A

COMPREHENSIVE PROJECT REPORT

On

"A STUDY ON STUDENT’S PERCEPTIONS TOWARDS

CHATGPT"

Submitted to
Mr. Dinesh Rajpurohit
Kendriya Vidyalaya No 1 Shahibaug Ahmedabad

Submitted by :-
o Harsh Mahori
o Nishit Kapadia
o Pranav Soni
TABLE OF CONTENT
•Chapter1. Introduction
1.1 Abstract
1.2 Introduction to ChatGPT
•Chapter2.Research Objective
•Chapter3.Research Methodology
4.1 Problem Statement
4.2 Research Design
•Chapter 4. Data Analysis and Interpretation
•Chapter 5. Conclusion
•Chapter 6. Annexure
7.1 Questionnaire
7.2 Bibliography
 CHAPTER 1
INTRODUCTION TO CHATGPT
 INTRODUCTION TO CHATGPT
• ChatGPT, short for generative pre-trained transformer, an emerging AI technology unveiled in
November 2022 (Ray 2023).

• Developed by OpenAI this tool effectively engages with inquiries in a conversational style (Brizuela and
Merchan (2023).

• It demonstrates the capability to generate outlines, poetry, letters, advice, cover letters, resumes, and
blog posts for various platforms (Brizuela and Merchan (2023).

• ChatGPT's strength lies in its ability to provide coherent and contextually relevant responses across a
wide spectrum of queries and prompts, owing to its extensive training on diverse text datasets.

• ChatGPT enables seamless interaction for anyone seeking information or assistance (kocon 2023).
 INTRODUCTION TO CHATGPT
• Unlike Google, ChatGPT predominantly serves as a language generation model, adept at producing text in
natural language, such as conversation responses or detailed descriptions (kocon 2023).

• Its influence within education is substantial, offering robust tools for natural language interaction, reshaping
the information processing and knowledge acquisition methods for students, educators, and researchers
(Merino, Cabrera, Valdiviez, Torres, Alva 2023).

• The educational landscape is in a continual state of evolution, witnessing the emergence of novel
technologies that hold promise in revolutionizing the approaches to teaching and learning (Haleem et al.,
2022).

• This research endeavors to delve into the perceptions and impacts of ChatGPT on students, encompassing
both its positive contributions and potential negative ramifications.
 CHAPTER - 2
LITERATURE REVIEW
 LITERATURE REVIEW
(Sun, 2023) Advanced machine learning models like ChatGPT are among these technologies, showcasing significant impacts across
various sectors, notably within education.
(McFarland, 2023) Various generative AI tools are available in the market catering to functions encompassing visual, audio, text, and
code generation. Among these tools are ChatGPT, Alpha Code, GitHub Copilot, and Google's experimental conversational AI chat
service, Bard, specifically designed as generative AI tools for educational purposes.
(Shoufan, 2023, "Exploring Students' Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey") The findings reveal
that students admire ChatGPT's capabilities, finding it engaging, motivating, and helpful for their studies and work. They appreciate its
user-friendly interface, structured responses, and explanations. However, many students note inaccuracies in ChatGPT's answers and
believe that using it requires substantial background knowledge, acknowledging that it cannot replace human intelligence. Despite these
concerns, most students remain optimistic about potential improvements in ChatGPT's functionality in the near future.
(Chung Kwan Lo, 2023, "What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature") While ChatGPT
offers possibilities as an assistant for instructors and a virtual tutor for students, challenges accompany its utilization, including the
generation of inaccurate information and circumvention of plagiarism detection systems. Immediate actions are necessary to update
assessment methods, institutional policies, instructor training, and student education to effectively respond to ChatGPT's influence in
educational settings
RESEARCH OBJECTIVE

CHAPTER- 3
RESEARCH OBJECTIVE

1. To measure the level of awareness among students.

2. To analyze students perception towards barriers and benefit of ChatGPT.
3. To identify factors influencing students towards ChatGPT.
RESEARCH METHODOLOGY

CHAPTER- 4
RESEARCH METHODOLOGY

PROBLEM STATEMENT
A Study on Students Perception towards ChatGPT
 RESEARCH METHODOLOGY
RESEARCH DESIGN
For this study the research design which is used is “descriptive single cross sectional research design.”

