The Impact on using Chat-Generative Pre-Trained Transformer on students

Bernandino Malang

doi:10.63931/ijchr.v7i1.85

Authors

Bernandino Malang Bulacan State University https://orcid.org/0000-0001-9926-9461

DOI:

https://doi.org/10.63931/ijchr.v7i1.85

Keywords:

Academic Performance, Artificial intelligence, ChatGPT, Educational Technology, Gender Difference, Higher Education, Learning Impact

Abstract

The integration of artificial intelligence (AI) tools in education has garnered significant attention, with Chat Generative Pre-Trained Transformers (ChatGPT) emerging as a potential aid in enhancing student learning experiences. This study investigates the impact of ChatGPT on students across various higher education institutions using a mixed-methods research design. Quantitative data were collected through online surveys, complemented by qualitative interviews to gain deeper insights into students’ experiences. A total of 405 undergraduate students from state universities and colleges (48.59%), local colleges (31.71%), and private institutions (19.7%) participated. Results revealed an overall positive perception, with a high average weighted mean of 3.85, indicating that ChatGPT supports students in understanding complex concepts, improving writing and critical thinking skills, increasing engagement, and facilitating collaborative learning. Notably, male students reported a significantly higher impact than females (t = –4.38, p < .001), and students from state universities experienced a greater positive effect compared to their counterparts in local and private institutions (F = 3.23, p = .044). These findings suggest that ChatGPT plays a constructive role in enhancing academic performance and learner engagement, although concerns regarding overreliance, accuracy, and academic integrity remain. The study offers valuable insights for educators, developers, and policymakers aiming to integrate AI technologies responsibly into educational settings.

Author Biography

Bernandino Malang, Bulacan State University

Faculty

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