learning Effectiveness Muraina, Ismail Olaniyi; Adesanya, Muyideen Olayemi
Journal of Educational Sciences Vol 8. No. 3. July 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.312-324

Abstract

AI-ChatGPT is increasingly popular among all individuals, particularly researchers, educators, and students. This fantastic tool was created to generate human-like text in response to user inputs, making it ideal for chatbots and other conversational systems. Because of its capacity to solve various problems such as choice difficulties, prediction problems, and coding problems, it may be readily linked with programming learning to increase and interest students in coding challenges that typically encountered during traditional programming language learning. This study combines a programming language for teaching and learning, such as Python, with ChatGPT to determine whether it will be a valuable tool for students' programming expertise. The assignment was carried out using a basic randomised controlled approach to ensure that no students from either group had previous information about what to accomplish before being assigned to the groups; also, the gender of the students was balanced. Results showed that the experimental group performed better in the Pre-Test and Post-Test after exposure to diverse teaching methods. The study emphasises the importance of ChatGPT implementation in Python programming and the importance of a randomised controlled approach.
Beyond the Confines of Achievement in Secondary School Biology: Higher-order thinking in Focus Lameed, Soladoye Nurudeen; Adam, Umar Ayotunde; Ayodele, Benjamin Benson; Muraina, Ismail Olaniyi
Journal of Educational Sciences Vol 7. No. 1. January 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.1.p.11-26

Abstract

Thinking at a rate higher than memorizing ideas or recalling verbatim what was learned in the previous lessons is a challenging task in teaching and learning biological concepts. Past studies have established many strategies to address this, but they are not directly linked to the ultimate solution to the problem. This study investigates the potency of problem-solving strategy to enhance student’s ability in higher-order thinking tasks in biology. A total of 118 senior secondary two biology students in their intact group participated in the study. The study employed a quasi-experimental group design. Data on higher-order thinking tasks were collected using 20 multiple-choice items titled Achievement Test in Higher-order Thinking Tasks (ATHOTT). Mean and standard deviation depicted in bar charts provide answers to the three research questions, while analysis of covariance was employed to test the hypotheses. The results revealed that problem-solving strategy enhanced students’ response to higher-order thinking tasks, male and female students did not differ in response to higher-order thinking tasks, and gender did not mediate with the problem-solving strategy to enhance students’ response to higher-order thinking tasks in biology. Teachers are, therefore, implored to engage students in problem-solving activities.
Impact of AI-ChatGPT Intervention on Coding: NPL Supportive Approach to Teaching and Learning Effectiveness Muraina, Ismail Olaniyi; Adesanya, Muyideen Olayemi
Journal of Educational Sciences Vol. 8 No. 3 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.312-324

Abstract

AI-ChatGPT is increasingly popular among all individuals, particularly researchers, educators, and students. This fantastic tool was created to generate human-like text in response to user inputs, making it ideal for chatbots and other conversational systems. Because of its capacity to solve various problems such as choice difficulties, prediction problems, and coding problems, it may be readily linked with programming learning to increase and interest students in coding challenges that typically encountered during traditional programming language learning. This study combines a programming language for teaching and learning, such as Python, with ChatGPT to determine whether it will be a valuable tool for students' programming expertise. The assignment was carried out using a basic randomised controlled approach to ensure that no students from either group had previous information about what to accomplish before being assigned to the groups; also, the gender of the students was balanced. Results showed that the experimental group performed better in the Pre-Test and Post-Test after exposure to diverse teaching methods. The study emphasises the importance of ChatGPT implementation in Python programming and the importance of a randomised controlled approach.
Beyond the Confines of Achievement in Secondary School Biology: Higher-order thinking in Focus Lameed, Soladoye Nurudeen; Adam, Umar Ayotunde; Ayodele, Benjamin Benson; Muraina, Ismail Olaniyi
Journal of Educational Sciences Vol. 7 No. 1 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.1.p.11-26

Abstract

Thinking at a rate higher than memorizing ideas or recalling verbatim what was learned in the previous lessons is a challenging task in teaching and learning biological concepts. Past studies have established many strategies to address this, but they are not directly linked to the ultimate solution to the problem. This study investigates the potency of problem-solving strategy to enhance student’s ability in higher-order thinking tasks in biology. A total of 118 senior secondary two biology students in their intact group participated in the study. The study employed a quasi-experimental group design. Data on higher-order thinking tasks were collected using 20 multiple-choice items titled Achievement Test in Higher-order Thinking Tasks (ATHOTT). Mean and standard deviation depicted in bar charts provide answers to the three research questions, while analysis of covariance was employed to test the hypotheses. The results revealed that problem-solving strategy enhanced students’ response to higher-order thinking tasks, male and female students did not differ in response to higher-order thinking tasks, and gender did not mediate with the problem-solving strategy to enhance students’ response to higher-order thinking tasks in biology. Teachers are, therefore, implored to engage students in problem-solving activities.
Co-Authors Adam, Umar Ayotunde Adesanya, Muyideen Olayemi Ayodele, Benjamin Benson Lameed, Soladoye Nurudeen