ChatGPT Research Finals

UNIVERSITY OF CALOOCAN CITY
Computer Studies Department
USING CHATGPT BOT AS A TOOL FOR COLLEGE STUDENT

FROM COMPUTER STUDIES DEPARTMENT TO
THEIR ACADEMIC PURPOSES
A Thesis Presented to
The Faculty of the Computer Studies Department of
University of Caloocan City – North Campus
In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Science in Information Technology
By:
Raquion, Arnel Hanz Isaac O.
Jugarap, Fernando A.
Matias, Joshua G.
Ocsebio, Jenny Rose C.
Villamin, Nicole Ashlly T.
Vargas, Jhustine D.
May 2023
PAGE \* MERGEFORMAT 2
RECOMMENDATION FOR ORAL DEFENSE
This thesis entitled, USING CHATGPT BOT AS A TOOL FOR COLLEGE
STUDENT FROM COMPUTER STUDIES DEPARTMENT TO THEIR
ACADEMIC PURPOSES is prepared and submitted by ARNEL HANZ ISAAC O.
RAQUION, FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C.
OCSEBIO, NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS in
partial fulfillment of the requirements for the degree of Bachelor of Science in
Information Technology, has been examined and is hereby recommended for oral
defense.
ENECITA FRANCISCO ARLOS.

MAED/English, Ph.D. Units & LPT
Research Project Adviser
APPROVAL SHEET
This thesis entitled, USING CHATGPT BOT AS A TOOL FOR COLLEGE
STUDENT FROM COMPUTER STUDIES DEPARTMENT TO THEIR
ACADEMIC PURPOSES is prepared and submitted by ARNEL HANZ ISAAC O.
RAQUION, FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C.
OCSEBIO, NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS has
been approved by the Committee on Oral Examination with a grade of _____% on May
__, 2023.
Raquion, Arnel Hanz Isaac O. Ocsebio, Jenny Rose C

Jugarap, Fernando A Villamin, Nicole Ashlly T.
Matias, Joshua G. Vargas, Jhustine D.
ENECITA F. ARLOS. MAED/ENGLISH, PH.D. UNITS & LPT

Chairperson
Accepted and approved in partial fulfillment of the requirements for the degree of
Bachelor of Science in Information Technology.
PROF. RAUL
UNIVERSITY OF CALOOCAN CITY GUTIERREZ
Coordinator,
Computer Studies Department BSIT
CERTIFICATE OF ORIGINALITY
We hereby certify that this thesis entitled, USING CHATGPT BOT AS A
TOOL FOR COLLEGE STUDENT FROM COMPUTER STUDIES
DEPARTMENT TO THEIR ACADEMIC PURPOSES and truthfully declare that the
paper is a product of our original research investigation. To the best of our knowledge, it
was created by our group's collaborative effort. It does not contain any material that has
been previously written or published by another person or organization, nor does it
contain any work that has been accepted for an award or any other degree or credential
from a university or institution.
Researchers:
Raquion, Arnel Hanz Isaac O. Ocsebio, Jenny Rose C.

Jugarap, Fernando A. Villamin, Nicole Ashlly T.
Matias, Joshua G. Vargas, Jhustine D.
Attested by:
ENECITA FRANCISCO ARLOS.
MAED/ English, Ph.D.
Units & LPT UNIVERSITY OF CALOOCAN CITY
Research Project
Adviser
Date: May, 2023
CERTIFICATE OF GRAMMARIAN
This is to certify that the undersigned has reviewed and went through all the pages
of the research paper study entitled USING CHATGPT BOT AS A TOOL FOR
COLLEGE STUDENT FROM COMPUTER STUDIES DEPARTMENT TO
THEIR ACADEMIC PURPOSES by ARNEL HANZ ISAAC O. RAQUION,
FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C. OCSEBIO,
NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS, aligned with the
set of structural guidelines that regulate the construction of English sentences, phrases,
and words.
Signed: Grammarian
ENECITA F. ARLOS. MAED/

ENGLISH, PH.D. UNITS & LPT
Date Signed:
May 2023 Computer Studies Department
ACKNOWLEDGEMENT
This study is a product of hard work and collaborative efforts of the researchers
and some special persons. The researchers would like to express their sincere gratitude
and appreciation to those who in one way or another helped bring this work to
completion.
First and foremost, we would like to praise and thank God, the Almighty, who has
granted countless blessings, knowledge, and opportunity to the writers, so that we have
been finally able to accomplish this research. Without his blessing, this achievement
would not have been possible. We would also like to thank the following persons, first;
Prof. Raul Gutierrez, Coordinator of Bachelor of Science in Information
Technology for motivating the researchers to be more focused on their study. We
extremely thankful to him for sharing expertise, and sincere and valuable guidance and
encouragement.
Dr. Enecita F. Arlos, Ph.D. Units MAED, MAT ENG., the researchers’ adviser,
a mentor, and Chairperson of the panel of examiners, for her Technical, brilliant
comments and suggestions that made our study more informative and reliable. And also,
for her critical evaluation of the study for his insights and recommendations which
contributed to the refinement of
this work, and Computer Studies Department for patience and
sincere concern in checking the papers, we thank you for motivating
us even when we wanted to give up, and thank you for being a great professor and
mentor.
To respondents, for answering the questions of the researchers, this study may
not be complete without their participation because they are the subject for this.
Last but not the least we would like to express gratitude to our family and friends
for their love, encouragement and constant source of inspiration.
Without the communication and understanding of our teamwork, we would not
have been able to complete this research. Thank you for your cooperation, support, and
patience with one another. This thesis is only a beginning of the researcher’s journey.
ABSTRACT
Title : USING CHATGPT BOT AS A TOOL FOR COLLEGE
STUDENT
Computer Studies Department FROM
COMPUTER STUDIES DEPARTMENT TO THEIR
ACADEMIC PURPOSES
Researchers : RAQUION, ARNEL HANZ ISAAC O.
JUGARAP, FERNANDO A.
MATIAS, JOSHUA G.
OCSEBIO, JENNY ROSE C.
VILLAMIN, NICOLE ASHLLY T.
VARGAS, JHUSTINE D.
Degree : BACHELOR OF SCIENCE IN INFORMATION
TECHNOLOGY
Adviser: : MRS. ENECITA F. ARLOS
School: : UNIVERSITY OF CALOOCAN CITY
Year: : 2022-2023
Chatbots are becoming increasingly popular as a means of supporting various
educational activities. In particular, ChatGPT, a large language model based on the GPT-
3.5 architecture, has emerged as a promising tool for assisting students with academic
queries. However, its effectiveness and usefulness for specific academic purposes, such
as supporting computer science and development (CSD) students, have yet to be
thoroughly examined.
This study aimed to
investigate the Computer Studies Department effectiveness of
ChatGPT in supporting academic activities of CSD students. Specifically, the study
sought to determine the most common academic reasons for using ChatGPT, identify the
problems encountered by CSD students when using ChatGPT, and evaluate students'
satisfaction with the bot's user-friendliness and the importance of verifying the
credentials and expertise of the bot.
The study employed a quantitative research design and utilized a survey
questionnaire to collect data from 52 CSD students. The questionnaire consisted of four
sections that assessed the demographic profile of the respondents, their reasons for using
ChatGPT, the problems encountered when using the bot, and their satisfaction with its
user-friendliness and reliability.
The study found that homework and assignments were the most common
academic reasons for CSD students to use ChatGPT, followed by general IT knowledge.
Students also reported encountering problems with ChatGPT's ability to understand their
academic queries. However, overall, students were satisfied with the bot's user-
friendliness and found it easy to navigate. Students also recognized the importance of
verifying the credentials and expertise of the bot before trusting its answers.
Based on the findings, it can be concluded that ChatGPT has the potential to be an
effective tool for supporting CSD students with their academic activities. However,
improvements are needed to address the problems encountered with its understanding of
academic queries.
The study suggests the
need for Computer Studies Department further research to
improve the accuracy and effectiveness of ChatGPT's response to academic queries. It
also recommends the inclusion of features to support homework and assignments and to
expand the bot's capabilities for general IT knowledge. Developers should prioritize the
accuracy and reliability of the bot's answers by improving transparency and
accountability, incorporating quality control measures, and seeking out user feedback.
Overall, the study underscores the importance of staying responsive to user feedback and
continually improving the bot's capabilities to ensure it remains a valuable resource for
CSD students and other users.
Table of Contents
Chapter Page
Title Page ……………………………………………………………………. i
Recommendation of Oral Defense………………………………………… ii
Approval Sheet………………………………………………………………. iii
Certificate of Originality……………………………………………………… iv
Certificate of Grammarian…………………………………………………… v
Acknowledgement…………………………………………………………… vi
Abstract ………………………………………………………………………. viii
Table of Contents ……………………………………………………….…… xi
List of Tables
…………………………………………………………………. xiii
List of Figures ………………………………………………………………… xiii
I. THE PROBLEM AND ITS BACKGROUND
Introduction 1
Background of the Study 3

