English abstract
The study aimed at investigating the effectiveness of teaching-based artificial
intelligence using ChatGPT in developing generative thinking skills and attitudes of
10th grade Omani students towards biology. The study adopted quasi-experimental
design, where there sample (N=58) has split up into an experimental group (N=29)
taught by AI-based teaching using ChatGPT, and a control group (N=29) taught using
the conventional way of teaching.
A teacher's manual, generative thinking skills scale and attitudes towards
biology scale were prepared by the researcher. Whereas tools validity was through a
panel of experts, reliability was calculated by Alpha Cronbach giving a value of
(0.803). The study revealed a statistically significant difference at (α ≤ 0.05) between
the mean scores of study groups in the post-application of the generative thinking skills
scale in favor of the experimental group. The study also revealed a statistically
significant difference between the mean scores of the experimental group students in
the pre and post applications of the generative thinking skills scale in favor of the postperformance. Similarly, the study found that there is no statistically significant
difference at (α ≤ 0.05) between the mean scores of the study groups in the post
application of the attitudes scale towards biology. The results also showed a
statistically significant difference between the mean scores of the experimental group
students in the pre and post applications of the attitudes scale towards biology in favor
of the post-performance. The study also found a strong, positive, and statistically
significant correlation between the scores of the experimental group in the generative
thinking skills scale and the attitudes towards biology in the post application.
