Journal of Educational Research and Social Sciences Review (JERSSR)

Undergraduate Students’ Perceptions of ChatGPT’s Role in Academic Assignments

2025-09-11T16:00:31+00:00

As artificial intelligence (AI) continues to influence global educational practices, understanding students’ perceptions of AI tools has become increasingly important. This study examines undergraduate students’ perceptions of ChatGPT and its influence on their academic assignments within the context of higher education in Pakistan. A quantitative, cross-sectional research design was employed. Using convenience sampling, a total of 535 undergraduate students from various universities in Lahore, Pakistan, participated in the study. Descriptive statistics and a Chi-square test of independence were applied to examine the associations between demographic variables and the students’ perceptions of ChatGPT. Findings revealed that the majority of students held positive perceptions of ChatGPT, describing it as amusing, practical, and effective for academic use. Statistically significant gender and age-based differences were observed in several areas, including ease of use (p = 0.000), ethical concerns such as plagiarism (p = 0.001), and perceived impact on learning and social skills (p = 0.005). While younger students showed greater enthusiasm, older students expressed more caution and concern regarding its academic implications. It is recommended that educational institutions promote the responsible integration of AI tools, such as ChatGPT, into academic environments. Faculty should guide students in the ethical and practical use of these tools while addressing potential drawbacks such as overdependence and academic dishonesty.

Analyzing the Errors in Personal Writing Recount of Non-Major and Major English Students

2025-09-09T16:51:40+00:00

The present research focuses on two aspects; one is the types and percentages of errors that students make in writing recount text in comparison with Major English and Non-Major English students. Secondly, the researcher analyzes the student’s beliefs about problems and errors in writing in a second language. Here in this research, the researcher’s primary focus is on the types and percentages of errors that students make in using the second language concerning error analysis (Surface Strategy taxonomy). In this research, the instrument is a test item managed for two motives. The first one is a written recount text and the second one is a questionnaire to analyze students’ perceptions and beliefs. To achieve this purpose, the elicitation method is adopted. The population of this research consists of Major English and Non-Major English students. The work utilizes a random probability sampling design to collect data from students. The subject of this work is 100 students from the University of Sargodha. The findings have been processed through SPSS software. From this research, it can be deduced that students have confusion in writing well-formed sentences because of misformation and omission errors usually found in the first two ranks and addition and misordering in the last two. Based on the findings, suggestions for the teachers and students are given. The findings of the study are expected to assist theoretically and practically to the readers and researchers.

Assessing Metacognitive Knowledge through Gender Lens

2025-10-25T12:24:57+00:00

The present study was conducted to assess students' awareness of metacognitive knowledge, commonly referred to as knowledge of one's own mind, and to further relate it to gender. The University of Peshawar's BS education program was the sole focus of the study (2014-15). Population of the study included 102 male and 127 female B.Ed (Hons) students. 102 male and 127 female B.Ed (Hons) students made up the study's population. A 90-student multistage stratified random sample was chosen. The data was gathered using Schraw & Dennison 1994 ¹ designed questionnaire items; these were then tabulated, converted to percentages, and further explained in simple language. Descriptive statistics and t-tests, among other statistical tools, have also been used.

Our result identifies pupils with best declarative knowledge while development of conditional and procedural knowledge is not fast. The study concluded that female students were good in knowledge of own intellectual strengths, self-ability to organize information, teacher expectations, fruitful learning in case of interest in topic, Self-motivation during learning and were more capable of purpose oriented study and uses strategies for understanding. Students are aware of selection of strategies, use of strategies and reuse of strategies. The study found that mostly pupil are aware of strategies for memorizing information, not for understanding new information.