Development and Development and Validation of Chatgpt Proficiency Scale of Chatgpt Proficiency Scale
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Paper Presentations
Online
12:00
20 March 2025
This study focuses on developing and validating a scale to measure university students’ proficiency in using ChatGPT, addressing a gap in the existing literature. Recognizing the widespread use and impact of ChatGPT in both professional and academic settings, the research highlights the importance of assessing students’ skills in utilizing the tool for their academic advancement. Guided by the Technology Acceptance Model (TAM), the ChatGPT Proficiency Scale (CPS) was developed using data collected from 347 university students in Pakistan via an online survey. The Exploratory Factor Analysis identified seven key factors: Communication and Collaboration Proficiency, Research-Related Proficiency, Language-Related Proficiency, Skills Development Proficiency, Advanced Feature Utilization Proficiency, Assignments & Exam Related Proficiency, and Proficiency in Assessing the Validity of ChatGPT’s Answers. The scale demonstrated strong internal consistency (α=0.86–0.92) and excellent model fit in Confirmatory Factor Analysis, indicating its robustness and reliability. The results validate the CPS as an effective tool for assessing students’ ChatGPT proficiency in academic contexts.
Abdurrahman Ilgan
Muhammad Akram
Abdurrahman Ilgan
Prof. Abdurrahman İlgan graduated from Dokuz Eylul University in 1997 and began his career as a classroom teacher before transitioning into academia. He earned his master’s degree from Yıldız Technical University (2002) and his Ph.D. from Ankara University (2006) in Educational Administration and Supervision.
He has held academic positions at Manisa Celal Bayar University, Düzce University, Hatay Mustafa Kemal University, and since 2019, at Izmir Demokrasi University. In 2010-2011, he was a visiting scholar at the University of Georgia (USA) under a national research scholarship, working with Prof. Sally J. Zepeda in teacher leadership and instructional development.
Prof. İlgan became a full professor in 2020 and has published extensively in national and international journals, with high citation rates. He has edited five books and specializes in teacher training, supervision, professional development, school leadership, research methods, and educational statistics. He continues to teach and contribute to the field through research and academic publications.
Muhammad Akram
Dr. Muhammad Akram is an Associate Professor at the Institute of Education and Research,
University of Punjab, Lahore, Pakistan. He holds a Ph.D. in Educational Administration and Policy from the University of Georgia. His areas of research interest include teacher performance evaluation, school effectiveness, head teacher effectiveness, psychological well-being, and organizational learning culture.
