Improving biology learning in high school with ChatGPT: A case study in Morocco

Abstract

Genetics is a fundamental discipline in biology, of interest both in scientific and professional fields. However, concepts such as meiosis can be complicated for students to understand. This study aims to evaluate the effect of ChatGPT on improving the cognitive performance of secondary school students in genetics. To this end, a quasi-experimental design was conducted with second-year baccalaureate students from a high school in Morocco, using a pre- and post-test with two groups. The experimental group (EG) utilized ChatGPT as an innovative pedagogical tool, while the control group (CG) studied using traditional teaching methods. The study showed a significant improvement in the post-test scores of students in the EG, confirming that ChatGPT, when used as a pedagogical technology, enhances the effectiveness of artificial intelligence (AI) in education. It was found that students in the EG demonstrated better cognitive abilities in understanding and solving problems related to genetics compared to those in the CG. This suggests that AI technologies such as ChatGPT can facilitate deeper learning, promote critical thinking, and support complex concept mastery more effectively than traditional approaches. The results of this study can guide future research and educational practices by illustrating how AI technologies can be optimized to enhance student learning outcomes, increase engagement, and address learning challenges in science education. Despite the potential benefits of ChatGPT in the field of education, concerns remain about the risks associated with this technology, raising important ethical questions that require collective reflection to mitigate its dangers.