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All Journal Journal of Science and Education (JSE) Journal of Artificial Intelligence in Education & Learning Innovation (JAIELI)
Talaman, Janel
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Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics

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Usability of ChatGPT in the english essay writing proficiency of the BEED students Aglibot, Karl Alvin; Tomines, Edrian Mark; Talaman, Janel; Soguilon, Janabeth; Bongolto, Rowena; Abayon, Rhona Marielle
Journal of Science and Education (JSE) Vol. 4 No. 2 (2024): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jse.v4i2.338

Abstract

The advancement of AI technology, especially in language processing systems like ChatGPT, creates opportunities for students to elevate their writing skills. This study aimed to explore the relationship between the usability of ChatGPT and the English essay writing proficiency of the BEED students. The study utilized a descriptive correlational design to investigate the relationship. A sample of 58 participants was selected to write an essay with the assistance of ChatGPT. Researchers developed and employed a rubric to assess the quality and ethical use of ChatGPT. Then, the participants answered the USE questionnaire to measure their perceived usability of ChatGPT. The result revealed that BEED students perceived ChatGPT as beneficial in enhancing their essays and found the system easy to use, and learn, and provided satisfying results. The participants also expressed a strong sense of contentment regarding using ChatGPT. The essay writing proficiency assessment revealed that BEED students were proficient writers. However, a Pearson correlation coefficient of 0.042 showed a statistically significant but very weak relationship observed between ChatGPT usability and English essay writing proficiency levels. It can be concluded that ChatGPT may improve students' essay writing proficiency to a minimal extent. Moreover, this study recommended further research to explore ChatGPT's use in other academic outputs, refine the rubrics to include vocabulary, grammar, and sentence structure criteria, and provide training for effective AI tool management among students. Also, policymakers should establish clear policies and guidelines to ensure the responsible and ethical use of ChatGPT, maintaining academic integrity and enhancing writing proficiency.
Navigating the infodemic through social media: A qualitative case study of Filipino university students’ learning experiences during the COVID-19 polycrisis Talaman, Janel; Necosia, Mc Denver; Villalon, Larence; Tomines, Edrian Mark
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 1 No. 2 (2026): Journal of Artificial Intelligence in Education & Learning Innovation
Publisher : CV Rezki Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56003/jaieli.v1i2.571

Abstract

Background: The COVID-19 pandemic has triggered a complex crisis in higher education that has not only disrupted formal learning but also given rise to an infodemic through the rapid spread of misinformation on digital platforms, making social media both a source of learning and a source of epistemic risk for students. Objectives: This study aims to explore how Filipino university students navigated learning experiences through social media during the COVID-19 polycrisis, focusing on preferred platforms, perceived educational relevance, and strategies for evaluating information credibility amid an infodemic. Methods: A qualitative case study design was employed. Six Filipino university students enrolled in a Bachelor of Elementary Education program participated in this study through purposive sampling. Data were collected via online semi-structured interviews, group chat discussions, document analysis of shared social media content, and follow-up interviews. Thematic analysis was conducted following Braun and Clarke's framework to identify recurring patterns across data sources. Results: Findings reveal that social media—particularly Facebook—served as a supplementary learning space, enabling students to access real-time information, engage with societal issues, and sustain their learning during the suspension of formal instruction. Students demonstrated active information-seeking behaviors, including cross-checking sources and exercising caution in sharing content. However, persistent exposure to misinformation highlighted their vulnerability within infodemic environments, especially in the absence of structured institutional guidance. Conclusions: Social media can support authentic and socially relevant learning during educational disruption, but its pedagogical value depends on students' critical and digital literacy capacities.
Co-Authors Abayon, Rhona Marielle Aglibot, Karl Alvin Bongolto, Rowena Necosia, Mc Denver Soguilon, Janabeth Tomines, Edrian Mark Villalon, Larence