Impact of ChatGPT on the Quantitative Acumen of Postgraduate Business Management Students in Central India

Abstract

Incorporating Artificial Intelligence (AI) advancements within the educational framework has significantly altered the methodologies and dynamics of learning experiences. ChatGPT, an AI platform centred on language processing, provides rapid responses and materials for learners addressing qualitative and quantitative academic challenges. This study explores a significant inquiry: "What is the effect of ChatGPT augmentation on the quantitative number crunching and data analysing abilities of students of Post Graduate Diploma in Management Studies at an AACSB alliance member business school in central India?" It explores essential courses requiring number crunching skills and acumen in numerical data interpretation and analyses how the AI tool alters students' approach. A self-designed online questionnaire featuring items on a 5-point Likert scale was utilised to gather data from 264 students pursuing PGDM. The investigation analysed student perceptions across five dimensions: ease of use and efficiency, application with confidence, challenges related to math and struggles with quantitative subjects, concerns regarding dependence and integrity, reliability, and ease of access. The findings indicate that ChatGPT significantly improves learners' efficiency, confidence, and ability to tackle complex numerical problems. It is also used for assignment preparation, mathematical problem-solving, and verification of the results generated by quantitative questions. The enhancement in comprehension and assignment efficiency is evidenced by a high Cronbach's Alpha score of 0.852, affirming the reliability of the survey constructs as detailed in the T-test analysis. This study also identified issues related to excessive dependence, with students expressing their apprehensions regarding the decline in academic performance attributed to reliance on the ChatGPT tool. Significant differences were noted in the views on readiness for independent learning and preparedness for assessments, raising issues about the learner's confidence in utilising AI tools. The recommendations advocate for integrating AI usage guidelines, ethical technology training, and proficiency in AI literacy within the management education curriculum.

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