CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Artificial intelligence (AI) is playing a crucial role in the ever-increasing digitization of
society. AI’s capability to automate tasks, process large quantities of data, and provide predictive
insights will increasingly revolutionize various aspects of our daily lives (Yang, 2022). AI is very
common nowadays in this digital world in terms of tasks as well as giving insight. It also has an
increasing impact on our daily lives. Artificial intelligence plays an important role in our society
due to the increasing number of people using it. Suwale (2024), said that ChatGPT has over 180.5
million monthly users and 100 million weekly active users. Over 88% of ChatGPT’s traffic comes
from direct sources, which means people are directly typing “ChatGPT” on their search engines
and entering the official website. People in the United States are the most frequent users of the AI
chatbot. India and Columbia follow the United States with the second- and third-highest share of
ChatGPT users, respectively.
There are various ways in which using ChatGPT as a learning tool that could influence
students’ motivation to study. Students can ask questions, get answers, and seek clarifications on
academic subjects with the help of ChatGPT, which provides conveniently accessible and tailored
support. The link between academic performance and ChatGPT as an academic assistance tool is
contingent upon the mediating role of learning motivation, a crucial psychological element.
According to Khaneghahi et al. (2022), learning motivation pertains to the innate propensity,
ambitions, and zeal of students to participate in educational endeavors and work toward academic
objectives. Furthermore, students’ different learning needs are accommodated by the ChatGPT’s
, constant availability, which ensures that they can get academic help anytime. In addition to
promoting self-sufficiency and self-regulation, which are essential components of intrinsic
motivation, flexibility empowers students to take ownership of their learning processes. Students’
tendency to actively participate, set high goals, and overcome barriers are positively correlated
with their sense of themselves as self-directed learners (Rasdi, Hamzah, & Yean, 2020). Giving
students a sense of community and support using ChatGPT may increase their desire to participate
in class activities because it satisfies their need for a sense of social interaction and a sense of
belonging in the classroom. Considering that students actively participate in the active learning
process, which includes motivation, beliefs, metacognitive abilities, and knowledge, learning
using ChatGPT is beneficial in reaching the entire educational goals (Chaudhry et al., 2023; Muñoz
et al., 2023; Stojanov, 2023).
Despite its increasing popularity, there are troublesome experiences with chatbots have also
been documented. ChatGPT is a relatively new technology, there are certainly research on how
users respond to it. Customers are becoming increasingly concerned about the quality issues
related to ChatGPT and AI, as previously highlighted (Dwivedi et al., 2023). Teaching AI in K-12
schools had not gained popularity at that time because there were enough age-appropriate teaching
resources available to provide guidance support. (Yitan et al., 2022). Human emotions and
experiences are incomprehensible to chatbots. It cannot relate to users in the same way that a
human would, even though it can mimic human speech and offer appropriate and helpful responses
(A. Borji (2023). This is due to the fact that chatbots are powered by computers and data, whereas
people are shaped by their experiences and subjective feelings.
This study primarily aims to determine the effectiveness of using ChatGPT on the academic
performance of students in Science 10. Furthermore, ChatGPT platform aims to facilitate
THE PROBLEM AND ITS BACKGROUND
Introduction
Artificial intelligence (AI) is playing a crucial role in the ever-increasing digitization of
society. AI’s capability to automate tasks, process large quantities of data, and provide predictive
insights will increasingly revolutionize various aspects of our daily lives (Yang, 2022). AI is very
common nowadays in this digital world in terms of tasks as well as giving insight. It also has an
increasing impact on our daily lives. Artificial intelligence plays an important role in our society
due to the increasing number of people using it. Suwale (2024), said that ChatGPT has over 180.5
million monthly users and 100 million weekly active users. Over 88% of ChatGPT’s traffic comes
from direct sources, which means people are directly typing “ChatGPT” on their search engines
and entering the official website. People in the United States are the most frequent users of the AI
chatbot. India and Columbia follow the United States with the second- and third-highest share of
ChatGPT users, respectively.
There are various ways in which using ChatGPT as a learning tool that could influence
students’ motivation to study. Students can ask questions, get answers, and seek clarifications on
academic subjects with the help of ChatGPT, which provides conveniently accessible and tailored
support. The link between academic performance and ChatGPT as an academic assistance tool is
contingent upon the mediating role of learning motivation, a crucial psychological element.
According to Khaneghahi et al. (2022), learning motivation pertains to the innate propensity,
ambitions, and zeal of students to participate in educational endeavors and work toward academic
objectives. Furthermore, students’ different learning needs are accommodated by the ChatGPT’s
, constant availability, which ensures that they can get academic help anytime. In addition to
promoting self-sufficiency and self-regulation, which are essential components of intrinsic
motivation, flexibility empowers students to take ownership of their learning processes. Students’
tendency to actively participate, set high goals, and overcome barriers are positively correlated
with their sense of themselves as self-directed learners (Rasdi, Hamzah, & Yean, 2020). Giving
students a sense of community and support using ChatGPT may increase their desire to participate
in class activities because it satisfies their need for a sense of social interaction and a sense of
belonging in the classroom. Considering that students actively participate in the active learning
process, which includes motivation, beliefs, metacognitive abilities, and knowledge, learning
using ChatGPT is beneficial in reaching the entire educational goals (Chaudhry et al., 2023; Muñoz
et al., 2023; Stojanov, 2023).
Despite its increasing popularity, there are troublesome experiences with chatbots have also
been documented. ChatGPT is a relatively new technology, there are certainly research on how
users respond to it. Customers are becoming increasingly concerned about the quality issues
related to ChatGPT and AI, as previously highlighted (Dwivedi et al., 2023). Teaching AI in K-12
schools had not gained popularity at that time because there were enough age-appropriate teaching
resources available to provide guidance support. (Yitan et al., 2022). Human emotions and
experiences are incomprehensible to chatbots. It cannot relate to users in the same way that a
human would, even though it can mimic human speech and offer appropriate and helpful responses
(A. Borji (2023). This is due to the fact that chatbots are powered by computers and data, whereas
people are shaped by their experiences and subjective feelings.
This study primarily aims to determine the effectiveness of using ChatGPT on the academic
performance of students in Science 10. Furthermore, ChatGPT platform aims to facilitate
