The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics

Fatima Wahba; Aseel Omar Ajlouni; Mofeed Ahmed Abumosa

doi:10.29333/ejmste/14726

journal article Jul 01, 2024

The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics

Fatima Wahba

Aseel Omar Ajlouni Mofeed Ahmed Abumosa

Eurasia Journal of Mathematics, Science and Technology Education Vol. 20 No. 7 pp. em2468 · Modestum Ltd

View at Publisher Save 10.29333/ejmste/14726

Abstract

Today, artificial intelligence (AI) has become a major factor in driving sustainable development. AI technology facilitate the innovation and creativity that could be used to achieved the sustainable development goals SDG, where education is the third SDG. Since the emergence of an advanced language model supported by AI, ChatGPT has been widely used in various fields, including education. Perhaps the fields of mathematics in general and statistics, in particular, are among the most important. Therefore, this study was conducted to investigate the impact of ChatGPT-based learning on statistical reasoning and attitudes towards statistics among undergraduates. The study followed a quasi-experimental design. To achieve their objectives, the researchers employed two valid and reliable assessments: the statistical reasoning assessment and the attitude toward statistics measure. The study sample included 56 students from the Arab Open University in Jordan and was distributed into two groups: experimental and control. The results demonstrated the effectiveness of using ChatGPT in developing statistical reasoning and fostering positive attitudes towards statistics. These findings encourage statistics instructors to incorporate ChatGPT into their teaching methods and motivate students to utilize it in their learning of statistics.

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Details

Published: Jul 01, 2024
Vol/Issue: 20(7)
Pages: em2468

Authors

F

Fatima Wahba

Middle East University, Amman, JORDAN

A

Aseel Omar Ajlouni

The University of Jordan, Amman, JORDAN

M

Mofeed Ahmed Abumosa

Arab Open University, Amman, JORDAN

Cite This Article

Fatima Wahba, Aseel Omar Ajlouni, Mofeed Ahmed Abumosa (2024). The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics. Eurasia Journal of Mathematics, Science and Technology Education, 20(7), em2468. https://doi.org/10.29333/ejmste/14726

The impact of ChatGPT-based learning statistics on undergraduates’ statistical reasoning and attitudes toward statistics

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