ChatGPT in Teaching and Learning at University Classes: Are Traditional Pedagogues better Fit?

Abstract

This research assesses the connection between collaborating with ChatGPT, note recitation and academic performance in the context of the Master's degree program at Tribhuvan University in Nepal. As teaching and learning paradigms have rapidly changed, students have been confronted with the need to blend traditional lecturing pedagogical methods with the inevitable inclusion of AI technologies. This study utilized a mixed method (QUAN-qual) approach with quantitative data from sample sizes of 280 university students and interview data from 10 university students. The results indicated that collaborating with ChatGPT significantly affected students performance, (path coefficient, 0.32 (t=3.01, p<0.002)). Similarly, collaborating by reciting notes, exhibited a strong positive relationship with student performance (path coefficient, 0.38, (t=2.95, p<0.003)). Therefore, the findings highlight a hybrid effect of AI-tools and recitation in student performance. The COVID-19 pandemic intensified the already urgent need for online learning at TU, highlighting significant challenges such as poor and limited internet access (costly). TU might consider a pragmatically directed blend of AI tools and existing textbooks as part of a contemporary pedagogical framework.