Statement of the Problem 4
Assumption 5
Scope and Delimitation of the Study 6
Significance of the Study 7
II. REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature 9
Synthesis of the Reviewed Studies 14
Theoretical Framework 15
Conceptual Framework 17
Definition of Terms 19
III. RESEARCH DESIGN AND METHODOLOGY
Research Design 21
Respondents of the Study 22
Sampling Technique 22
Research Instruments 23
Data Gathering Procedure 24
Statistical Treatment of Data 25
IV.
PRESENTATION, ANALYSIS AND 28
INTERPRETATION OF DATA
V. SUMMARY OF THE FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS
Summary of the Findings 37

Conclusions 40
Recommendations 41
BIBLIOGRAPHY 44
APPENDIX A 46
Survey Questionnaire
APPENDIX B 49
Letter
CURRICULUM VITAE 50
LIST OF TABLES
Table Page
Frequency and Percentage Distribution of the Profile of

1 29
Respondents in terms of Age, Gender, and Year Level
Most common academic reasons that CSD students use ChatGPT

2 30
bot for.
Most common challenges that CSD students encountered while

3 31
using ChatGPT bot for their academic purposes.
Satisfaction of CSD students with the overall performance and

4 33
usability of ChatGPT bot as a tool for their academic purposes.
The technique used by the CSD students to ensure the accuracy

5 and reliability of ChatGPT bot in providing answers to your 35
academic queries.
LIST OF FIGURES
Figures
Pages
1 Theoretical Framework 15
2 Conceptual Framework 17
Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the introduction, background of the study, statement
of the problem, scope and delimitation of the study and significance of the study.
Introduction
The advancement of technology has paved the way for new educational
tools and resources that have made learning more efficient and convenient. One
such tool is ChatGPT bot, an artificial intelligence-based chatbot that can answer
a wide range of questions related to various topics. College students are
increasingly using ChatGPT bot as a tool to aid them in their academic pursuits,
and this has led to a growing interest in understanding the effectiveness of