SAMPLE DESIGN
1) SAMPLE SIZE -The sample size taken in this research is 206 respondents to get the accurate results in the
primary study.
2) SAMPLING FRAME -This Study includes the students who are currently enrolled in higher secondary
education to masters.
3) SAMPLING TECHNIQUE – Non-probabilistic convenient sampling method was used
4) DATA COLLECTION INSTRUMENT- A structured questionnaire was designed.
5) SOURCES OF DATA COLLECTION- Primary data was collected with the help of self-administered
structured questionnaire and secondary data was collected through past published research paper for Literature
review.
 CHAPTER- 5

DATA ANALYSIS AND

INTERPRETATION
DATA ANALYSIS AND INTERPRETATION

INTERPRETATION
Out of all those who have submitted survey forms, 61.7 %
students belongs to the age category of 21to 25. The second
largest age category who respondent belongs to the age group
16 to 20 years’. They are students who might either be
pursuing their HSC or under graduation and only 7.3 % of
respondent replied from 26 to 30 age group category
DATA ANALYSIS AND INTERPRETATION

INTERPRETATION
Out of every students who responded only 58.3% were
male and rest were females.
DATA ANALYSIS AND INTERPRETATION

INTERPRETATION
So from the above mentioned pie chart we can
conclude that out of 206 respondent, 43.7 % student’s
falls under the category of post graduated who are
doing their masters. 25.2% lies in graduation part and
rest 22.8 % and 8.3 % from under graduation and
HSC respectively.
DATA ANALYSIS AND INTERPRETATION

INTERPRETATION
Out 206 respondent, 92.2% respondents are
aware about Chat GPT. It could be due to
intense advertisement of it through Social
media platforms. Only 7.8% are not aware
about it.
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
INTERPRETATION

So as we had done survey of 206 people out of them 38 people use it on daily purpose while 48 people
were using it only twice a week. People who were using it only once in 2 week we're 20 from 206. 26
people uses it only once a month. Surprisingly the most number of people which is 77 from our survey of
206 people use it according to their necessity.6 people out of 206 were not using ChatGPT at all and just
3 people out of 206 didn't even knew actually what is it
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
INTERPRETATION
So from 206 people the most numbers we got is from for the option friends which is 107 people. 50
people were the ones who got to know it from their professor's. 103 people got to know about it from
social media. 16 people got to know about it from television and the least number which is 12 got to
know about it from newspaper.
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
INTERPRETATION
In the above chart we can see that, 52.9% of the students have taken the support of their friends to learn
ChatGPT and 36.9% have learned by asking Google. 27.2% students have taken YouTube to learn
ChatGPT, and there are many other options to learn Chat GPT who have learned it by themselves and
have also taken the help of relatives
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
INTERPRETATION
If you can see that Majority of students who use Chat GPT it in their assignments which is 52.4%, 51.5%
students who use it to find their answers within seconds. There are 43.2% students who use it for their
clarification. And the rest of the students who come in 0.5%, use ChatGPT for their daily questions.
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION
INTERPRETATION

The bar graph above shows people’s perceptions of ChatGPT based on four criteria. here’s a SHORT interpretation
There is a strong consensus that ChatGPT is easy to use, with the majority strongly agreeing. In language compatibility
responses are mixed, but generally positive, indicating that ChatGPT can be used with various input languages.
usefulness for study opinions vary, but most responses lean towards an agreement that ChatGPT is useful for study. A
significant number of responses strongly agree that ChatGPT provides answers quickly.
Overall, the sentiment towards ChatGPT is positive, especially regarding its ease of use and quick response time.

The bar graph above shows the perception towards the benefits of ChatGPT in various aspects. here’s a summary of the
data interpretation. In time-saving a majority of respondents believe ChatGPT helps students save time. many agree that
it provides information across diverse fields in information diversity.

