ChatGPT Usage and Learning Motivation among Senior High School Students: A Correlational Study

Abstract

This study examines the relationship between Chat GPT usage and learning motivation among senior high school students at Santo Tomas National High School (STNHS) using a quantitative correlational design. A sample of 330 students was surveyed, revealing a moderately strong positive correlation between Chat GPT usage and learning motivation. The findings indicate that higher levels of Chat GPT usage have a moderate, positive, and significant relationship with increased motivation to learn. The study also notes that students demonstrate an average level of Chat GPT usage and a high level of learning motivation. Grounded in Self-Determination Theory (SDT) and the Technology Acceptance Model (TAM), the research highlights Chat GPT's potential to meet students' psychological needs and enhance perceived usefulness, both of which contribute to greater learning motivation. These theories suggest that by fostering autonomy, competence, and relevance through technology, Chat GPT can effectively support educational engagement. The study provides actionable insights for various stakeholders. For students, it recommends integrating Chat GPT more meaningfully into learning routines to boost motivation. Teachers are encouraged to promote the use of Chat GPT as a supportive tool for personalized learning and exploration. Future researchers are advised to explore the long-term impacts of Chat GPT on different aspects of academic performance and motivation across diverse student populations. These findings underscore Chat GPT’s value as an innovative educational tool, offering pathways to enrich student learning experiences and outcomes.