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Date of Award

8-2024

Document Type

Restricted Thesis: Campus only access

Degree Name

Master of Science in Computer Science

Department

School of Computer Science and Engineering

First Reader/Committee Chair

Khan, Bilal

Abstract

This thesis investigates the effectiveness of ChatGPT in high school and undergraduate education and the subsequent implications of its usage and integration in these educational contexts. While there has been significant discourse on its potential utility, previous studies have not dealt with understanding ChatGPT's effectiveness in high school and undergraduate education by directly evaluating ChatGPT from a student's point of view. To address these gaps, this study uses a qualitative methodological approach to evaluate ChatGPT's real-world utility by evaluating its responses to questions from commonly chosen subjects. These responses are qualitatively rated by student evaluators to assess their usefulness. From the findings, ChatGPT’s performance indicates that it has the potential to provide supplementary assistance in delivering knowledge and aiding students in their academic activities at a foundational level for a chosen subject. However, its performance deteriorates at the advanced levels of a subject leading to more incorrect and lower-quality responses, suggesting the need for safeguards to ensure its responsible application in education at higher levels of study. ChatGPT’s evaluation also highlights broader ethical issues with its usage and integration within educational contexts, for which this thesis explores potential ways to mitigate these issues while providing a holistic educational experience to students. Therefore, the results of this study support the view that ChatGPT proves beneficial as a supplementary knowledge tool in educational contexts, and with appropriate safeguards in place, can be used as a practical learning aid to augment other academic material wherever needed.

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