Assessing Patrians’ Attitudes toward Using ChatGPT AI for Academic Integrity
DOI:
https://doi.org/10.67167/vertex.646Keywords:
ChatGPT, artificial intelligence, academic integrity, students' attitudes, ethical risks, ethical benefits, higher education, generative AIAbstract
This study examined the attitudes of Patrian students toward the use of ChatGPT Artificial Intelligence (AI) in relation to academic integrity. Specifically, it investigated students’ perceptions of the ethical risks and benefits of ChatGPT, their views regarding its functionality, accessibility, and ethical implications, and the differences in perceptions when grouped according to sex and year level. A mixed-methods explanatory sequential research design was employed, integrating quantitative and qualitative approaches to provide a comprehensive understanding of students’ attitudes toward ChatGPT in academic settings. Data were collected from 150 first-year and second-year students through an adapted questionnaire and an open-ended question regarding their reasons for using ChatGPT. Quantitative data were analyzed using frequency counts, percentages, weighted means, and analysis of variance, while qualitative responses were examined through thematic analysis. The findings revealed that respondents generally agreed that ChatGPT poses ethical risks related to plagiarism, particularly when used without proper citation and when relied upon excessively. However, students also recognized its benefits in supporting critical thinking, generating ideas, enhancing academic performance, and promoting independent learning. Respondents perceived ChatGPT as functional, accessible, and useful in simplifying complex concepts, providing immediate academic assistance, and supporting learning beyond the classroom. They also demonstrated awareness of ethical responsibilities, including proper attribution, information verification, and compliance with academic integrity policies. Statistical analysis showed no significant differences in perceptions when respondents were grouped according to sex and year level. Thematic analysis identified four primary reasons for using ChatGPT: learning support, assistance in academic tasks, improvement of writing and language skills, and accessibility of information. The study concludes that ChatGPT can serve as a valuable educational support tool when used responsibly and in accordance with academic integrity principles.
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