ChatGPT bot as an educational
resource. Computer Studies Department
In the education sector, chatbots have been increasingly used as a tool to
support students' learning and academic pursuits. Among the chatbots available,
ChatGPT (Generative Pre-trained Transformer) stands out as a conversational AI
model trained by OpenAI that can generate text in response to prompts.
ChatGPT uses machine learning algorithms to understand human language and
generate human-like responses, making it an ideal tool for students seeking
quick and reliable answers to their academic questions.
However, despite its potential benefits, the use of ChatGPT in education is
still in its infancy, and there is limited research on its usage, challenges, and
effectiveness as a tool for college students in their academic pursuits. Therefore,
the aim of this research is to explore the most common academic purposes for
which college students are using ChatGPT bot, the challenges they face while
using it, their satisfaction with the overall performance and usability of ChatGPT
bot, and their assurance of the accuracy and reliability of the bot in providing
answers to their academic queries.
The findings of this research will contribute to the understanding of the
effectiveness of ChatGPT bot as a tool for college students to enhance their
academic performance. It will provide insights into the challenges that students
face when using the bot, which could inform the development of more effective
educational chatbots in the future. Furthermore, the research will highlight the
assurance of college students towards the accuracy and reliability of ChatGPT
bot, which will aid in the
improvement Computer Studies Department of the bot's
performance in addressing students' academic needs. Overall, this study will
provide valuable insights into the usage, challenges, satisfaction, and assurance
of college students towards ChatGPT bot as a tool for their academic purposes.
Background of the Study
Chatbots have been increasingly used in various fields such as customer
service, healthcare, and education. In the education sector, chatbots are gaining
attention as a tool to support students' learning and academic performance.
ChatGPT is an AI-powered chatbot that uses NLP technology to simulate human
conversation and provides assistance to users. It has the potential to offer timely
and accurate support to college students, especially in situations where they
need quick answers to their academic queries.
With the increasing adoption of chatbots in education, there is a growing
interest in investigating the efficacy of such technologies in improving students'
academic performance. Research studies have been conducted to explore the
effectiveness of chatbots in various educational contexts, such as providing
academic support, feedback, and personalized learning experiences. However,
limited research has been conducted on college students' assurance of ChatGPT
bot as a tool for their academic purposes.
This study aims to fill this gap by investigating the usage, challenges,
satisfaction, and assurance of college students towards ChatGPT bot. By
exploring the academic
purposes for Computer Studies Department which college
students are using ChatGPT bot, this study seeks to identify the typical academic
reasons that college students use ChatGPT bot for. Additionally, by investigating
the challenges that students face when using the bot, this study aims to identify
the areas for improvement in the bot's design and functionality. Furthermore, this
study aims to investigate how satisfied college students are with the overall
performance and usability of ChatGPT bot as a tool for their academic purposes.
By exploring students' assurance of the accuracy and reliability of ChatGPT bot
in providing answers to their academic queries, this study seeks to identify the
factors that affect students' trust in the bot's responses.
Overall, this study contributes to the understanding of the efficacy of
ChatGPT bot as a tool for college students to enhance their academic
performance. It provides insights into the challenges that students face when
using the bot, which could inform the development of more effective educational
chatbots in the future. Furthermore, the study will highlight the assurance of
college students towards the accuracy and reliability of ChatGPT bot, which will
aid in the improvement of the bot's performance in addressing students'
academic needs.
Statement of the Problem
The aim of this study is to investigate the usage, challenges, satisfaction,
and assurance of college students towards ChatGPT bot as a tool for their
academic purposes.
Specifically, Computer Studies Department this study aims to
address the following research questions:
1. What is the profile of the respondents in the terms of:
1.1. Age
1.2. Gender
1.3. Year Level
2. What are the most common academic purposes for which college
students are using ChatGPT bot?
3. What are the most common challenges that college students face
while using ChatGPT bot for their academic purposes?
4. How satisfied are college students with the overall performance and
usability of ChatGPT bot as a tool for their academic purposes?
5. How does college students ensure the accuracy and reliability of
ChatGPT bot in providing answers to their academic queries?
Assumption
In conducting this study, it was assumed that the college students had
access to ChatGPT bot and are familiar with its basic features and functionalities.
They used ChatGPT bot as a tool for their academic purposes. They were willing
to share their experiences and perceptions regarding the usage of ChatGPT bot
for their academic pursuits. The data collected through surveys and interviews
represents the views and experiences of the participants accurately and
truthfully. The ChatGPT bot is functioning as intended and providing accurate
and reliable responses to the
academic Computer Studies Department queries of college
students.
Scope and Delimitation of the Study
The study is primarily focused to investigating the usage, challenges,
satisfaction, and assurance towards ChatGPT bot as a tool to academic
purposes of college students from CSD in University of Caloocan City only which
is located at Congressional Extension Barangay 173 Caloocan City where
respondents were selects based on who have used ChatGPT bot for their
academic pursuits. The study focused on exploring the academic purposes for
which college students are using ChatGPT bot, the challenges they face when
using the bot, their satisfaction with the overall performance and usability of the
bot, and their assurance of the accuracy and reliability of the bot in providing
answers to their academic queries.
The study delimits the potential bias in self-reported data and the limited
generalizability of the findings due to the study's specific focus on ChatGPT bot
and the sample size. Additionally, the study will not examine the technical
aspects of ChatGPT bot, such as its algorithms and programming, but will focus
on the user experience and assurance of college students towards the bot as a
tool for their academic pursuits.
Significance of the Study
The significance of this study lies in its potential to contribute to our
understanding of the use of ChatGPT as a tool for college students in their
academic purposes. The following groups may benefit from this study:
College students. The findings of this study can help college students to
better understand how to use ChatGPT bot as a tool for their academic pursuits
and can provide insights into the most effective ways to use the bot to enhance
their academic performance.
Educators. The findings of this study can help educators to better
understand how to integrate technology, specifically ChatGPT bot, into the
classroom to enhance student learning outcomes. The study can provide insights
into the most common academic purposes for which college students are using
ChatGPT bot and can help educators to identify the most useful features and
functionalities of the bot.
ChatGPT bot Developers. The findings of this study can help ChatGPT
bot developers to improve the design and functionality of the bot to better meet
the needs of users. The study can identify the most common challenges faced by
college students when using the bot and can provide insights into the features
and functionalities that are most useful for students.
Higher Education
Institutions. Computer Studies Department The findings of
this study can help higher education institutions to better understand how
technology, specifically ChatGPT bot, can be used to enhance student learning
outcomes and can provide insights into the most effective ways to integrate
technology into the learning environment.
Future Research. The findings of this study can serve as a basis for further
research on the use of ChatGPT bot and other conversational agents in
education, specifically in higher education. The study can provide insights into
the challenges, satisfaction, and assurance of college students towards using
ChatGPT bot as a tool for their academic pursuits, and can guide future research
on the effective integration of technology into the learning environment.
Chapter 2
REVIEW OF RELATED
LITERATURE AND STUDIES
This chapter consist of the related literature and studies reviewed by the
researchers, the synthesis of the reviewed studies, theoretical framework and
conceptual framework of the study.
Related Literature and Studies
The use of chatbots and conversational agents in higher education has
been growing rapidly in recent years, driven by advancements in natural
language processing and artificial intelligence technology. Chatbots are computer
programs that use natural language processing and machine learning algorithms
to simulate human conversation, and they can be used for a wide range of
educational purposes, including academic advising, tutoring, and course content
delivery (Mansour & Abdel-Aty, 2021). One prominent example of a chatbot that
is being used in education is ChatGPT, an AI-powered conversational agent that
can answer questions and provide information on a wide range of topics.
Based on the study conducted by M. Palattao et al. (2020), the use of
chatbots as a tool for academic purposes has become increasingly popular
among college students in the Philippines. The study aimed to investigate the
effectiveness of a chatbot named "KUMU" in providing academic support to
college students. The results of the study showed that the students perceived
KUMU as helpful in
providing Computer Studies Department quick and
accurate answers to their academic inquiries. Additionally, the study found that
the students' satisfaction with KUMU was influenced by their assurance of its
ease of use, usefulness, and reliability. The researchers suggested that the
development of chatbots for academic purposes should consider these factors to
improve their effectiveness and promote their use among college students.
According to Avendaño et al. (2020), the use of chatbots as a tool for
academic purposes has been increasing in recent years. In their study, they
investigated the effectiveness of a chatbot named "KAI" in providing academic
support to college students in the Philippines. The results of the study showed
that the students perceived KAI as helpful and user-friendly in providing answers
to their academic inquiries. However, the study also identified some limitations of
KAI, such as its inability to answer complex questions and its reliance on pre-
programmed responses. The researchers suggested that future developments of
chatbots for academic purposes should address these limitations and incorporate
more advanced natural language processing capabilities.
Based on the study conducted by Cabico et al. (2020), the use of chatbots
as a tool for academic support has become increasingly popular among college
students in the Philippines. The study aimed to investigate the factors that affect
the adoption and use of chatbots for academic purposes. The results of the study
showed that the perceived usefulness, ease of use, and social influence were
significant predictors of students' intention to use chatbots for academic
purposes. Additionally, the
study found Computer Studies Department that the students'
assurance of the reliability of chatbots significantly influenced their intention to
use the tool. The researchers suggested that chatbots should be designed to
provide accurate and reliable information to increase the students' trust in the tool
and encourage their adoption and use for academic purposes.
J. Reyes et al. (2020) states that the use of chatbots as a tool for
academic support has become increasingly prevalent in the Philippines. The
study aimed to investigate the effectiveness of a chatbot named "Mr. Roboto" in
providing academic assistance to college students. The results of the study
showed that the students perceived Mr. Roboto as useful and reliable in
providing answers to their academic inquiries. The study also found that the
students' satisfaction with Mr. Roboto was influenced by their assurance of its
ease of use, usefulness, and accuracy. However, the study identified some
limitations of Mr. Roboto, such as its inability to provide personalized assistance
and its reliance on pre-programmed responses. The researchers suggested that
future developments of chatbots for academic purposes should address these
limitations and incorporate more advanced natural language processing
capabilities to improve their effectiveness and promote their use among college
students.
According to Liu et al. (2019), their study showed that using chatbots in
education has a positive effect on students' learning outcomes and satisfaction
with the learning experience. The study found that students were able to quickly
and easily access
information Computer Studies Department through the
chatbot, which reduced their workload and increased their engagement with the
material. The chatbot was also found to be effective in providing personalized
feedback and support, leading to improved performance and higher levels of
satisfaction among students. However, the study also noted the importance of
ensuring that chatbots are designed with appropriate content and functionality to
meet the specific needs of students in different educational contexts.
Based on the study conducted by Vizcaino et al. (2020), the use of
chatbots in higher education has shown positive results in enhancing students'
learning experience. The study found that students were able to quickly and
easily access information through the chatbot, leading to improved learning
outcomes and higher levels of engagement with the material. The chatbot was
also found to be effective in providing personalized feedback and support to
students, which resulted in increased satisfaction and motivation. However, the
study also noted the importance of addressing potential issues such as technical
limitations and students' privacy concerns in the development and
implementation of chatbots in education. Overall, the study concluded that
chatbots have the potential to revolutionize the way students learn and interact
with course material in higher education.
Hossain et al. (2021) state that the use of chatbots in higher education has
become increasingly popular due to their potential to provide personalized
support to students, improve student engagement, and enhance the overall
learning experience. The
study found Computer Studies Department that students who
used a chatbot as a learning tool reported higher levels of satisfaction with their
learning experience and felt that the chatbot was a helpful resource for
answering their questions and providing feedback on their work. However, the
study also identified several challenges associated with the use of chatbots in
education, such as technical limitations and the need for proper training and
support for students and instructors.
Despite these challenges, Hossain et al. (2021) concluded that the use of
chatbots in higher education has the potential to significantly enhance the
learning experience for students and improve the overall quality of education.
There is growing interest in the use of chatbots and conversational agents in
higher education, and there is a need for further research to explore their
potential applications and effectiveness. In particular, there is a need to
investigate the most effective ways of using ChatGPT and other chatbots to
enhance college students' academic performance, as well as the challenges they
face when using these tools. This information can help educators and developers
to design and develop effective strategies for integrating chatbots into the
learning environment and improving the usability and effectiveness of these
tools.
Synthesis of the Reviewed Studies
Based on the synthesis
of the Computer Studies Department reviewed studies,
it can be concluded that there is a growing interest in using chatbot technology,
specifically ChatGPT, as a tool to support college students in their academic
pursuits. The studies suggest that chatbots can be effective in providing
personalized and timely assistance to students, improving their engagement,
motivation, and academic performance.
Several studies have reported that ChatGPT can help students with
various academic tasks such as answering questions, providing feedback, and
generating summaries. For example, Palattao et al. (2020) found that ChatGPT
was effective in answering questions related to computer programming, while
Avendaño et al. (2020) found that it was useful in generating summaries of
scientific articles. Reyes et al. (2020) reported that ChatGPT helped students in
understanding complex concepts in statistics.
Moreover, the studies suggest that students generally have positive
attitudes towards chatbots as an academic support tool. For instance, Cabico et
al. (2020) found that students perceived ChatGPT as a useful tool for getting
immediate feedback and support. Similarly, Vizcaino et al. (2020) found that
students were satisfied with the responses provided by ChatGPT and perceived
it as a helpful tool for academic writing.
Overall, the reviewed studies suggest that ChatGPT has the potential to
be an effective tool for supporting college students in their academic pursuits.
The findings provide valuable insights for educators and designers in developing
effective chatbots that can
provide Computer Studies Department personalized and
timely assistance to students. However, further research is needed to explore the
long-term effects of using ChatGPT on student learning outcomes and to
investigate the factors that influence the effectiveness and adoption of chatbots
among students.
Theoretical Frameworks
Figure 1. Theoretical Paradigm
The Technology Acceptance Model (TAM) has been widely used in
studies related to the adoption and use of technology, including in the
educational context. TAM proposes that an individual's intention to use a
technology is primarily determined by two factors: perceived usefulness and
perceived ease of use.
Perceived Computer Studies Department usefulness refers
to the extent to which an individual believes that using a particular technology will
enhance their performance, while perceived ease of use refers to the degree to
which an individual believes that using a technology will be effortless and
uncomplicated.
In the context of using chatbots as a tool for college students, TAM is a
relevant theoretical framework because it can help to explain why college
students may be more or less likely to use a chatbot for academic purposes. If
college students perceive that the chatbot is useful for their academic goals and
that it is easy to use, they may be more likely to adopt it as a tool. Conversely, if
college students do not perceive the chatbot as useful or find it difficult to use,
they may be less likely to use it.
By using TAM as a theoretical framework, the researchers can test
hypotheses about the factors that influence college students' intention to use
chatbots for academic purposes. For example, the researchers may hypothesize
that students who perceive the chatbot as more useful will have a greater
intention to use it than students who do not find it useful. Additionally, the
researchers may hypothesize that students who perceive the chatbot as easier to
use will have a greater intention to use it than students who find it difficult to use.
Overall, TAM provides a useful framework for understanding the factors that
drive students' adoption and use of chatbots for academic purposes.
Conceptual Framework
INPUT PAGE \* MERGEFORMAT 2

