The Effect of ChatGPT on the Critical Thinking Skills of Secondary Students: A Survey-Based Study

Abstract

The integration of artificial intelligence (AI) in education has transformed learning, prompting questions about its impact on students' cognitive development. This study examines the effect of ChatGPT on secondary students' critical thinking skills using a quantitative descriptive survey approach. The research aimed to assess ChatGPT’s role in fostering critical thinking, analyze student perceptions, and identify associated challenges and opportunities. A structured questionnaire was administered to 300 secondary students, employing a five-point Likert scale to evaluate perceptions and experiences. Descriptive and inferential statistics, including mean scores, standard deviation, t-tests, and ANOVA, were used for data analysis. Findings indicate that 68% of students perceive ChatGPT as beneficial for enhancing critical thinking, 23% remain neutral, and 9% believe it has minimal impact. The mean score of 3.85 (SD = 0.76) suggests a generally positive perception. Students who frequently used ChatGPT for academic purposes showed a 15% improvement in critical thinking assessment scores. T-tests revealed significant differences in perceptions between regular and infrequent users (t(298) = 4.52, p < 0.001), while ANOVA results (F(2, 297) = 6.78, p < 0.01) indicated that senior students viewed ChatGPT more favorably than juniors. Pearson’s correlation (r = 0.52, p < 0.001) demonstrated a moderate positive relationship between engagement with ChatGPT and perceived critical thinking development. Students valued ChatGPT’s ability to provide instant feedback and multiple perspectives but raised concerns about over-reliance and misinformation. The study concludes that ChatGPT can enhance critical thinking if integrated strategically with structured learning.