Secondary School Students’ Perceptions of their Usage of Artificial Intelligence-Based ChatGPT in Mathematics Learning

Abstract

This study addresses the integration of AI-based technologies in education, focusing on secondary school mathematics classrooms. As technology shapes the education landscape, understanding students’ perceptions becomes crucial. This research explores secondary school students’ views on integrating AI-based ChatGPT in their mathematics education. Employing a mixed-methods design, the study used purposive sampling to select 125 students from senior classes 1, 2, and 3 in two schools. Data were collected through a questionnaire with Likert scale items and semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitative responses were thematically analysed. Results reveal students' multifaceted perspectives, highlighting benefits and concerns. Students value ChatGPT’s role in enhancing understanding and problem-solving but express reservations about its consistent use and potential limitations. Preferences for adaptive responses and customization tailored to individual learning styles are evident. Recommendations include comprehensive training, enhancing ChatGPT’s adaptability, fostering critical inquiry, addressing ethical considerations, and collaborative policy development.