EVALUATING THE EFFECTIVENESS OF CHAT-GPT IN ENHANCING LEARNING OUTCOMES AND FACILITATING KNOWLEDGE ACQUISITION

Abstract

The integration of artificial intelligence, particularly Chat-GPT, into education necessitates empirical evidence of its pedagogical impact. This study aimed to evaluate the effectiveness of Chat-GPT in enhancing learning outcomes and facilitating knowledge retention, understanding, and student engagement. A quasi-experimental, pre-test/post-test design was employed with 60 undergraduate (BS ELT) students randomly assigned to control (traditional teaching methods) or experimental (Chat-GPT integrated pedagogy) groups. Data were collected via a validated pre-test/post-test and an engagement scale questionnaire adapted from the User Engagement Scale (UES). Data was analysed using SPSS (Version-22) to measure paired t-test, independent t-test and descriptive statistics. Results indicated a statistically significant and substantially greater improvement in knowledge retention and understanding for the experimental group compared to the control group. It is also concluded that Chat-GPT intervention led to significantly higher levels of cognitive, affective, and behavioural engagement, with a positive correlation found between engagement and learning outcomes. So it is stated that Chat-GPT is a more effective instructional tool than traditional methods, significantly boosting both knowledge acquisition and student engagement. Findings of the study imply that educators should consider strategic integration of Chat-GPT into curricula, while policymakers must develop frameworks for its ethical educational use. Future research should explore its application across diverse disciplines and employ longitudinal or mixed methods designs