000			03903nam a22003737a 4500
003			OSt
005			20260410110220.0
008			260407b |||||||| |||| 00| 0 eng d
040			_aUniversity of Cebu-Banilad _cUniversity of Cebu-Banilad
100			_aPerales, Christy Kaye A., _eauthor.
245			_aThe effectiveness of ChatGPT in improving the writing skills of second year Bachelor of Secondary Education English major students in a University / _cby Christy Kaye A. Perales, Leonard Jay P. Durias, Mitzi O. Bergado, George Paul D. Durano, Angel M. Lumbayan.
260			_aCebu City, Philippines : _bUniversity of Cebu-Banilad, _cc2024.
300			_axi, 119 pages : _bcolored illustrations ; _c28 cm.
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
504			_aIncludes bibliographical references.
520			_a"ChatGPT is an artificial intelligence tool that assists students in writing and learning languages. It provides an immersive and engaging experience that can help learners improve their writing abilities. This study aimed to determine the effectiveness of ChatGPT in improving the writing skills of second-year Bachelor of Secondary Education major in English students at the University of Cebu-Banilad Campus, S.Y. 2023-2024. Given the need for enhanced language skills in teaching professions, understanding the impact of such AI tools is essential. By exploring this tool's influence on students' writing, this research seeks to contribute valuable insights into AI's role in education. This study also aimed to provide suggestions on incorporating AI in teaching programs for better learning outcomes. This study employed a quasi-expermental research design in utilizing a researcher-made survey questionnaire in gathering the data, involving a profiling questionnaire and an essay test to assess writing skills. The study was conducted face-to-face, with strict adherence to ethical considerations, including informed consent and confidentiality. A sample of 42 students was selected through cluster sampling to represent the target population. Participants completed a pretest to gauge their initial writing skill levels, then engaged with ChatGPT in a series of writing activities. After these sessions, a posttest was administered to measure any changes in their writing abilities. Data analysis was conducted using frequency count, simple percentage, weighted mean, and t-test to determine th significance of the results. The results showed that most participants were female, making up 80.95% of the sample, and many were graduates of public high schools. The pretest results revealed that most students had "good" writing skills across various criteria. However, the post-test results demonstrated an improvement, with most students reaching a "very good" level in writing skills. The t-test analysis indicated a significant difference between the pretest and posttest scores, suggesting that using ChatGPT positively impacted students' writing abilities. This finding emphasizes the potential of AI tools like ChatGPT in enhancing writing programs and highlights the value of integrating such tools in the curriculum for education majors and were used to develop the proposed course guide." —Abstract
521			_aAdult
541			_xMindajao, Lynie _yCollege of Teacher Education _zEducation
546			_aText in English
650			_aEducation.
650			_aQuasi-experimental _zPhilippines.
650			_aArtificial Intelligence.
650			_aWriting skills.
700			_aDurias, Leonard Jay P., _eauthor.
700			_aBergado, Mitzi O., _eauthor.
700			_aDurano, George Paul D., _eauthor.
700			_aLambayan, Angel M., _eauthor.
942			_2ddc _cTHE
998			_cLeslie [new] _d04/07/2026
998			_cJanna [edited&checked] _d04/10/2026
999			_c15110 _d15110