Quasi-experimental study evaluates technology acceptance and academic outcomes of ChatGPT among students, suggesting implications for education.
This study investigates the technology acceptance of ChatGPT and its impact on academic performance in history studies among Malaysian Chinese Independent School students. Using the Technology Acceptance Model (TAM) as the theoretical framework, the research examines three objectives: (i) analyzing students' technology acceptance of ChatGPT, (ii) identifying the academic performance of students using ChatGPT compared to who do not use, and (iii) exploring the relationship between students' acceptance of ChatGPT and their academic performance. A quasi-experimental design was used in the mixed quantitative methodology, descriptive statistics, t-tests, and correlation analysis were used to analyze the findings. With a mean acceptance score much higher than 3, the results show that students showed a great degree of acceptability towards ChatGPT. Furthermore, students who utilized ChatGPT outperformed those who did not in subjective history questions, demonstrating the value of incorporating AI into the classroom. However, there was no statistically significant association found between students' academic achievement and their acceptance of ChatGPT, suggesting that desire, study habits, and prior knowledge may operate as mediating elements in this relationship. It emphasizes the necessity of more research to tackle these issues, investigate ChatGPT's long-term effects on education, and maximize its use to improve academic achievement.
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De et al. (2025) studied this question.
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