Data Analysis & Interpretation (Chapter 4 & 5)
Preschool Teachers' Perceptions and Adaptation Strategies in Using ChatGPT for Lesson Planning in Melaka
Ng Wen Li
2025.5.EDU01.0013
15 August 2026
Research Questions | Research Objectives | Hypotheses |
RQ1: What are teachers' perceptions of ChatGPT? | RO1: To identify perceptions | H1: Teachers perceive ChatGPT as useful |
RQ2: What are the benefits & challenges? | RO2: To examine benefits & challenges | H2: Teachers face challenges in adapting |
RQ3: How do teachers adapt ChatGPT content? | RO3: To explore adaptation strategies | H3: Teachers employ various adaptation strategies |
Research Overview
Element | Details |
Research Design | Qualitative Case Study |
Participants | 13 preschool teachers, Melaka |
Sampling | Purposive Sampling |
Data Collection | Questionnaire (Google Form) + Semi-structured Interviews |
Data Analysis | Thematic Analysis + Descriptive Statistics |
Research Methodology
Category | Breakdown |
Teaching Experience | Less than 1 year: 4 1-3 years: 4 4-6 years: 4 7-10 years: 1 More than 10 years: 1 |
Preschool Type | 100% Private Kindergarten |
ChatGPT Usage | Less than 1 month: 3 4-6 months: 7 More than 1 year: 3 |
Frequency | Daily: 4 Weekly: 5 Rarely: 5 |
Respondent Demographics
Questionnaire Findings
Key Insight: 80% agreed ChatGPT saves time, but only 33% found content suitable for Malaysian preschoolers.
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02
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04
⏱️ Time-Saving | "ChatGPT saves me time by providing a good starting point" |
💡 Creative Ideas | "It inspires me with new ideas when I feel stuck" |
📝 Resource Generation | "It suggests engaging activities, worksheets, stories, songs" |
📖 Language Improvement | "It teaches me correct sentence structure" |
Perceived Benefits (Qualitative Findings)
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02
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Age-Inappropriateness | "Some suggestions given are not age appropriate" |
Cultural Relevance | "Need to adjust materials to local culture" |
Content Accuracy | "Need to double-check the content to ensure it is accurate" |
Language Issues | "Adjust language to suit preschool children" |
Misalignment | "Content not linked with what I needed" |
Perceived Challenges (Qualitative Findings)
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Adaptation Strategies (Qualitative Findings)
How Teachers Adapt ChatGPT Content
"I simplify the language and shorten instructions"
"Turn written exercise into picture-matching or sorting"
"Introduced real fruits (apple, banana, orange)"
"Compare ideas from TikTok, Instagram, peers"
"Give details until get suitable content"
"Figure out my plan first before asking ChatGPT"
Simplify
language
Hands-On
Activities
Local
Examples
Cross-Check Resources
Iterative
Prompting
Plan First
Key Insight: All 13 teachers reported using at least one adaptation strategy.
Connecting
Findings to TAM
TAM Construct | Your Finding |
Perceived Usefulness | ✅ HIGH (mean 4.07 for time-saving) |
Perceived Ease of Use | ✅ HIGH (mean 3.67) |
Behavioral Intention | ✅ MODERATE (53% plan to continue) |
BUT | ⚠️ Teachers still need to ADAPT due to challenges |
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Hypothesis Testing Results
Hypothesis | Result | Evidence |
H1: Teachers perceive ChatGPT as useful | ✅ ACCEPTED | Mean scores 3.67-4.07, 67-80% agreement |
H2: Teachers face challenges in adapting | ✅ ACCEPTED | 80% need changes, only 33% suitable |
H3: Teachers employ various strategies | ✅ ACCEPTED | 6 strategies identified from all 15 teachers |
Interview - Tr Aishah
Research Questions & Objectives: All Answered
Question / Objective | Answered? | How? |
RQ1 / RO1 (Perceptions) | ✅ YES | Likert scale data (means 3.67-4.07) |
RQ2 / RO2 (Benefits & Challenges) | ✅ YES | Open-ended questions (4 benefits, 6 challenges) |
RQ3 / RO3 (Adaptation Strategies) | ✅ YES | Open-ended questions (6 strategies identified) |
Resource
https://docs.google.com/spreadsheets/d/148yEM42mSv_xJiemR-MTrVKt9GwUlsAKv4kLR81OT0M/edit?usp=sharing
Google survey Form
Interview video
https://drive.google.com/drive/folders/1FXduDQY-xWy-FplA4V4rSdnWadH0mRcP?usp=sharing