Development and Validation of a Survey Instrument on Knowledge, Attitude, and Practices (KAP) Regarding the Educational Use of ChatGPT among Preservice Teachers in the Philippines

Abstract

ChatGPT has gained popularity among Philippine educational institutions due to its versatility and usefulness in academic activities. However, educators have raised concerns about the ethical issues, academic dishonesty, and technology dependence associated with its use. This study aimed to develop and validate an instrument called KAP-CQ39 that assesses the knowledge, attitudes, and practices of preservice teachers regarding the use of ChatGPT. The study involved 4 experts, 12 independent evaluators, and 206 preservice teachers. The instrument underwent a series of assessments to establish quality, validity, and reliability, resulting in the final version of KAP-CQ39. Results showed that KAP-CQ39 has acceptable content validity (CVR and CVI values>0.78), face validity (IS>1.5), construct validity (chi-squared value of 897.564, df=577, p<0.001), and internal consistency (overall Cronbach coefficient=0.91). This proved that KAP-CQ39 can be a valuable tool for assessing the impact of ChatGPT on the Philippine educational system and can provide insights for educational policy makers regarding the use of artificial intelligence in education.

Academic integrity in pre-service teacher education: a review of the literature

“…Additionally, there's a call for the formulation of national policies to overcome the complexities introduced by the advancement of artificial intelligence in education (Cebrián-Robles et al, 2023). With the increasing integration of technologies like ChatGPT in academic settings, it becomes imperative to devise instruments to gauge future teachers' knowledge and practices regarding these Práxis Educativa, Ponta Grossa, v. 19, e23273, p. 1-21, 2024 Disponível em: <https://revistas2.uepg.br/index.php/praxiseducativa> 15 innovations, offering insights into the educational usage of these applications by students (Robledo et al, 2023).…”

“…Online plagiarism (cyber-plagiarism): This subcategory encompasses copying text fragments from websites and incorporating them into one's work without proper citation, employing ChatGPT or similar tools fraudulently, using images or videos from the internet without attribution, or presenting an entirely internet-obtained essays as one's own for a course(Cebrián-Robles et al, 2023;Eret & Ok, 2014;Robledo et al, 2023).2) Printed sources plagiarism: This is a category with fewer evidences than the previous one in the analysed literature and involves copying excerpts from printed materials into one's work without citation or reusing segments of previously submitted assignments in new submissions, again without proper attribution(Cebrián-Robles et al, 2023).…”