The Use of ChatGPT and Academic Procrastination of College Students
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Abstract
This quantitative-correlational study investigates the relationship between the use of ChatGPT and academic procrastination among college students in Davao City, Philippines. Using adapted questionnaires, the data was gathered via Google Forms, with 205 university-level participants taking part in this research and the respondents selected using a random sampling technique. The measurement model was subjected to validity and reliability tests, and the study's concept was described using descriptive analysis. The scale demonstrates internal consistency reliability with Cronbach's α = 0.882 and McDonald's ω = 0.899. Moreover, the findings revealed that the constructs of the study are valid and reliable. The factors of Academic Procrastination, Participants' perception or understanding of ChatGPT (PPU), Participants' attitude towards actual practice in using ChatGPT (PAT), and Participants' perceptions regarding the advantages of ChatGPT (PPR) all produce significant factor loadings (p < .001) and exceed the acceptable threshold of 0.3. Finally, the study reveals the nuanced relationship between ChatGPT usage and academic procrastination among college students. While ChatGPT improves productivity through instant information access, generating ideas, and learning support, it may nurture procrastination behaviors based on its use as a last resort and thus foster dependency, undermining critical thinking and deep engagement with course material.
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