Research Article

Analyzing the effect of ChatGPT on lesson plan development: An experimental approach

Julie Ann De Asis Edraga 1 *
More Detail
1 Northwest Samar State University, Calbayog City, PHILIPPINES* Corresponding Author
Journal of Digital Educational Technology, 6(1), April 2026, ep2604, https://doi.org/10.30935/jdet/17523
Submitted: 08 August 2025, Published: 09 December 2025
OPEN ACCESS   19 Views   10 Downloads
Download Full Text (PDF)

ABSTRACT

This study aimed to analyze the effect of ChatGPT on the lesson plan development of pre-service teachers taking up bachelor of secondary education major in Filipino. Employing an experimental design, the study involved two groups: one used ChatGPT in drafting their lesson plans, while the other did not. Both outputs were evaluated using a rubric that assessed organization, depth of content, creativity, and curriculum alignment. Results revealed that the group using ChatGPT scored higher in terms of organization and content coverage, while the non-artificial intelligence (AI) group showed higher marks in creativity. The findings highlight the value of AI as a support tool, not a replacement, for pedagogical innovation and contextualized teaching.
Keywords: ChatGPT, lesson planning, artificial intelligence in education, pre-service teachers, experimental design

CITATION (APA)

Edraga, J. A. D. A. (2026). Analyzing the effect of ChatGPT on lesson plan development: An experimental approach. Journal of Digital Educational Technology, 6(1), ep2604. https://doi.org/10.30935/jdet/17523

REFERENCES

  1. Corpuz, B. B., & Salandanan, G. G. (2015). Principles of teaching 1 (3rd ed.). Lorimar Publishing, Inc.
  2. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.
  3. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
  4. McLeod, S. (2025). Jerome Bruner theory of cognitive development. Simply Psychology. https://www.simplypsychology.org/bruner.html
  5. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
  6. Mollick, E. (2023). The practical guide to using AI to do stuff. One Useful Thing. https://www.oneusefulthing.org/p/the-practical-guide-to-using-ai-to
  7. OpenAI. (2023). GPT-4 technical report. https://openai.com/research
  8. Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223–235. https://doi.org/10.1080/17439884.2020.1798995
  9. Zawacki‑Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/s41239-019-0171-0
  10. Zhang, Y., & Wang, L. (2023). Exploring the effects of AI-assisted lesson planning on instructional quality among pre-service teachers. Journal of Educational Technology and Innovation, 17(2), 45-62.