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All Journal Journal of Science and Education (JSE) Journal of Artificial Intelligence in Education & Learning Innovation (JAIELI)
Bongolto, Rowena
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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.
Academic goals and learning strategies of pre-service teachers during emergency online learning in the Philippines Acebes, Swen Joshryll; Malitante, Jaizel; Tuble, Nikki; Bongolto, Rowena
Journal of Artificial Intelligence in Education & Learning Innovation Vol. 1 No. 1 (2025): 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.v1i1.569

Abstract

Background: The COVID-19 pandemic has lasted an extended period, during which many students have reported being adversely affected by the escalating global crisis. Objectives: This study examined the academic goals, learning barriers, facilitative strategies, and ways forward of pre-service teachers during emergency online learning. Methods: This qualitative case study employed content analysis to examine data gathered through focus group discussions. To explore the implications of survey findings and gain deeper insights into students' perspectives on remote learning, the researchers conducted Focus Group Discussions (FGDs) with twelve purposively selected pre-service teachers via Google Meet. The discussion transcripts were analyzed to construct a compelling narrative, supported by literature and prior research, to explain emerging themes. Results: Among the twelve participants, ten reported experiencing psychosocial stress, eight cited recurring technical issues, and seven mentioned financial constraints as significant learning barriers. Despite these challenges, the participants remained motivated to complete their coursework, viewing academic achievement as a stepping stone toward improving their socio-economic conditions. They employed various strategies, including scheduling, note-taking, goal-setting, optimistic thinking, parental scaffolding, and systematic planning, to adapt to online learning. To ensure credibility, the researchers used member checking, peer debriefing, and FGD and survey data triangulation. Conclusions: These findings highlight the resilience and adaptability of pre-service teachers in navigating the challenges of emergency online learning, underscoring the need for supportive institutional policies and resources. Future research may consider comparing student experiences in public and private institutions or examining the long-term impact of emergency remote learning on teaching efficacy. Pedagogical and academic implications are further discussed.
Co-Authors Abayon, Rhona Marielle Acebes, Swen Joshryll Aglibot, Karl Alvin Malitante, Jaizel Soguilon, Janabeth Talaman, Janel Tomines, Edrian Mark Tuble, Nikki