Effects of ChatGPT-Based Instruction Using VARK Model on Academic Performance in Cellular Respiration among Secondary School Students in Zamfara State, Nigeria

The study investigated the effects of ChatGPT-based instruction using VARK model on academic performance in cellular respiration among secondary school students in Zamfara state, Nigeria. Two objectives, two research questions and one hypothesis guided the study using explanatory sequential mixed method research design. The population was all the 98,417 senior secondary school students for the 2024/2025 academic session in the state. Sample was 93 students for both the quantitative and qualitative phases. Three validated instruments: Visual, Aural, Read/write and Kinesthetic Questionnaire (VARKQ), Cellular Respiration Performance Test (CRPT) and Biology Students’ Perceptions on ChatGPT-based Instruction Interview (BSPCII) were used for data collection. Test-retest method was adopted in establishing the reliability of the VARKQ, CRPT and BSPCII using Cronbach’s Alpha, Pearson’s r and Co⁠hen’s K‍appa correlations which yielded reliability indices of 0.81, 0.82 and 0.79 respectively. Quantitative data were analyzed using mean and standard deviation to answer the research questions and One Way ANCOVA to test the hypothesis at p ≤ .05 significance level while the qualitative data were analyzed thematically. Findings revealed that: the mean academic performance score of the experimental group was greater than that of the control group and secondary school biology students’ perceptions on the use of ChatGPT in learning were positive. The study concluded that ChatGPT-Based Instruction using VARK Model (CBIVM) significantly enhances students’ academic performance and was perceived positively by the students. It was recommended that biology teachers should adopt the CBIVM and senior secondary school students should be encouraged to make better utilization of ChatGPT for personalized learning.