The Effect of Chatgpt 3.0 as a Personalized Learning Tool in Answering Atomic Structure Assessments

This study investigates the effect of ChatGPT 3.0, on Grade 11 STEM students’ performance in Atomic Structure assessments. Using a one-group pretest-post-test quasi-experimental design, the study applied the Wilcoxon Signed Rank test, Cohen’s D, and Hake’s Gain index to measure changes in cognitive assessment scores and technology acceptance via a TAM survey. Results revealed a significant increase in test scores with a large effect size (Cohen’s D = 0.9), though gains in specific subtopics were modest. The findings suggest that ChatGPT 3.0 can enhance learning outcomes and promote AI acceptance in education, warranting further investigation with extended intervention periods and larger sample sizes.