Effects of Generative Artificial Intelligence (GAI) Utilization In Social Science Education: Guidelines for Developing a Reference Primer
DOI:
https://doi.org/10.55687/ste.v5i4.315Abstract
This descriptive-correlational research explored the effects of the utilization of Generative Artificial Intelligence (GAI) in social science education as a basis for the development of guidelines for a reference primer for social science educators. It aimed to present the respondent’s profile in terms of age, sex, year/level taught, and used AI tools; determine the contribution of GAI to lesson planning, teaching, and learning assessment; and identify the significant differences in the use of GAI grouped according to profiles. The study utilized a descriptive-correlational design, which answered by 30 social science educators. The data were analyzed using frequency, percentage, mean, t-test, and F-test. The results showed that most of the respondents were aged 21-30 years with 6-10 years of teaching experience. The tools used were common and facilitated content creation, presentation, and assessment tasks. The results showed that GAI significantly improved the efficiency of lesson preparation, student engagement during teaching, and timely and diverse assessment approaches. Significant differences in the use of GAI were found across the selected demographic and professional variables. The study concludes that GAI has a positive impact on teaching effectiveness when provided with systematic support like the recommendation to develop a GAI reference primer like Panangipablaak SocsAI, as well as ensuring continuous teacher training in the effective integration of AI in teaching.
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