PROCESS
· What is the profile of the respondents in · Descriptive Method
the terms of: · Formulation and validation of survey
Age
OUTPUT
· Most common academic purposes for using ChatGPT
bot.
· Most common challenges faced by college students
while using ChatGPT bot
· Satisfaction with the overall performance and usability
of ChatGPT bot
· Assurance of accuracy and reliability of ChatGPT bot
· Recommendations that can help to enhance the
performance and usability of ChatGPT bot as a tool
for academic purposes, and ultimately provide
greater value and benefit to college students in
their academic pursuits.
Figure 2. Paradigm of the Study
The conceptual framework presented outlines the input, process, and
output of the study on the use of ChatGPT bot as a tool for college students to
aid in their academic pursuits.
In the Input section, the profile of respondents is identified based on age,
gender, and year level. The most common academic purposes for which college
students are using ChatGPT bot are identified, as well as the most common
challenges they face while using it. The satisfaction of college students with the
performance and usability of ChatGPT bot as an academic tool, as well as their
perception of its accuracy and
reliability, are Computer Studies Department also examined.
The Process section outlines the research methodology, which includes a
descriptive method and the formulation and validation of survey questionnaires.
The data will be gathered through Google Forms and analyzed for presentation
and interpretation.
Finally, the Output section presents the findings of the study, which
includes identifying the most common academic purposes for using ChatGPT
bot, the most common challenges faced by college students while using it, and
their satisfaction with its performance and usability. The study also aims to
assure the accuracy and reliability of ChatGPT bot and recommends ways to
enhance its performance and usability as an academic tool. Ultimately, the study
aims to provide greater value and benefit to college students in their academic
pursuits.
Definition of Terms
For clarification, the following important terms used in the study have been
operationally defined.
Academic Support. Assistance provided to students in achieving their
educational goals, which can include tutoring, advising, and other forms of
guidance.
Artificial intelligence. It refers to the development of computer systems
that can perform tasks that typically require human intelligence, such as learning,
problem- solving, decision-
making, and Computer Studies Department language
understanding.
Chatbots. Computer programs that use natural language processing and
machine learning algorithms to simulate human conversation, which can be used
for a wide range of educational purposes, including academic advising, tutoring,
and course content delivery.
Ease of Use. The degree to which a student perceives a tool or resource
as being easy to use and navigate.
Machine Learning (ML). A type of artificial intelligence that enables
computer systems to automatically improve their performance by learning from
data.
Natural Language Processing (NLP). A field of study focused on
enabling computers to understand, interpret, and generate human language.
Perceived Usefulness. The degree to which a student believes that a tool
or resource will help them achieve their educational goals.
Personalized Assistance. Customized support provided to students
based on their individual needs and learning preferences.
Reliability. The degree to which a student perceives a tool or resource as
being accurate and trustworthy.
Chapter 3
RESEARCH DESIGN AND METHODOLOGY
This chapter describes in detail the strategy that was used by the
researchers in conducting this study. It includes the following research design,
respondents of the study, instrument used for data collection, validation of the
questionnaire, data gathering procedure and statistical treatment of data.
Research Design
This study used a descriptive quantitative research design to examine the
ways in which college students from CSD in University of Caloocan City are
using ChatGPT bot for their academic purposes. Descriptive research is a type of
research that aims to describe the characteristics of a population or
phenomenon, without attempting to establish cause-and-effect relationships. In
this study, the focus is on describing how college students are using ChatGPT
bot, what challenges they face while using it, their overall satisfaction with the
bot's performance and usability, and their assurance of the accuracy and
reliability of ChatGPT bot in
providing Computer Studies Department answers to their
academic queries.
Respondent of the Study
The target population of this study were the Computer Studies Department
students from first to fourth year level enrolled at University of Caloocan City with
a total of fifty-two (52) respondents who have used or are currently using
ChatGPT bot for their academic purposes. Hence, not all college students who
have used ChatGPT bot may have been included in the sample. Nonetheless,
the researchers made efforts to ensure that the sample was diverse and
representative of the target population to increase the external validity of the
findings.
Sampling Technique
The researchers used a purposive sampling technique to select the
participants for this study. Purposive sampling is a non-probability sampling
technique that involves selecting participants based on specific criteria that are
relevant to the research question. In this study, the criterion were college
students from CSD who have used or are currently using ChatGPT bot for
academic purposes. The researchers have also used snowball sampling, where
participants were asked to refer other college students who have used ChatGPT
bot for academic purposes.
Research Instrument
The researchers used
a survey Computer Studies Department questionnaire,
which was designed to gather data on CSD students’ use of ChatGPT bot for
their academic purposes, the challenges they faced while using it, their overall
satisfaction with the bot's performance and usability, and their assurance of the
accuracy and reliability of the bot in providing answers to their academic queries.
The survey questionnaire has included closed-ended questions. Closed-
ended questions have included Likert scale items, where participants were asked
to indicate their level of agreement or disagreement with specific statements
about their experiences using ChatGPT bot. Each instrument is in a close-ended
statement answerable or rated by a Likert type of scale. The survey
questionnaire consists of (5) parts, as follows:
Part I: It refers to the profile of the respondents in the terms of age,
gender, and year level.
Part II: This part asked about the typical academic reasons why they use
the ChatGPT bot. The respondents chose the corresponding rate of their
answers, the descriptive equivalent using the scale: (4 – Strongly Agree, 3 –
Strongly Disagree, 2 – Agree, and 1 – Disagree).
Part III: This part asked about the challenges that they encountered while
using ChatGPT bot for their academic purposes. The respondents chose the
corresponding rate of their answers, the descriptive equivalent using the scale: (4
– Strongly Agree, 3 – Strongly Disagree, 2 – Agree, and 1 – Disagree).
Part IV: This part
asked about Computer Studies Department the satisfaction of
the CSD students with the overall performance and usability of ChatGPT bot as a
tool for your academic purposes. The respondents chose the corresponding rate
of their answers, the descriptive equivalent using the scale: (4 – Strongly Agree,
3 – Strongly Disagree, 2 – Agree, and 1 – Disagree).
Part V: This part asked about how they ensure the accuracy and reliability
of ChatGPT bot in providing answers to your academic queries. The respondents
chose the corresponding rate of their answers, the descriptive equivalent using
the scale: (4 – Strongly Agree, 3 – Strongly Disagree, 2 – Agree, and 1 –
Disagree).
Data Gathering Procedure
Before issuing the survey questionnaire, the researchers first conducted a
permit from the administration. The researchers distributed the survey
questionnaire to the respondents right away after having the authority to use it.
The survey questionnaire was disseminated personally by the researchers to the
respondents who took the face-to-face class for them to answer. The survey
questionnaire was also distributed through Google Forms for CSD students who
have used or are currently using ChatGPT bot for their academic purposes.
Participants may have been provided with a link to the survey and instructed to
complete it within a specified timeframe. The survey may have taken
approximately 10-15 minutes to complete. The researchers may have also used
snowball sampling to recruit participants, where existing participants were asked
to refer other college students
who have Computer Studies Department used ChatGPT
bot for academic purposes.
The data gathered from the survey questionnaire may have been in the
form of quantitative data, which can be analyzed using statistical techniques. The
researchers may have used statistical software such as SPSS or R to analyze
the data and generate descriptive statistics, such as means, frequencies, and
percentages.
The data analysis may have involved identifying common academic
purposes for which college students use ChatGPT bot, the most common
challenges faced by the students while using the bot, the level of satisfaction with
the bot's overall performance and usability, and the students' assurance of the
accuracy and reliability of the bot in providing answers to their academic queries.
Statistical Treatment of Data
To interpret the data effectively, the researchers will employ the following
statistical treatment:
Frequency and Percentage. A technique used to determine the
frequency or proportion of responses to different survey questions. It helps to
identify the most common academic purposes for which college students use
ChatGPT bot, the challenges they face while using the bot, and their overall
satisfaction with its performance and usability.
Formula:
f
%= x 100,
n
where: % = percentage; f =sample value; n = total values.
Weighted Mean. A statistical technique used to determine the average
score of responses to Likert scale questions. Likert scale questions are a type of
survey question that asks respondents to indicate their level of agreement or
disagreement with a statement on a scale that typically ranges from 1 (strongly
disagree) to 5 (strongly agree).
Formula: x=
∑f x ,
N
x =Weighted Mean; ∑fx = Summation of the product of the value and the
weight; N = Summation of the values.
Likert Scale. A statistical technique used to rate a scale that measures
attitudes or opinions on a range of values. It consists of a statement or question
and a series of response five options that range from "strongly agree" to "strongly
disagree". Participants are asked to indicate their level of agreement or
disagreement, or satisfaction or dissatisfaction, with the statement or question by
choosing the response option that best reflects their opinion or attitude. The
responses are then scored and analyzed to determine the participants' overall
attitudes or opinions.
Adjective
Weighted mean scale Verbal interpretation rating
5 - 4.50-5.00 Strongly Agree SA
4 - 3.50-4.49 Agree A
3 - 2.50-3.49 Neutral N
2 - 1.50-2.49 Disagree D
1 - 1.00-1.49 Strongly Disagree SD
Chapter 4
PRESENTATION,
ANALYSIS Computer Studies Department AND
INTERPRETATION OF DATA
This chapter presents the analysis of the data gathered from the selected
respondents. Followed by a tabulation of the research findings. The gathered
data is presented in tabular and textual form with the aid of statistical treatment
for analysis and interpretation. The study assessed the use of ChatGPT by CSD
students from the University of Caloocan City, North Congress Campus for
academic purposes, sought answers to the following questions:
1.1. Age
1.2. Gender
1.3. Year Level
2. What are the most common academic purposes for which college students
are using ChatGPT bot?
3. What are the most common challenges that college students face while using
ChatGPT bot for their academic purposes?
4. How satisfied are college students with the overall performance and usability
of ChatGPT bot as a tool for their academic purposes?
5. How does college students ensure the accuracy and reliability of ChatGPT
bot in providing answers to their academic queries?
Table 1. Frequency and
Percentage Computer Studies Department Distribution of
PROFILE FREQUENCY PECENTAGE
the
Gender Male 37 71.15%
Female 15 28.85%
TOTAL 52 100%
Age Range 20 - 24 52 100%
25 - 29 0 0%
30 - 34 0 0%
35 - 39 0 0%
40 - 44 0 0%
45 – asbove yrs. old 0 0%
TOTAL 52 100%
Year Level First Year 0 0%
Second Year 0 0%
Third Year 30 57.69%
Fourth Year 22 42.31%
TOTAL 52 100%
Profile of Respondents in terms of Age, Gender, and Year Level
Table 1 provides the frequency and percentage distribution of the profile of
the respondents as to gender, age range, and year level. The table above shows
the demographic profile of the respondents where most of them are male with a
summation of seventy-one point fifteen percent (71.15%) while the female
respondents are twenty-eight point eighty-five percent (28.85%) only with a total
percentage of 100.
On the age range,
majority of Computer Studies Department the respondents
have an age ranging from 20-24 years of age that sums up to one hundred
percent (100%).
On the year level, majority of the respondents is third year with a fifty-
seven and sixty-nine percent (57.69%) and the respondents from fourth year has
forty-two and thirty-one percent (42.31%), and no respondents on other year
level.
Table 2. Most common academic reasons that CSD students use ChatGPT
bot for.
Common academic reasons that Weighted

