## 3 Results
### Students' Opinion and Use
Responses also showed a positive appreciation of the usefulness of ChatGPT in solving mathematics problems/exercises (Mean = 3.37, Median = 3.00, SD = 1.19). When considering gender, the mean for men (Mean = 3.35) and women (Mean = 3.43) did not differ significantly (\(p\)-value = 0.813). As observed in Table 7, the means did not differ much between the responses, indicating that students found ChatGPT responses quite useful in the learning process and in solving problems. This seems to indicate that, despite the short time it has been in use, students have already integrated it into their digital learning environment. Once the usefulness of ChatGPT in students' learning process has been established, it is logical to ask to what extent they use it, not only to improve this learning process, but also to address doubts in tasks and exercises that are part of a BL methodology structure. This is the most delicate part, as the activities, especially those planned to reinforce students' critical thinking, can be affected by a tool that provides answers and reasoning without the student properly assimilating them in a not controlled environment. To assess students' use of ChatGPT for completing tasks and assignments, they were asked if they had used ChatGPT to help them complete scheduled tasks outside the classroom (Q11). Responses ranged from 1 (no, never) to 5 (yes, many times) and are summarize in Table 8. The mean values obtained from the responses were lower than those in other categories (Mean = 2.33, Median = 2, SD = 0.97). However, caution must be exercised when interpreting these responses as the neutral tone of the question may have caused students to infer a search for information about a possible misuse of ChatGPT. Descriptors based on gender can be found in Table 8. \begin{table}
\begin{tabular}{l l c c c c} \hline \multirow{2}{*}{**Gender**} & \multicolumn{2}{c}{**Statistic Learning**} & \multirow{2}{*}{**Std. Error**} & \multicolumn{2}{c}{**Statistic Problems**} & \multirow{2}{*}{**Std. Error**} \\ \cline{3-3} \cline{5-6}  & & & & & \\ \hline Female & Mean & 3.61 & 0.21 & 3.43 & 0.21 \\  & Median & 4.00 & & 3.00 & \\  & Variance & 1.21 & & 1.22 & \\  & Std. Deviation & 1.10 & & 1.10 & \\  & Skewness & \(-\)0.38 & 0.44 & 0.28 & 0.43 \\  & Kurtosis & \(-\)0.40 & 0.86 & \(-\)1.23 & 0.86 \\ \hline Male & Mean & 3.46 & 0.11 & 3.35 & 0.14 \\  & Median & 3.5 & & 3.00 & \\  & Variance & 1.02 & & 1.51 & \\  & Std. Deviation & 1.00 & & 1.23 & \\  & Skewness & \(-\)0.23 & 0.27 & \(-\)0.02 & 0.27 \\  & Kurtosis & \(-\)0.48 & 0.53 & \(-\)0.99 & 0.53 \\ \hline \end{tabular}
\end{table} 
Table 7: Statistics of utility regarding mathematical learning process and problem-solving with gender as a factor. Students were surveyed about the importance of AI in academia (Q12), with responses ranging from 1 (not at all important) to 5 (very important). Results indicated that students generally considered these tools to be important in the academic world (Mean = 3.78, Median = 4, SD = 0.95). Table 9 presents the results stratified by gender. A significant difference was found between the responses of men and women (\(p\)-value = 0.002), with men giving greater importance to these tools than women. Table 9 summarizes the students' opinion results on how important the new tool is in academia, underscoring the increasing rapidity in which it has been integrated and its potential in this area. One concern regarding the use of ChatGPT is whether it will hinder students' acquisition of essential skills in the development of their coursework. In this section, we evaluate students' opinions on three competencies critical to their academic development, critical thinking (CT), problem-solving (PS), and group work (GW). Responses to these competencies included the following options: (1) no, it will not affect at all, (2) yes, it will affect very little, (3) yes, it will affect somewhat, (4) yes, it will quite affect, and (5) it will affect a lot.