Authors : Oyefeso Olufemi Olanrewaju

Volume/Issue : Volume 11 - 2026, Issue 10 - October

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Google Scholar : https://tinyurl.com/4vc9hp5x

DOI : https://doi.org/10.38124/ijisrt/26Oct1080

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

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Abstract : The increasing use of generative artificial intelligence (GenAI) in higher education has created opportunities for interactive learning while raising questions about its effectiveness in facilitating meaningful learning. This study investigated the effectiveness of lecturer-guided ChatGPT-assisted instruction in supporting conceptual change among pre-service Business and Computer Education teachers in Colleges of Education in North-Central Nigeria. A mixed-method quasiexperimental design involving 150 NCE II students from three Colleges of Education was employed. Intact classes comprising 75 students each in experimental and control groups participated in an eight-week intervention.

Keywords : ChatGPT, Generative Artificial Intelligence, Conceptual Change, Business Education, Computer Education, Teacher Education.

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