Descriptive Rating
CSD students use ChatGPT bot Mean
1. Research Assistance 3.46 Neutral
2. Homework and Assignment
3.52 Agree
Help
3. Technical Support 3.46 Neutral
4. Programming Assistance 3.32 Neutral
5. General IT Knowledge 3.48 Neutral
Overall Weighted Mean 3.45 Neutral
Table 2 shows the most common academic reason that CSD students use
ChatGPT bot for. The first indicator is "Research Assistance" with a weighted
mean of 3.46, indicating a neutral response from the students. The second
indicator is "Homework and Assignment Help," which has a highest weighted
mean of 3.52, indicating
that students Computer Studies Department generally agree
that the ChatGPT bot is helpful in this area. The third indicator is "Technical
Support," with a weighted mean of 3.46, which again suggests a neutral
response from the students. The fourth indicator is "Programming Assistance,"
with a weighted mean of 3.32, indicating a slightly lower level of usefulness
compared to the other categories. The fifth and final indicator is "General IT
Knowledge," which has a slightly higher weighted mean of 3.48, indicating a
neutral response from the students. The overall weighted mean for all categories
is 3.45, which again suggests a neutral response from the students in terms of
the overall usefulness of the ChatGPT bot for academic purposes.
Table 3. Most common challenges that CSD students encountered while
using ChatGPT bot for their academic purposes.
Common challenges that CSD

