PERCEPTIONS OF SENIOR HIGH SCHOOL TEACHERS ON THE RELIANCE OF

STUDENT ON ARTIFICIAL INTELLIGENCE

AS A LEARNING TOOL

A Research Paper Presented to the Senior High School Faculty

Carmen National High School
Ising, Carmen, Davao del Norte
____________________

In Partial Fulfillment of the Requirements

for the Grade 11 Practical
Research Subject 1
____________________

John Fred Honor

Elmark Orbita
Yzza Gwyneth Villarmia
Caryl Joelle Clavesilias
Jennily Parohinog
Kimjay Casono
Ron Jereil Bignayan
Ruffa Mae Magalso
Novah Mae Ogabang
Researchers

June 2023

1
 APPROVAL SHEET

This research paper entitled, “PERCEPTIONS OF SENIOR HIGH SCHOOL

TEACHERS ON THE RELIANCE OF STUDENT ON ARTIFICIAL INTELLIGENCE
AS A LEARNING TOOL” prepared and submitted by Honor J.F., Orbita E.,
Villarmia Y.G., Clavesilias C.J., Parohinog J., Casono K., Bignayan R.J.,
Magalso R.M., Ogabang N.M., in partial fulfillment of the requirements for the
Grade 11 Practical Research 1 Subject has been examined and is recommended
for oral examination, acceptance, and approval.

ANNA LOU G. EDILLON, PhD

Adviser

PANEL OF EXAMINERS
APPROVED by the panel of examiners on oral examination with the grade of
_________.

DANTE C. SAROSAD
Chairperson
KATHRYN C. CUAMAG JUDY F. BABOR
Member Member

ACCEPTED in partial fulfillment of the requirements for the Practical

Research Subject of Grade 11.
OUTLINE DEFENSE: PASSED

LORDELYN A. BUYO, EdD

2
 ABSTRACT

This study aims to explore and understand how the educators on the Senior
High School level perceive the usage and dependence of students on artificial
technology. Findings revealed that there were eleven emerging themes for the
experiences and perceptions of the participants. Among the themes are; (1)
Negatively impacts students, (2) Discourage using Artificial Intelligence,(3)
Effectiveness of Artificial Intelligence, (4) Usage of Artificial Intelligence Considered
as Cheating, (5) Performance of Students Upon using Artificial Intelligence, (6)
minimizing the usage of artificial intelligence, (7) immersing themselves towards
artificial intelligence and (8) giving warning to students who use artificial intelligence,
(9) Relying on AI is not good, (10) Use AI with responsibility, (11) AI can be
integrated and a tool for learning. Further, AI has a negative impact on students'
education, but some teachers recognize its potential. This study focuses on the
perception, insights and actions of teachers to gain insights on students' reliance on
AI. This means that Educational institutions should provide guidelines and training
to teachers on the responsible use of AI in the classroom, establish policies and
procedures for addressing AI usage among students, and encourage
communication between teachers and students. Further research is needed to
inform evidence-based practices and policies.

Keywords: Artificial Intelligence, experiences and perception

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 ACKNOWLEDGMENT

Thank you to our illustrious Almighty Father, who is the source of all wisdom

and love, for showing us His compassion and enlightenment. Lord, we give You all

the glory and adoration for this work, which we lift to You. This would be the ideal

opportunity to express gratitude to everyone who provided valuable inspiration,

insights, and directions for the creation of this paper. The following people deserve

the researcher's sincere gratitude and appreciation for helping to make this article

possible:

Dr. Anna Lou Edillon, our advisor in this academic endeavor, for her

priceless time and insightful advice, experience, and expert direction shared for the

execution of this project.

The panel of examiners chaired by Sir Dante Sarosad, and his members,

Ma’am Kathryn Cuamag and Sir Judy Babor, including Dr. Edmer Aguilar for their

insightful comments and recommendations that helped to validate the questionnaire

and further the research;

For the school administration's approval to conduct the study from the

various divisions in Region XI as well as for the principal’s cordial reception and

accommodations at their individual institutions;

The respondents, the senior high school teachers, for cooperating and being

sincere in answering the questions. Our family for their unwavering support during

the entire degree process, both financially and emotionally. We particularly

appreciate the patience and understanding displayed, and;

P.H.O.V.O.C.B.M.C

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 DEDICATION

All the persons who served as our inspiration for completing this academic

project are acknowledged in this scholarly work. To our parents and our classmates.

To our mother, who instilled in us the values of strength and perversity. To all of my

family and friends for their unwavering support during this journey. My class adviser

inspired me to pursue our goals. above all, to the omnipotent God. the wellspring of

all my wisdom, power, and tenacity.

