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Perspectives, Practices, and Challenges of ChatGPT Utilization at Eastern Visayas State University Teacher Education Department

Author

Listed:
  • Gemma Rose Guarin

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Gena O. Jugar

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Joseph T. Gudelos

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Nica Anaiza O. Boco

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Mercy P. Cantal

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Maui April Jane P. Durano

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Erika Mae P. Robel

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Trisha May F. Tundag

    (Eastern Visayas State University, Ormoc City, Philippines)

  • Beatrice D. Mabitad

    (Eastern Visayas State University, Ormoc City, Philippines)

Abstract

This study examined the utilization of ChatGPT among students and teachers at Eastern Visayas State University Ormoc Campus, specifically the Education Department. The study aimed to fill the gap in the literature on the practical uses and challenges of implementing AI tools such as ChatGPT in an educational setting, particularly in teacher education programs. Utilizing both quantitative and qualitative methods, the researchers surveyed 285 students from the population of 1,120 and 13 teachers from the total of 16, using stratified random sampling and qualitative interviews. Results reveal that while both students and teachers acknowledge the worth of ChatGPT in education, students more frequently and regularly use the tool, with a higher average utilization score and less variability. In contrast, teachers had more diverse patterns of usage and a greater range of opinions on its effectiveness. Identified challenges include concerns about the accuracy and reliability of information generated by ChatGPT and the overreliance of students on the tool, which can negatively affect students’ independent thinking and academic integrity. The results of this study provide insights relevant to integrating AI tools into education, guiding future implementations, appropriate methodological approaches, and policy decisions for maximizing the benefits of AI technologies and mitigating possible challenges.

Suggested Citation

  • Gemma Rose Guarin & Gena O. Jugar & Joseph T. Gudelos & Nica Anaiza O. Boco & Mercy P. Cantal & Maui April Jane P. Durano & Erika Mae P. Robel & Trisha May F. Tundag & Beatrice D. Mabitad, 2025. "Perspectives, Practices, and Challenges of ChatGPT Utilization at Eastern Visayas State University Teacher Education Department," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(1), pages 4164-4185, January.
    • Handle: RePEc:bcp:journl:v:9:y:2025:i:1:p:4164-4185
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    References listed on IDEAS

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    1. Chris Stokel-Walker, 2023. "ChatGPT listed as author on research papers: many scientists disapprove," Nature, Nature, vol. 613(7945), pages 620-621, January.
    2. Chokri Kooli, 2023. "Chatbots in Education and Research: A Critical Examination of Ethical Implications and Solutions," Sustainability, MDPI, vol. 15(7), pages 1-15, March.
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