students encountered while Weighted
using ChatGPT bot for their Descriptive Rating
Mean
academic purposes.
1. I encounter technical issues
such as slow response 2.98 Neutral
times, downtime, or errors.
2. It sometimes provides too
much information that is not Neutral
2.78
helpful for my academic
queries.
3. Limited ability of ChatGPT
to answer complex 2.84 Neutral
questions.
4. Difficulty in understanding
the responses provided by 2.94 Neutral
ChatGPT.
5. ChatGPT bot sometimes 3.06 Neutral
misunderstands my
academic queries.
Table 3 shows the five indicators of most common challenges that CSD
students encountered while using ChatGPT bot for their academic purposes. The
first indicator is "Encounter technical issues such as slow response times,
downtime, or errors," which has a weighted mean of 2.98, indicating a neutral
response from the students. The second indicator is "It sometimes provides too
much information that is not helpful for my academic queries," which has a lowest
weighted mean of 2.78, also indicating a neutral response. The third indicator is
"Limited ability of ChatGPT to answer complex questions," with a slightly lower
weighted mean of 2.84, indicating a neutral response from the students. The
fourth indicator is "Difficulty in understanding the responses provided by
ChatGPT," with a weighted mean of 2.94, again suggesting a neutral response.
The fifth and final indicator is "ChatGPT bot sometimes misunderstands my
academic queries," which has a highest weighted mean of 3.06, indicating a
slightly higher level of challenge compared to the other categories. The overall
weighted mean for all categories is 2.92, which again suggests a neutral
response from the students in terms of the overall challenges encountered while
using the ChatGPT bot for academic purposes.
Table 4. Satisfaction of CSD students with the overall performance and
usability of ChatGPT bot as a tool for their academic purposes.
The
overall Computer Studies Department
performance and usability of Descriptive
Weighted
ChatGPT bot as a Rating
Mean
tool for their academic
purposes.
1. Responsiveness of
ChatGPT to my questions 3.54 Agree
or requests.
2. Easy to navigate and use Agree
3.76
for academic purposes.
3. ChatGPT bot has helped
me find answers to Agree
3.62
questions that I couldn't find
elsewhere.
4. Saves my time in
researching and finding Agree
3.68
information for my
academic work.
5. I can use it wherever I go
because it is a convenient 3.56 Agree
and efficient tool.
Overall Weighted Mean 3.63 Agree
Table 4 shows the five indicators of satisfaction of CSD students with the
overall performance and usability of ChatGPT bot as a tool for their academic
purposes. The first indicator is "Responsiveness of ChatGPT to my questions or
requests," with a lowest weighted mean of 3.54, indicating that students generally
agree that the ChatGPT bot is responsive to their queries. The second indicator
is "Easy to navigate and use for academic purposes," which has a highest
weighted mean of 3.76, indicating that students find the ChatGPT bot user-
friendly and easy to navigate. The third indicator is "ChatGPT bot has helped me
find answers to questions that I couldn't find elsewhere," with a weighted mean of
3.62, indicating that
students find Computer Studies Department the ChatGPT bot
helpful in finding answers to difficult questions. The fourth indicator is "Saves my
time in researching and finding information for my academic work," with a slightly
higher weighted mean of 3.68, indicating that students find the ChatGPT bot
helpful in saving time while researching and finding information. The fifth and
final indicator is "I can use it wherever I go because it is a convenient and
efficient tool," with a slightly lower weighted mean of 3.56, indicating that
students find the ChatGPT bot convenient and efficient to use. The overall
weighted mean for all categories is 3.63, which indicates that students generally
agree with the overall performance and usability of the ChatGPT bot as a tool for
their academic purposes.
Table 5. The technique used by the CSD students to ensure the accuracy
and reliability of ChatGPT bot in providing answers to your academic
queries.
The accuracy and reliability of

