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.
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_of_ChatGPT_Generative_Artificial_Intelligence_AI_in_Higher_Education
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