There’s a strong agreement that ChatGPT offers personalized learning experiences and respondents also recognize its
ability to translate learning materials into different languages. each category has a high percentage of respondents who
“strongly agree” or “agree,” indicating a positive perception of ChatGPT's benefits.
DATA ANALYSIS AND INTERPRETATION
DATA ANALYSIS AND INTERPRETATION

INTERPRETATION
There is certain perception towards barriers of ChatGPT. ChatGPT make student lazy is
strongly agree statement that student believe that ChatGPT make them lazy.
Also, most of students agree that ChatGPT can exhibit logical errors and contradictions,
Unable to handling multiple task at the same time, Accuracy problems and grammatical issues,
Troubling generating long-form, structured content and also it kills students thinking process.
CHAPTER- 6

MAIN FINDINGS AND

CONCLUSION
 MAIN FINDINGS AND CONCLUSION
• In summary, this research looks at what students think about using ChatGPT for schoolwork. Many students think ChatGPT
is good because it helps them save time, find different information, and finish their assignments. But some students worry
that it might make them lazy.
• Most students use ChatGPT for their assignments and getting answers, showing that it's a part of how they do schoolwork.
Students learn about ChatGPT from different places like friends, Google, YouTube, teachers, and social media.
• The study shows that a lot of postgraduate students aged 21 to 25 use ChatGPT, which shows it's important for higher
education. From the 206 people asked, almost all of them knew about ChatGPT, with only a few not knowing about it.

• Some use it every day, some a couple of times a week, and others less often. Most people (77 out of 206) use it when they
really need it. Only a small number don't use it at all or don't know what it is.

• The research finds problems like mistakes and not being sure if the information is right. It also gives ideas to make ChatGPT
better for education.
 MAIN FINDINGS AND CONCLUSION
• Even though some worries exist, most students like using ChatGPT because it helps them with time and information in their
schoolwork. To make sure it's used correctly, they suggest checking if the answers are correct and having rules for how it's
used in school.

• The study says we should think about how ChatGPT can improve in the future and be used responsibly in education. By
fixing problems and using its good parts, ChatGPT could become a helpful tool for students, making learning better and
faster.

• The research finds problems like mistakes and not being sure if the information is right. It also gives ideas to make ChatGPT
better for education. Even though some worries exist, most students like using ChatGPT because it helps them with time and
information in their schoolwork.

• To make sure it's used correctly, they suggest checking if the answers are correct and having rules for how it's used in school.
The study says we should think about how ChatGPT can improve in the future and be used responsibly in education.

• By fixing problems and using its good parts, ChatGPT could become a helpful tool for students, making learning better and
faster.
BIBLIOGRAPHY
• P. P. Ray,2023, “ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations
and future scope,” Internet of Things and Cyber-Physical Systems, vol. 3, pp. 121–154.

• R. Gozalo-Brizuela and E. C. Garrido-Merchan, 2023, ChatGPT is not all you need. A State of the Art Review of large
Generative AI models.” arXiv.

• J. Kocoń et al, 2023,“ChatGPT: Jack of all trades, master of none,” Information Fusion, vol. 99, p. 101861.

• Sun (2023)Urgent Need for Ethical Policies to Prevent the Proliferation of AI-Generated Texts in Scientific Papers, Food
and Bioprocess Technology, 16(5), 941-943.

• Shoufan ,2023, Exploring Students’ Perceptions of ChatGPT: Thematic Analysis and Follow-Up Survey” VOLUME 11.

• Mack farlan, 2023, Literature Review on Pros and Cons of ChatGPT Implications in Education Prof. Dr. C. Karthikeyan
International Journal of Science and Research (IJSR) Volume 12 Issue 3, March 2023,283.

• Chung Kwan Lo ,2023 , “What Is the Impact of ChatGPT on Education? A Rapid Review of the Literature” Educ.
Sci. 2023, 13(4).
THANK YOU