ChatGPT bot in providing Weighted
Descriptive Rating
answers to your academic Mean
queries.
1. I
Neutral
cross-check the answers 3.38
provided by ChatGPT bot
with other sources.
2. I only use ChatGPT bot for
academic queries that I am Neutral
3.22
already knowledgeable
about to gauge its reliability.
3. I rely on ChatGPT bot's
high accuracy and reliability Neutral
3.20
ratings from other users
and academic sources.
4. I use fact-checking tools. 3.30 Neutral
5. I verify the credentials and
expertise of ChatGPT bot 3.50 Agree
before trusting its answers.
Table 5 shows the five indicators of technique that can be used by the
CSD students to ensure the accuracy and reliability of ChatGPT bot in providing
answers to your academic queries. The first indicator is "I cross-check the
answers provided by ChatGPT bot with other sources," with a slightly higher
weighted mean of 3.38, indicating that students are neutral in their approach to
checking the answers provided by the ChatGPT bot. The second indicator is "I
only use ChatGPT bot for academic queries that I am already knowledgeable
about to gauge its reliability," with a slightly lower weighted mean of 3.22,
indicating that students use their own knowledge to test the reliability of the
ChatGPT bot. The third indicator is "I rely on ChatGPT bot's high accuracy and
reliability ratings from other users and academic sources," with a lowest weighted
mean of 3.20, indicating that students take into consideration the reliability
ratings of the ChatGPT bot from
other Computer Studies Department sources. The
fourth indicator is "I use fact-checking tools," with a weighted mean of 3.30,
indicating that some students use fact-checking tools to ensure the accuracy and
reliability of the ChatGPT bot. The fifth and final indicator is "I verify the
credentials and expertise of ChatGPT bot before trusting its answers," with a
highest weighted mean of 3.50, indicating that students tend to agree that
verifying the credentials and expertise of the ChatGPT bot is an important step in
ensuring its reliability. The overall weighted mean for all categories is 3.32, which
indicates that students are generally neutral in their approach to ensuring the
accuracy and reliability of the ChatGPT bot.
Chapter 5
SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, researcher’s conclusion
and recommendation based on the data analyzed in the previous chapter about
the use of ChatGPT bot of the CSD students from University of Caloocan City –
North Congress
Campus for Computer Studies Department academic
purposes.
Summary of the Findings
Based on the gathered data, the researchers came up with the following
findings:
1.1. Age
All respondents fall within the age range of 20-24 years old, making up
100% of the total.
1.2. Gender
The majority of respondents are male with a percentage of 71.15%, while
females only make up 28.85%.
1.3. Year Level
The majority of the respondents is third year with a percentage of 57.69%
and the respondents from fourth year has forty-two and thirty-one percent
(42.31%), and no respondents on other year level.
2. What are the most common academic purposes for which college
students are using ChatGPT bot?
The second indicator
"Homework Computer Studies Department and Assignment
Help" was found to be the most useful indicator, with a weighted mean of 3.52,
indicating agreement from the students. "Research Assistance" and "Technical
Support" both received a neutral response from the students, with weighted
means of 3.46. "Programming Assistance" had a slightly lower usefulness rating
of 3.32, while "General IT Knowledge" had a slightly higher rating of 3.48, both
indicating a neutral response. The overall weighted mean for all categories is
3.45, indicating a neutral response from the students about the overall
usefulness of ChatGPT bot for academic purposes.
3. What are the most common challenges that college students face while
using ChatGPT bot for their academic purposes?
The fifth indicator "ChatGPT bot sometimes misunderstands my academic
queries" has the highest weighted mean of 3.06, indicating a slightly higher level
of challenge. The other four indicators, including encountering technical issues,
too much information, limited ability to answer complex questions, and difficulty
in understanding the responses provided by ChatGPT, all have weighted means
ranging from 2.78 to 2.98, also indicating a neutral response from the students.
The overall weighted mean for all categories is 2.92, indicates that students
responded neutrally about the challenges they encountered while using
ChatGPT bot for academic purposes.
4. How satisfied are college students with the overall performance and
usability of ChatGPT bot as a tool for their academic purposes?
The second indicator
is "Easy to Computer Studies Department navigate and use
for academic purposes," has the highest weighted mean of 3.06, indicating a
slightly higher level of satisfaction. The other four indicators, including
responsiveness, usefulness in finding answers, time-saving, and convenience,
all have weighted means ranging from 3.54 to 3.68, also indicating an
agreement response from the students. The overall weighted mean for all
categories is 3.63, which indicates that students generally agree with the overall
performance and usability of the ChatGPT bot as a tool for their academic
purposes.
5. How does college students ensure the accuracy and reliability of
ChatGPT bot in providing answers to their academic queries?
The fifth indicator is “I verify the credentials and expertise of ChatGPT bot
before trusting its answers.” has the highest weighted mean of 3.50, indicating
agreement from the students. The students showed a neutral response towards
the indicators, including cross-checking answers, using the bot for familiar
topics, considering its reliability ratings, and use fact-checking tool, all have
weighted means ranging from 3.20 to 3.38. The overall weighted mean for all
categories is 3.32, indicating a neutral stance by the students in ensuring the
bot's accuracy and reliability.
Conclusion
Based from the findings
of the study, Computer Studies Department the following
conclusions were drawn:
1. On the demographic profile of the respondents, they are all 20-24 years old,
predominantly male, and only 3rd and 4th year level was actively participated.
2. According to the survey's findings, the researchers found out that homework
and assignment were the most academic reason why CSD students using the
ChatGPT bot is for which received the highest weighted mean of 3.52 among
all categories. The neutral response for "General IT Knowledge" indicates that
further exploration is needed to determine its usefulness in supporting
academic activities.
3. On the problems encountered by the CSD students on using ChatGPT bot,
the researchers found out that students encounter ChatGPT bot sometimes
misunderstands their academic queries which received the highest weighted
mean of 3.06 among all categories. This indicates a potential area for
improvement in the bot's design and functionality.
4. Based on the survey's findings, the researchers concluded that CSD students
satisfy for the user-friendliness of the ChatGPT which received the highest
weighted mean of 3.68, indicating that students found the ChatGPT bot to be
user-friendly and easy to navigate when using it for academic purposes.
5. To ensure the accuracy and reliability of ChatGPT bot answers, the
researchers found out that students generally agree with the importance of
verifying the credentials and expertise of the ChatGPT bot before trusting its
answers, with a highest
weighted Computer Studies Department mean of 3.50.
Recommendation
Based on the findings of the study, the following recommendations are
suggested:
1. It is recommended to have a more balanced distribution of respondents
across different demographic groups by increasing the sample size and
implementing targeted recruitment strategies to reach a more diverse pool of
participants. Additionally, including participants from different age ranges and
educational backgrounds may be beneficial to improve the generalizability of
the findings.
2. ChatGPT developers must focus on improving the bot's capabilities for
supporting homework and assignments for CSD students. This could include
adding features such as providing explanations for difficult concepts,
suggesting relevant resources and study materials, and offering personalized
feedback on students' work. Additionally, the developers may want to conduct
further research to explore how the bot can be useful for supporting students'
general IT knowledge. This could involve gathering feedback from users on
what specific topics or areas they would like the bot to cover, and then
incorporating those features into the bot's functionality.
3. It would be advisable for ChatGPT developers to focus on improving the
accuracy and effectiveness of the bot's response to academic queries. This
could involve
Computer Studies Department incorporating
more sophisticated natural language processing (NLP) algorithms and
machine learning models to better understand the context and intent of
students' questions. Developers may also want to consider providing more
detailed explanations and feedback to students when the bot misunderstands
their queries, in order to help them refine and clarify their questions.
4. One potential area for improvement is the bot's accessibility. Developers may
want to consider incorporating accessibility features such as screen readers
or voice commands to make the bot more usable for students with disabilities
or different learning preferences.
5. ChatGPT developers should prioritize the accuracy and reliability of the bot's
answers by improving the transparency and accountability of its knowledge
sources, incorporating quality control measures, and actively seeking out user
feedback. By doing so, they can help build trust and confidence in the bot
among CSD students and other users.
Overall, it's essential for ChatGPT developers to stay responsive to user
feedback and continually improve the bot's capabilities in order to provide the
most effective and helpful support for academic activities. By addressing issues
with accuracy and exploring new ways to leverage the bot's capabilities,
developers can ensure that it remains a valuable resource for CSD students and
other users.
BIBLIOGRAPHY
Avendaño, N., Ramos, M., & Rarangol, R. (2020). A Study on the Use of
Chatbots for Student Advising in Higher Education Institutions in the Philippines.
International Journal of Emerging Technologies in Learning, 15(14), 119-134.
Cabico, R. A., Bayot, R. R., & Bon, A. C. (2020). An Exploratory Study of
Conversational Agent for Educational Purpose in the Philippines. International
Journal of Interactive Mobile Technologies, 14(11), 68-78.
Hossain, M. S.,
Hasan, M. Computer Studies Department A., & Ahmed, T.
(2021). Chatbot-based education: A review of the literature. IEEE Access, 9,
101176-101186. https://doi.org/10.1109/ACCESS.2021.3106900
Liu, Y., Chen, H., Wu, D., Liu, B., & Zhang, H. (2019). A chatbot system
for customer service in the hospitality industry. Journal of Hospitality and Tourism
Technology, 10(2), 204-218. https://doi.org/10.1108/JHTT-11-2018-0136
Palattao, M. M., Salazar, L. A., & Caro, J. A. (2020). Student Assurance of
Chatbot Use in Learning Activities in Higher Education in the Philippines. Journal
of Physics: Conference Series, 1578(4), 042043.
Reyes, J. P. B., Samonte, D. E., & Samonte, G. E. (2020). An Analysis of
Student Satisfaction with the Use of Chatbots in Higher Education in the
Philippines. Journal of Physics: Conference Series, 1578(4), 042044.
Vizcaíno, A., Pérez-Sanagustín, M., Alario-Hoyos, C., Kloos, C. D., &
Fernández-Panadero, C. (2020). Chatbot-supported learning: The future of
lifelong learning. IEEE Transactions on Learning Technologies, 13(2), 261-274.
https://doi.org/10.1109/TLT.2019.2927076
APPENDIX A
SURVEY QUESTIONNAIRE
Kindly fill out the following information being asked. All of the answer
will be kept confidential.
1. What is the profile of the respondents in the terms of
Age:
( ) 20 - 24 years old Gender:
( ) 25 - 29 years old ( ) Male
( ) 30 - 34 years old ( ) Female
( ) 35 - 39 years old
( ) 40 - 44 years old Year Level:
( ) 45 years old and above ( ) 1st year
( ) 2nd year
( ) 3rd year ( ) 4th year
Direction: Kindly use the scale below to answer the questions 1 to 3. Put a
check
(/) in the box.
5 – Strongly 4 – Agree 2 – Disagree
Agree
3 – Neutral 1 – Strongly Disagree
2. What are the typical academic reasons that you use ChatGPT bot for?
Indicator 1 2 3 4 5
Research Assistance
Homework and Assignment Help
Technical Support
Programming Assistance
General IT Knowledge
3. What are the challenges that you encountered while using ChatGPT bot for
your academic purposes?
UNIVERSITY OF CALOOCAN
Indicator 1 CITY
2 3 4 5
I encounter technical Computer
issues suchStudies
as Department
slow response times, downtime, or
errors.
It sometimes provides too much
information that is not helpful for my
academic queries.
Limited ability of ChatGPT to
answer complex questions.
Difficulty in Indicator
understanding the 1 2 3 4 5
responses provided
Responsiveness of by ChatGPT.
ChatGPT to my
ChatGPT bot
questions or requests. sometimes
misunderstands
Easy to navigatemyand academic
use for
queries.
academic purposes.
ChatGPT bot has helped me find
answers to questions that I couldn't
find elsewhere.
Saves my time in researching and
finding information for my academic
work.
It is a convenient and efficient tool;
you can use it wherever you go.
4. How satisfy are you with the overall performance and usability of ChatGPT
bot as a tool for your academic purposes?
Indicator 1 2 3 4 5
I cross-check the answers provided
by ChatGPT bot
with other sources. UNIVERSITY OF CALOOCAN CITY
I only use Computer Studies Department
ChatGPT bot for
academic queries that I am already
knowledgeable about to gauge its
reliability.
I rely on ChatGPT bot's high
accuracy and reliability ratings from
other users and academic sources.
I use ChatGPT bot's sources and
references.
I verify the credentials and expertise
of ChatGPT bot before trusting its
answers.
5. How does college students ensure the accuracy and reliability of ChatGPT
bot in providing answers to their academic queries?
APPENDIX B
VALIDATION LETTER
April 3, 2023
Prof. Raul Gutierrez

Computer Studies Coordinator
University of Caloocan City
Congressional Rd Ext, Barangay
171, Caloocan, Metro
Manila
Dear Sir Gutierrez,
Warm Greetings! The undersigned are presently involved in a Bachelor of

Science in Information Technology – 3rd year in floating a survey questionnaire. This is in
compliance with our subject PR 003 Research requirements. We need to conduct a
survey in our school on the “USING CHATGPT BOT AS A TOOL FOR COLLEGE
STUDENT FROM COMPUTER STUDIES DEPARTMENT TO THEIR ACADEMIC
PURPOSES.”
In this connection, we respectfully allow us to distribute the questionnaires we

have made for the Computer Studies Department students.
Rest assured that the result of the survey will be treated with high confidentiality.
Your kind approval will be highly appreciated. Thank you.
Truly Yours,
Raquion, Arnel Hanz Isaac O.

