IMPLEMENTING CLAUDE AI-POWERED ASSESSMENT IN PAKISTANI GRAMMAR INSTRUCTION: A CASE STUDY OF TECHNOLOGY ACCEPTANCE MODEL AMONG FEMALE EDUCATORS
Keywords:
AI-Powered Quizzes, Anthropic, Case Study, Claude AI, Female Educators, Grammar Assessment, Higher Education, Pakistan, Technology Acceptance ModelAbstract
The rapid integration of artificial intelligence tools in higher education presents both opportunities and challenges, particularly in developing countries where gender disparities and technological barriers intersect. This study investigates Claude AI integration in grammar instruction through a single case study examining technology acceptance among female faculty and students in Pakistani higher education. The research employs an extended Technology Acceptance Model (TAM) framework to explore how perceived usefulness, perceived ease of use, trust, AI anxiety, and facilitating conditions influence Claude adoption for AI-powered grammar assessment. The study focuses on an ADP-level English Grammar practice at Govt. Graduate College for Women, Pakistan, where Claude AI was used to generate interactive quizzes with immediate feedback across five grammar domains: subject-verb agreement, pronoun usage, verb tenses, error correction, and reading comprehension. Using a mixed-methods case study design implemented over one academic semester (16 weeks), data collection involved pre-post student surveys (N=52), instructor reflective journal, student focus groups (N=16), classroom observations, and analysis of student performance data from 487 quiz attempts. Findings revealed significant improvements across all TAM constructs, with perceived ease of use showing the largest effect size (Cohen's d=2.15). AI anxiety decreased substantially from pre-implementation (M=5.67) to post-implementation (M=3.12), while trust emerged as the strongest predictor of behavioral intention through qualitative analysis. Student performance improved dramatically, with 78% achieving scores of 80-100% on AI-generated quizzes and a 12.7 percentage point improvement in final exam scores compared to the previous cohort without AI intervention. Gender-specific findings indicated that female educators prioritized trust-building through verification, peer support networks, and immediate student success feedback over technical sophistication. The study provides theoretical contributions through TAM validation for AI assessment tools in developing country contexts and practical implications for designing gender-inclusive, culturally-sensitive AI integration strategies in resource-constrained educational environments.
Downloads
References
Ahmad, M., Khan, S., & Ali, R. (2022). Digital transformation in Pakistani higher education: Challenges and opportunities. Journal of Educational Technology Development, 15(3), 234-251.
Alasadi, E. A., & Baiz, C. R. (2023). Generative AI in education and research: Opportunities, concerns, and solutions. Journal of Chemical Education, 100(8), 2965-2971. https://doi.org/10.1021/acs.jchemed.3c00323
Atlas, S. (2023). ChatGPT for higher education and professional development: A guide to conversational AI. Digital Education Publications.
Bagozzi, R. P. (2007). The legacy of the technology acceptance model and a proposal for a paradigm shift. Journal of the Association for Information Systems, 8(4), 244-254. https://doi.org/10.17705/1jais.00122
Bai, Y., Kadavath, S., Kundu, S., Askell, A., Kernion, J., Jones, A., ... & Kaplan, J. (2022). Constitutional AI: Harmlessness from AI feedback. arXiv preprint arXiv:2212.08073. https://arxiv.org/abs/2212.08073
Batool, S., Rashid, M., & Ahmed, N. (2019). Gender disparities in Pakistani higher education: Faculty perspectives on professional development. Higher Education Policy, 32(4), 587-605. https://doi.org/10.1057/s41307-018-0089-3
Benbasat, I., & Barki, H. (2007). Quo vadis TAM? Journal of the Association for Information Systems, 8(4), 211-218. https://doi.org/10.17705/1jais.00126
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1), 136-155.
Cai, Z., Fan, X., & Du, J. (2023). Gender differences in technology acceptance: A systematic review and meta-analysis. Computers & Education, 195, 104715. https://doi.org/10.1016/j.compedu.2023.104715
Chatterjee, S., & Bhattacharjee, K. K. (2020). Adoption of artificial intelligence in higher education: A quantitative analysis using structural equation modelling. Education and Information Technologies, 25(5), 3443-3463. https://doi.org/10.1007/s10639-020-10159-7
Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2023). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage Publications.
