Enhancing Academic Outcomes of Year 3 English Education Lexicology Students in the University of Calabar, Cross River State, Nigeria using ChatGPT AI: A Quasi-Experimental Study
Keywords:
ChatGPT AI; Lexicology; Academic Performance; English Education Students; Cognitive abilities; retention rates; University of Calabar; NigeriaAbstract
This study was carried out to examine the effect of ChatGPT AI and academic outcomes of year 3 English Education students at the University of Calabar, Nigeria in Lexicology. Three research questions and three hypotheses were developed to accomplish this goal. The study used a quasi-experimental non-randomized pre-test and post-test control group design. The population consisted of 325 English Education students in the Department of Arts Education, Faculty of Education, for the 2024/2025 academic session. The Purposive sampling technique was used to select a sample of 295 respondents, 148 of whom were in the experimental group and 147 in the control group. The Lexicology Performance Test (LPT) was developed and utilized to gather data. The Split-Half Method produced a reliability coefficient of 0.76. The study employed Mean and Standard Deviation to address the research questions and Analysis of Covariance (ANCOVA) to test the hypotheses at 0.05 levels of significance with F-value of 3.84. The findings indicated that ChatGPT significantly improved students' academic performance, retention and cognitive capacity in Lexicology. The study's findings therefore showed the potential of the application of ChatGPT in boosting learning outcomes in Lexicology. The study conclusively demonstrated that integrating ChatGPT AI into Lexicology instruction significantly enhanced the academic performance, retention, and cognitive abilities of year 3 English Education students. It was recommended that universities should encourage academic staff training on the use of 21st century technology strategies such as ChatGPT to improve students learning outcomes.
https://doi.org/10.26803/ijlter.25.1.36
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