Pre-service teachers’ Knowledge, Gender Use, and Views about Generative AI in Academic Research

Abstract

Abstract This study explored the knowledge, use, and views of generative artificial intelligence (GAI) tools among pre-service teachers (PSTs) in the context of academic research in Ghana. Adopting a descriptive survey method, data were gathered from 104 PSTs across five institutions, selected for convenience as they were under the supervision of the study's authors. The primary data collection instrument was a five-point Likert-type questionnaire complemented by an open-ended question, analyzed both quantitatively and thematically. The quantitative analysis, including means, frequencies, standard deviations, and percentages, highlighted a strong familiarity with GAI tools such as OpenAI's ChatGPT, DALL·E, and Bard among PSTs. These tools were primarily used during the introduction, literature review and data analysis stages of their research. Sources of GAI tool discovery varied, with personal research, friends, institutions, and social media being the main avenues. The independent samples t-test revealed a gender disparity in the frequency of GAI tool usage, with male PSTs using them more than their female peers. However, both groups acknowledged the benefits of GAI tools, particularly in enhancing confidence and independence in their research activities. Despite the advantages, PSTs indicated potential inaccuracies that arise from GAI tool usage and expressed concerns about overreliance potentially hindering their critical and creative thinking skills. The study suggests that without careful regulation, the originality and thoroughness of PST research could be at risk. Therefore, it is recommended that teacher education programs incorporate GAI tools into their research methodology courses, ensuring that PSTs can effectively leverage these technologies while maintaining academic integrity and innovation in their research.