Exploring students’ views, concerns and ChatGPT usage: A sequential mixed-method analysis of the factors of neutral views in the use of ChatGPT

Abstract

This study explores students’ views, concerns, and usage of ChatGPT, focusing on the factors behind their neutral views toward the tool. Employing an explanatory sequential mixed-method design, the research gathered quantitative data from 150 education students at Western Mindanao State University using a standardized questionnaire adapted from Farhi (2023), followed by qualitative interviews with 15 participants. Descriptive and inferential statistical analyses using SPSS revealed that the respondents’ overall ChatGPT usage (M = 9.45, SD = 3.49) and views (M = 7.68, SD = 3.50) were interpreted as neutral, while their concerns (M = 6.75, SD = 1.99) were low. One-way ANOVA results indicated no significant differences in usage, views, and concerns across programs, while Pearson correlation analysis found strong and significant relationships between ChatGPT usage and students’ views (r = 0.820, p < 0.01). The qualitative phase uncovered three major themes explaining the respondents’ neutrality: (1) doubt in accuracy and source reliability, (2) balanced perceptions of usefulness and limitations, and (3) worries about overreliance and diminished analytical thinking. These findings suggest that while students acknowledge ChatGPT’s convenience and educational potential, skepticism about accuracy and fear of dependency temper their enthusiasm, leading to neutral perceptions overall. The study underscores the need for promoting AI literacy, responsible usage, and critical evaluation skills among students to ensure meaningful and ethical integration of ChatGPT into academic learning.