## 3 Results
### Students' Opinion and Use  
This subsection analyzes the data collected from surveys regarding the usage and opinions of students in the Mathematics I course. The survey was conducted among 110 out of 128 enrolled students, which represents a high participation rate of around 86%. Among the respondents, 74.5% identified themselves as male, while 25.5% identified as female. This study begins by analyzing how quickly this tool has spread among students (question Q4 of the questionnaire, see Table 1). The results show that ChatGPT has been widely adopted since its release in November 2022. All surveyed students reported being aware of the ChatGPT tool, and approximately 70% started using it for academic purposes in January, as shown in Table 4. This highlights the significant impact of ChatGPT in the academic community and its widespread adoption among students. Next, the study examines how frequently students use ChatGPT in the general academic context (Q5) and in the context of the mathematics subject in particular (Q6). The aim is to assess whether students use this tool more or less in the subject under study compared to other academic activities. Regarding the use of the ChatGPT tool for academic purposes, the answers varied from \"(1) I do not use it at all\", \"(2) I use it very rarely\", \"(3) Occasionally\", \"(4) Quite often\", and \"(5) I use it a lot\". The results showed that students used the tool quite frequently (Mean = 3.06, Median = 3, SD = 1.30). When considering the gender, results were similar for male/female respondents, as shown in Table 5. Although women tended to use the tool more often than men, the difference was not statistically significant (\(p\)-value = 0.09). When evaluating the use in the Mathematics I subject, (see Table 5, fifth and sixth columns), it can be observed that the average decreases for both men and women compared to general use in the academic context. However, when comparing the means of general use with the use in Mathematics I, there is no significant difference between the means (\(p\)-value = 0.1, paired sample \(t\)-test). After studying the frequency of use, and seeing that the use of this tool is quite widespread and therefore seems to constitute another tool in the students' learning process, we wanted to evaluate how much credibility they give to ChatGPT in two separate areas. On one hand, the theoretical mathematical response, in which it explains the concepts involved, and on the other hand, the computational aspect, in which numerical answers to the problems posed are provided. The responses to the question \"How reliable do you think the answers of ChatGPT are with respect to the theoretical mathematical background?\" were recorded on a 5-point Likert scale ranging from 1 (not at all reliable) to 5 (very reliable), and were collected both overall and stratified by gender. \begin{table}
\begin{tabular}{l c c c} \hline \hline
**Month** & **Frequency** & **Percent** & **Cumulative Percent** \\ \hline November 2022 & 0 & 0\% & 0\% \\ December 2022 & 17 & 15.5\% & 15.5\% \\ January 2023 & 76 & 69.1\% & 84.6\% \\ February 2023 & 15 & 13.6\% & 98.2\% \\ March 2023 & 2 & 1.8\% & 100.0\% \\ \hline \hline \end{tabular}
\end{table} 
Table 4: ChatGPT usage starting time. \begin{table}
\begin{tabular}{l c c} \hline \hline
**dER** & **Score GPT-3.5** & **Score GPT-4** \\ \hline dER1 (Algebra) & Failure & Success \\ dER2 (Algebra) & Failure & Failure \\ dER3 (Algebra) & Success & Success \\ dER4 (Integral Calculus) & Success & Success \\ dER5 (Integral Calculus) & Failure & Success \\ \hline \hline \end{tabular}
\end{table} 
Table 3: Results from GPT-3.5/GPT-4 models when applied to dERs.