Exploring The Impact of ChatGPT on English Education Department Student’s Motivation and Performance

Abstract

This study investigates the impact of the AI tool ChatGPT on the motivation and academic performance of higher education students. Anchored in the theoretical framework of Self-Determination Theory (SDT), the research hypothesizes that the use of ChatGPT would positively influence student learning outcomes by fulfilling the psychological needs of autonomy, competence, and relatedness. Utilizing a mixed-methods approach, the study involved a quantitative analysis comparing the motivation scores and GPAs of ChatGPT users (n = 25) with non-users (n = 10), and a qualitative analysis exploring students' experiences and perceptions of using ChatGPT. The participant was 35 students of 7^th semester of English Education Department in University of Muhammadiyah Gresik. The results revealed that students who utilized ChatGPT demonstrated significantly higher motivation and academic performance, with mean motivation scores of 44.88 for users versus 17.60 for non-users, and mean GPAs of 3.63 for users compared to 3.06 for non-users. Qualitative findings further illuminated these results, with themes such as 'Enhanced Academic Efficiency and Productivity' and 'Better Understanding and Independent Learning' emerging, underscoring how ChatGPT facilitated more efficient and in-depth learning experiences. The study confirms the positive impact of ChatGPT on student motivation and performance, aligning with and expanding upon the principles of SDT. It highlights the potential of integrating AI tools in educational strategies, while also acknowledging the need for cautious interpretation due to limitations like the violation of homoscedasticity assumptions. This research opens new avenues for the strategic use of AI in education and sets a foundation for future exploration in this evolving field.