Classroom setting: The Cause and Effect of relying on Chat GPT among the 3rd year

BSED Major in Filipino students at CCSA

A Research Paper Presented to the Faculty of College

of Education of Christian Colleges of Southeast Asia

Davao City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Elementary Education

Alagon, Decie Jane

Labando, Mark A.

Requiz, Andrean A.

Ricanor, Ye sha S.

Sayson, Rodgel Rico

Ruth Rufano

Research I
Introduction

In today’s fast-paced and highly competitive academic landscape,

students often find themselves navigating a complex maze of expectations, deadlines,

and academic pressures. The pursuit of higher education is undoubtedly a rewarding

journey, yet it is not without its challenges. Among those who face the demanding

nature of academia head-on, third-year Bachelor of Secondary Education majors in

Filipino students hold a unique position. These individuals stand at the intersection of

intense academic rigors and the compassionate art of teaching, a discipline known for

its unwavering commitment to student knowledge. While the journey of these students

is indeed commendable, it is not without its consequences, one of which is the

academic pressure that permeates their lives as a teacher.

As stated in the University of Mindanao (2023). ChatGPT and similar generative

AI technologies can devise unique scenarios that promote collaborative problem-solving

and goal attainment among students, thereby nurturing a sense of community among

learners. It is debatable that ChatGPT holds substantial potential to support and

advance the efforts of educators, students, and researchers (Baidoo-Anu & Ansah,

2023). The efficacy and promise of ChatGPT have undergone thorough examination in

various studies and publications. As illustrated by the survey conducted by Omar

Ibrahim Obaid et al. (2023), ChatGPT plays a significant role in advancing scientific

research by facilitating the generation of innovative concepts, providing fresh

perspectives, and enhancing productivity. It proves to be a valuable tool in research and

development, fostering innovative solutions and ideas.

 Universally, Numerous studies have explored the reasons for using ChatGPT in

education and the ethical issues surrounding its use in various fields (Annamalai et al.,

2022; Ibrahim Zakarneh et al., 2021; Kasneci et al., 2023; Sok & Heng, 2023; Tlili et al.,

2023). Previous studies on ChatGPT usage in the United Arab Emirates have primarily

focused on its usage in other domains (Halaweh, 2023; Tlili et al., 2023). To improve

student achievement, one study (Allam et al., 2023) even included ChatGPT in the

classroom. This means that concerns and ethical issues raised by students about

ChatGPT have not received enough attention. The current study, which analyzes

opinions among UAE students, fills in these two gaps.

REFERENCES:

SALVAHAN, et. al. (2023) Research Gate. Retrieved on February 16, 2024. Retrieved from

https://www.researchgate.net/publication/376405913_University_Students'_Perception_and_Use

_of_ChatGPT_Generative_Artificial_Intelligence_AI_in_Higher_Education

SOK, et. al. (2023). SSRN. Retrieved on February 16, 2024. Retrieved from

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4378735