ChatGPT Academic Engagement in Undergraduates

Abstract

Currently AI tools are becoming more integrated into day-to-day work. This skill is becoming increasingly important not only in education field but also in various careers. This research takes a survey on quantitative study approach to identify students’ ChatGPT’s academic engagement with. The 5 items Likert scale instrument was tested for reliability with the Pearson correlation and Cronbach alpha test showing the internal consistency. Samples of 441 have been collected among university students from two reputed private university in Malaysia. Descriptive analysis of SPSS version 29.0 is utilized to identify mean and frequency. Meanwhile Mann-Whitney U Test and Kruskal-Wallis Test analysis were used to test the relationship between variables. Study revealed 31% of students used ChatGPT for academic purposes weekly, and interestingly 7% never used it. Mann-Whitney U Test analysis showed that there are no differences in academic engagement between males. There is no significant difference in ChatGPT academic engagement between conventional students and Modular students. A Kruskal-Wallis H test analysis showed no difference of ChatGPT usage across level of study. Overall students’ academic engagement is in medium. Stakeholders, policy makers, academicians, and instructors must create a well-informed guideline of using this tool for students to connect effectively with the tool in performing academic tasks.