Crompton, H., & Burke, D. (2023). The use of artificial intelligence in education: A systematic review. Computers and Education, 184, 104697. https://doi.org/10.1016/j.compedu.2022.104697
Dahri, N. A., Yahaya, N., Al-Rahmi, W. M., Alturki, U., Alblehai, F. M., Saidalvi, A., ... & Alamri, M. M. (2024). Investigating AI-based academic support acceptance and its impact on students' performance in Malaysian and Pakistani higher education institutions. Education and Information Technologies, 29(15), 19691-19738. https://doi.org/10.1007/s10639-024-12599-x
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., ... & Wright, R. (2023). Opinion paper: "So what if ChatGPT wrote it?" Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
Farooq, A., Shah, H., & Rashid, S. (2023). Artificial intelligence integration in Pakistani universities: Current status and future prospects. International Journal of Educational Technology, 18(2), 45-62.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Addison-Wesley.
Gefen, D., & Straub, D. W. (1997). Gender differences in the perception and use of e-mail: An extension to the technology acceptance model. MIS Quarterly, 21(4), 389-400. https://doi.org/10.2307/249720
Gkinko, L., & Elbanna, A. (2023). The appropriation of conversational AI in the workplace: A taxonomy of AI chatbot users. International Journal of Information Management, 69, 102568. https://doi.org/10.1016/j.ijinfomgt.2022.102568
Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572-2593. https://doi.org/10.1111/bjet.12864
Higher Education Commission Pakistan. (2023). Digital transformation strategy for Pakistani universities 2023-2028. HEC Publications.
Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). Sage Publications.
Khan, A., Ahmed, S., & Malik, R. (2023). Faculty perceptions of AI tools in Pakistani higher education: A preliminary survey. Educational Technology Research, 12(4), 78-95.
King, W. R., & He, J. (2006). A meta-analysis of the technology acceptance model. Information & Management, 43(6), 740-755. https://doi.org/10.1016/j.im.2006.05.003
Lai, P. C. (2017). The literature review of technology adoption models and theories for the novelty technology. Journal of Information Systems and Technology Management, 14(1), 21-38. https://doi.org/10.4301/S1807-17752017000100002
Marangunić, N., & Granić, A. (2015). Technology acceptance model: A literature review from 1986 to 2013. Universal Access in the Information Society, 14(1), 81-95. https://doi.org/10.1007/s10209-014-0348-1
McKnight, D. H., Choudhury, V., & Kacmar, C. (2002). The impact of initial consumer trust on intentions to transact with a web site: A trust building model. The Journal of Strategic Information Systems, 11(3-4), 297-323. https://doi.org/10.1016/S0963-8687(02)00020-3
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
Nasir, A., & Mahmood, T. (2018). Cultural factors and technology adoption in developing countries: The case of Pakistan. Technology in Society, 54, 34-43. https://doi.org/10.1016/j.techsoc.2018.03.002
Park, E., Baek, S., Ohm, J., & Chang, H. J. (2020). Determinants of player acceptance of mobile social network games: An application of extended technology acceptance model. Telematics and Informatics, 31(1), 3-15. https://doi.org/10.1016/j.tele.2012.05.009
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. https://doi.org/10.1016/j.chb.2016.05.084
Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342-363. https://doi.org/10.37074/jalt.2023.6.1.9
Scherer, R., Siddiq, F., & Howard, S. K. (2019). The more important question: Which technology-related variables are associated with differences in student achievement? A meta-analysis. Computers & Education, 140, 103608. https://doi.org/10.1016/j.compedu.2019.103608
Southworth, J., Migliaccio, K., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stake, R. E. (2006). Multiple case study analysis. Guilford Press.
Strzelecki, A. (2023). To use or not to use ChatGPT in higher education? A study of students' acceptance and use of technology. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2023.2209881
Sultana, R., Khan, M., & Ahmed, F. (2021). Professional development needs of female faculty in Pakistani universities: A gender perspective. Professional Development in Education, 47(3), 445-461. https://doi.org/10.1080/19415257.2020.1787206
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(1), 15. https://doi.org/10.1186/s40561-023-00237-x
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers' pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204. https://doi.org/10.1287/mnsc.46.2.186.11926
Venkatesh, V., & Morris, M. G. (2000). Why don't men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115-139. https://doi.org/10.2307/3250981
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Zhang, M., Guo, L., Hu, M., & Liu, W. (2021). Influence of customer engagement with company social networks on stickiness: Mediating effect of customer value creation. International Journal of Information Management, 37(3), 229-240. https://doi.org/10.1016/j.ijinfomgt.2016.04.010
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Qaisera Iqbal (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
