Understanding the Attitude of Teacher Education Students Toward Utilizing ChatGPT as a Learning Tool: A Quantitative Analysis

This study provides a comprehensive discussion regarding the use of ChatGPT as a learning tool among second-year students from the College of Teacher Education and will educate educational institutions, policymakers, and educators about how to effectively incorporate ChatGPT as a learning tool in CTE programs. In total of 225 respondents 183 (81.3%) females composed a large sample. The respondents of this study are pursuing courses in education, namely: Bachelor of Early Childhood Education (BECEd), Bachelor of Elementary Education (BEED), Bachelor of Secondary Education (BSED), Bachelor of Culture and Arts Education (BCAEd), and Bachelor of Special Needs Education (BSNEd). This study employed a quantitative research design. To ensure accurate data collection, the study adopted a research instrument [1] exhibiting a very good reliability score for interpretation of 0.93 Cronbach’s alpha. Furthermore, the collected data were subjected to independent sample T tests and Pearson correlation. The investigation yielded a moderately positive result regarding the use of ChatGPT as a learning tool in affective, cognitive, and behavioral components of the ATUC scale. Additionally, the study revealed that there is a significant relationship between the affective and cognitive component, cognitive and behavioral component, behavioral and affective component in the ATUC scale. Last, the results show that gender has a moderate agreement on the results and does not pose any significant difference. This study suggest that ChatGPT can be a valuable learning tool for teacher education students as it can positively impact their learning outcomes.