A Comparative Study on Lecture and Al-Based Methods in Teaching Science and its Effectiveness on Students’ Academic Motivation, Academic Anxiety and Academic Achievement of the Adolescents in Rural Areas

Abstract

Introduction and Background: AI is increasingly recognized as a transformative tool in education. This study addresses the need for a comprehensive examination of its effects on academic outcomes, motivation, and anxiety. The significance lies in AI’s potential to enhance learning experiences, critical thinking, and meta-cognitive functions. Methods: Sixty rural students participated, undergoing a pre-post-test design. Academic achievement was assessed through a Google Forms multiple-choice test. Ethical considerations were ensured, and students were placed into two groups at random. The pre-test conditions established baseline equivalence. In the post-test phase, one group experienced traditional lectures, while the other utilized an AI-based tool, ChatGPT. Statistical analyses, including t-tests and Pearson’s correlation, were employed. Results: The study’s pre-test conditions revealed no notable differences in Academic Motivation (AM), Academic Anxiety (AAnx), and Academic Achievement (AAch) within the Control and Experimental groups. Post-test results indicated consistent AM levels between groups, but the Control group exhibited higher AAnx, while the Experimental group showed increased AAch. Comparing pre-test to post-test conditions, no significant changes in AM were observed in either group. However, the Control group experienced heightened AAnx, while the Experimental group demonstrated enhanced AAch. Correlation analyses unveiled a non-significant negative relationship between AM and AAnx in both groups, and a non-significant positive relationship between AAnx and AAch. Noteworthy, the Control group showed a weak negative relationship between AAch and AM, whereas the Experimental group displayed a non-significant positive association between AAch and AM. These findings contribute nuanced insights into the differential impacts of teaching methods on student motivation, anxiety, and achievement, underscoring potential areas for educational refinement.