ChatGPT Use as Mediator between Teaching Strategies and Students' Learning Outcomes Attainment in Philippine General Education Courses

Abstract

Artificial Intelligence (AI) tools have been increasingly integrated into higher education settings, reshaping students learning. ChatGPT, in particular, has gained popularity as an aid in understanding complex ideas and supporting academic tasks. However, its interaction with teaching strategies and impact on students' learning outcomes attainment is less explored. This study examined the mediating effect of ChatGPT use on the relationship between teaching strategies and students' learning outcomes. Following a descriptive-correlational design and Structural Equation Modelling (SEM) through WarpPLS, a survey was administered among 319 students enrolled in various general education courses in a Philippine private higher education institution. Students rated favorably the various teaching strategies employed by their teachers and their intended learning outcomes attainment. They acknowledge their use of ChatGPT in simplifying complex lessons and supporting their academic tasks. Results of the mediation analysis revealed that teaching strategies predicted both ChatGPT use and student learning outcomes, while ChatGPT also predicted learning outcomes, confirming its role as a partial mediator. The findings highlight that AI serves as a pedagogical complement, yet effective human instruction strategies continue to be central to the achievement of student outcomes.

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