Jugarap, Fernando A
Matias, Joshua G.
Ocsebio, Jenny Rose C
Villamin, Nicole Ashlly T.
Vargas, Jhustine D.
NOTED BY: APPROVED BY:
Enecita Arlos, PhD Units, MAED, MAT Eng. Raul Gutierrez

Research Project Professor Coordinator, BSIT
CURRICULUM VITAE
ARNEL HANZ ISAAC O. RAQUION

Brgy. 172, #18 Minda Mora St. Urduja Village,
Camarin Rd. Caloocan City
raquion.arnelhanzisaacbsit2020@gmail.com
09774958691
EDUCATIONAL
BACKGROUND
Level School Year
College University of Caloocan City 2020 - Present

Senior High School AMA University 2018 - 2020
Secondary Caloocan City Business High School 2014 - 2018
Primary Corpus Christi Learning Center 2008 - 2014
Skills
 Knowledgeable with MS Office applications (Word, PowerPoint, Excel).
 Basic programming (Python, Java, Visual Basic, Oracle Database).
 Knowledgeable with Video Editing, Photo Editing.
 Ability to fix hardware and electronics.
Goal in Life:
I want to be a successful Python Developer.
Arnel Hanz Issac O. Raquion
CURRICULUM VITAE
FERNANDO A. JUGARAP
Blk45, Lot Excess, Ph7c, Pkg7
Bagong Silang, Caloocan City
hiferjugarap@gmail.com
09050795511
EDUCATIONAL BACKGROUND
Level
School
Year

Senior High School Our Lady of Fatima University 2017 - 2019
Secondary Tala High School 2013 - 2017
Primary Pag-asa Elementary School 2007 - 2013
Skills
 Good knowledge about computer programs.
 Detail Oriented.
 Adaptability and Flexibility.
Goal in Life:
To be a successful developer/programmer.
Fernando A. Jugarap
CURRICULUM VITAE
JOSHUA G. MATIAS
Blk45, Lot Excess, Ph7c, Pkg7
Bagong Silang, Caloocan City
joshmatias030108@gmail.com
099485775206
Level
School
Year

Senior High School Our Lady of Fatima University 2018 - 2020
Secondary Tala High School 2014 - 2018
Primary Pag-asa Elementary School 2008 - 2014
Skills
 Having knowledge about computer programming, Packet Tracer, Android
Studio, MySQL, Html & CSS and Formatting Windows PC/Laptop.
 Capable of creating and editing video, files, presentation using different
Microsoft Windows Application.
Goal in Life:
I want to be successful in my life, I want to be professional Software

Engineer, and also can back to my family.
Joshua G. Matias
CURRICULUM VITAE
JENNY ROSE C. OCSEBIO

Blk 7, Lot 47, Ph4, Pkg1, Bagong Silang,
Brgy.176, Caloocan City, 1428 Philippines
ocsebiojennytot@gmail.com
Level
School
Year

Senior High School Mystical Rose School of Caloocan Inc. 2017 - 2019
Secondary Camarin High School 2013 - 2017
Primary CAA Elementary School 2007 - 2013
Skills
 Knowledgeable with MS Office applications (Word, PowerPoint, Excel)
 Knowledgeable with Video Editing, Photo Editing
 Good in Communication
Goal in Life:
I want to be successful in my life.
Jenny Rose C. Ocsebio
CURRICULUM VITAE
NICOLE ASHLLY VILLAMIN

798 Everlasting Street Evegreen
Bagumbong, Caloocan City
villamin.nicoleashllybsit2020@gmail.com
09159307587
Level
School
Year

Senior High School Saint Clare College of Caloocan 2018 - 2020
Secondary Llano High School 2014 - 2018
Primary Llano Elementary School 2008 - 2014
Skills
 Programming
 Technical Support
 Web Development
 Good in Communication
Goal in Life:
I want to be a successful Software Engineer.
Nicole Ashlly Villamin
CURRICULUM VITAE
JHUSTINE D. VARGAS
#5881 San Isidro Purok 2 Brgy. 178 Area D.
Camarin Caloocan City
jhustinedv18@gmail.com
09918000710
Level
School
Year

High School Camarin High School 2014 - 2017
Primary Caloocan North Elementary School 2007 - 2012
Skills
 Knowledgeable with MS Office applications (Word, PowerPoint, Excel).
 Basic programming (Python, Java, Visual Basic, Oracle Database)
 Knowledgeable with Video Editing, Photo Editing
 Ability to fix Hard-wares and Electronics
Goal in Life:
I want to be a successful Web Developer.
Jhustine D. Vargas

ChatGPT Research Finals

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ChatGPT Research Finals

Uploaded by

Copyright:

Available Formats

UNIVERSITY OF CALOOCAN CITY

Computer Studies Department

USING CHATGPT BOT AS A TOOL FOR COLLEGE STUDENT

The Faculty of the Computer Studies Department of

University of Caloocan City – North Campus

Of the Requirements for the Degree

Bachelor of Science in Information Technology

Raquion, Arnel Hanz Isaac O.

Ocsebio, Jenny Rose C.

Villamin, Nicole Ashlly T.

RECOMMENDATION FOR ORAL DEFENSE

This thesis entitled, USING CHATGPT BOT AS A TOOL FOR COLLEGE

STUDENT FROM COMPUTER STUDIES DEPARTMENT TO THEIR

ACADEMIC PURPOSES is prepared and submitted by ARNEL HANZ ISAAC O.

RAQUION, FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C.

OCSEBIO, NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS in

partial fulfillment of the requirements for the degree of Bachelor of Science in

ENECITA FRANCISCO ARLOS.

This thesis entitled, USING CHATGPT BOT AS A TOOL FOR COLLEGE

STUDENT FROM COMPUTER STUDIES DEPARTMENT TO THEIR

ACADEMIC PURPOSES is prepared and submitted by ARNEL HANZ ISAAC O.

RAQUION, FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C.

OCSEBIO, NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS has

Raquion, Arnel Hanz Isaac O. Ocsebio, Jenny Rose C

ENECITA F. ARLOS. MAED/ENGLISH, PH.D. UNITS & LPT

Bachelor of Science in Information Technology.

We hereby certify that this thesis entitled, USING CHATGPT BOT AS A

TOOL FOR COLLEGE STUDENT FROM COMPUTER STUDIES

DEPARTMENT TO THEIR ACADEMIC PURPOSES and truthfully declare that the

been previously written or published by another person or organization, nor does it

from a university or institution.

Raquion, Arnel Hanz Isaac O. Ocsebio, Jenny Rose C.

COLLEGE STUDENT FROM COMPUTER STUDIES DEPARTMENT TO

THEIR ACADEMIC PURPOSES by ARNEL HANZ ISAAC O. RAQUION,

FERNANDO A. JUGARAP, JOSHUA G. MATIAS, JENNY ROSE C. OCSEBIO,

NICOLE ASHLLY T. VILLAMIN, and JHUSTINE D. VARGAS, aligned with the

ENECITA F. ARLOS. MAED/

Prof. Raul Gutierrez, Coordinator of Bachelor of Science in Information

Technology for motivating the researchers to be more focused on their study. We

sincere concern in checking the papers, we thank you for motivating

for their love, encouragement and constant source of inspiration.

Without the communication and understanding of our teamwork, we would not

Title : USING CHATGPT BOT AS A TOOL FOR COLLEGE

COMPUTER STUDIES DEPARTMENT TO THEIR

Researchers : RAQUION, ARNEL HANZ ISAAC O.

OCSEBIO, JENNY ROSE C.

VILLAMIN, NICOLE ASHLLY T.

Degree : BACHELOR OF SCIENCE IN INFORMATION

Adviser: : MRS. ENECITA F. ARLOS

School: : UNIVERSITY OF CALOOCAN CITY

Chatbots are becoming increasingly popular as a means of supporting various

as supporting computer science and development (CSD) students, have yet to be

ChatGPT in supporting academic activities of CSD students. Specifically, the study

credentials and expertise of the bot.

The study employed a quantitative research design and utilized a survey

user-friendliness and reliability.

improve the accuracy and effectiveness of ChatGPT's response to academic queries. It

accuracy and reliability of the bot's answers by improving transparency and

CSD students and other users.

Title Page ……………………………………………………………………. i

Recommendation of Oral Defense………………………………………… ii

Approval Sheet………………………………………………………………. iii

Abstract ………………………………………………………………………. viii

Table of Contents ……………………………………………………….…… xi