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All Journal International Journal of Education and Teaching Zone Journal of Research in Environmental and Science Education
Babalola, Victor Tubosun
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ChatGPT in Organic Chemistry Classrooms: Analyzing the Impacts of Social Environment on Students’ Interest, Critical Thinking and Academic Achievement Babalola, Victor Tubosun; Suwaiba Said Ahmad; Halima Sani Tafida
International Journal of Education and Teaching Zone Vol. 3 No. 1 (2024): February 2024 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v3i1.155

Abstract

This study aims to analyze the Impacts of Social Environment on Interest, Critical Thinking and Academic Achievement of Students Taught Organic Chemistry Using Artificial Intelligence ChatGPT. Correlational research design was engaged for the study. 50-students in SS3 with an average age of 17years, who have access to android phones and the ChatGPT application from two senior secondary schools in Gwale Local Government area of Kano State, Nigeria formed the study sample. The instruments used for data collection include; the students’ social environment, interest and critical thinking questionnaire (r=0.96) and Organic Chemistry Achievement Test (r=0.92). The data were analyzed using mean, standard deviation and Spearman Rank Order Correlation. The study revealed a high positive correlation between the social environment and student’s interest; Social environment and critical thinking; as well as social environment and students’ achievement in the ChatGPT’s Organic Chemistry Classroom. The study further found a strong positive correlation between the students’ interest and critical thinking, critical thinking and students’ achievement in Organic Chemistry among students in the ChatGPT condition. It was concluded that social environment has a strong positive impact on students’ interest, critical thinking and academic achievement in organic chemistry among students in the ChatGPT classrooms. The study recommends that, as the artificial intelligence (AI) ChatGPT is migrating into the chemistry classrooms, government needs to re-train chemistry teachers, school librarians and lab-technologists through refreshers courses to improve their performance in the concepts
Patterns of Teacher-Student Interaction in Relation to Chemistry Achievement in Science Secondary Schools of Kano-Nigeria Babalola, Victor Tubosun; Umar, Awaisu; Sani Tafida, Halima
Journal of Research in Environmental and Science Education Vol. 2 No. 1 (2025): Journal of Research in Environmental and Science Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrese.v2i1.5

Abstract

The pattern of interaction is a live construct which explains the medium or mode of sharing knowledge of the subject matter and related issues in an academic environment. Recently, the pattern of interaction has been held responsible as one of the causes of poor achievement in chemistry and in sciences in general. Consequently, the present study investigates the teacher-student interaction modes such as ICT utilization, students’ motivation, diagrams-enhanced discussion, mnemonics-enhanced tutorial, and instructional materials in relation to students’ learning variables such as perception, interest, attitudes, laboratory attendance, and test scores for Chemistry Achievement in Science Secondary Schools of Kano-Nigeria. The research design used is correlational research design. A sample of 346 students was drawn through simple random sampling techniques from the study population of 3,071 students. Two instruments of data collection used in the study include; the questionnaire entitled; Teachers’ Patterns of Interaction in Relation to Chemistry Achievement Questionnaire (TMIRCAQ), with a reliability coefficient of 0.88 and Chemistry Achievement Test with a reliability coefficient of 0.96. Method of data analysis used include; simple percentage, mean of the descriptive statistics and Spearman’s Rank Order correlation statistics. The results show a significantly positive correlation between ICT utilization, students’ motivation, mnemonics- tutorial, instructional Materials, and diagram based discussion patterns of interaction with chemistry achievement. The study recommends the use of ICT, diagram based discussion, mnemonics tutorials, instructional materials and students’ motivation patterns of interactions for all teachers to improve students’ achievement in chemistry.
Co-Authors Halima Sani Tafida Sani Tafida, Halima Suwaiba Said Ahmad Umar, Awaisu