VAS ‘23

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 TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGMENT iv

DEDICATION vi

TABLE OF CONTENTS vii

LIST OF TABLES ix

CHAPTER 1

INTRODUCTION 1

METHOD 10

Research Respondents 10

Materials and Instruments 11

CHAPTER 2

Methodology

Design and Procedure 14

Ethical Consideration 16

CHAPTER 3

RESULTS 18

Experiences of Farmers 18

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CHAPTER 4
DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 21

Perception of Senior High School Teachers on the Reliance 23

of Students on Artificial Intelligence
Conclusion 25
Recommendation 27
REFERENCES 41
APPENDICES 50

A Research Instrument 51

B Questionnaire Validation Sheets 64

C Summary of Ratings of Validators 71

D Letter Request of Survey 73

E Certificate of Informed Consent Form 86

F Emerging Tables 88

G. Certificate of Approval for Study 99

I Certificate of Appearance 103

K Editor’s Certificate 112

CURRICULUM VITAE 118

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8
 TABLE OF CONTENTS

Page

TITLE PAGE i

TABLE OF CONTENTS ii

CHAPTER 1

INTRODUCTION 1

Purpose of the Study 4

Research Questions 4

Theoretical Lens 4

Scope and Limitation of the Study 6

Importance of the Study 6

Definition of Terms 7

Organization of the Study 7

REVIEW OF RELATED LITERATURE 9

METHODOLOGY

Research Design 16

Research Participants 18

Role of the Researcher 18

Data Sources 20

Data Collection Procedure 20

Data Analysis 23

Trustworthiness 23

Ethical Consideration 27

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 CHAPTER 1

INTRODUCTION

Artificial intelligence (AI) is revolutionizing various aspects of society, and its

impact on education is becoming increasingly evident. Students are relying more on

AI technologies to enhance their educational experiences and improve learning

outcomes. This reliance on AI is transforming teaching and learning processes in

educational contexts (Fahimirad & Kotamjani, 2018). AI is being integrated into

educational administration to streamline administrative tasks and enhance efficiency

(Wang, 2023). However, in recent years, as students begin discover AI, they

became dependent on the said technology and utilizes it for doing tasks in an

effortless manner or which caused teachers to consider AI to be an occupational

threat that would replace their jobs rather than be used to support the enhancement

of learning and instruction (Luckin and Holmes, 2016).

In the study made by Kim and Kim (2022) in the United States of America, it

was found out that, STEM teachers perceived that AI-based learning is an

innovative way of teaching students. Nevertheless, teachers’ perceptions of AI

utilization have been investigated by only few scholars due to an overall lack of

experience within the teaching field with AI utilization in the classroom. On the

other hand, the study made by Popenici (2017) in Australia artificial intelligence is

currently progressing at an accelerated pace, and this already impacts on the

profound nature of services within higher education. For example, universities

already use an incipient form of artificial intelligence, IBM’s supercomputer Watson.

This solution provides student advice for Deakin University in Australia at any time

of day throughout 365 days of the year 2014.

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 The rise of artificial intelligence (AI) has greatly impacted the field of

education, making educational materials more accessible to all through smart

devices and computers. This has transformed the way people learn and has opened

up new opportunities for both students and teachers. In a recent webinar attended

by senior high school students, teachers, and administrators from different schools

in the Philippines, the participants explored how the latest technologies, including

AI, could shape their future career goals. The webinar also highlighted how AI is

revolutionizing various industries, including education, and discussed its potential

impact on the future of work. This gathering aimed to provide insights into the ways

in which AI is reshaping the education sector and preparing individuals for the

changing job landscape (Manila Times, 2023).

In a Senior High School one of the secondary schools in the Division of

Davao del Norte, students are fond of using AI in finishing their homework with ease

and of high quality. The discovery of the students on this newborn technology led

them to undervalue the efforts of the educators to instill necessary knowledge for

them to be ready to face challenges in the outside world. Moreover, teachers lack

awareness regarding AI, thus giving students the assurance, they need to continue

on relying to the said technology. Due to the instruction insufficient knowledge,

problems such as failing to take countermeasure to prevent student from being

dependent to AI began to arise.

Furthermore, this topic demands immediate action since no data on the

subject has been carefully analyzed. The researcher was unable to locate data on

teacher’s perspectives on student reliance on AI. This research will look into the

perspectives of Senior High School teachers on the usage of AI technology to assist

student’s in their schoolwork. Students must be nurtured and educated as future

11
members of society in order for them to become self-sufficient and dependable

citizens. This study is critical since all students are held accountable and liable.

Further, this study will assist Senior High School teachers in understanding the

potential effects of technology on student learning. This will pave the way for the

development of policies and guidelines for the use of AI in education at the Senior

High School Level.

Purpose of the Study

The purpose of this research is to explore and understand how the educators

on the Senior High School level perceive the usage and dependence of students on

artificial technology. In addition, this study also aims to gather information for

teachers to formulate effective countermeasures in instances when situation like

this arises. By leveraging this acquired knowledge, participants can

adapt and apply these to generate countermeasure and strategies, fostering a more

productive and successful implementation of the activity.

Research Questions

1. What are the perceptions of the teachers on student’s reliance on AI?

2. What actions do teachers impose on student’s reliance on AI?

3. What are the insights of teachers on the student’s reliance on AI?

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Theoretical Lens

This study used the Technology Acceptance Model developed Davis in 1989

has been one of the most influential models of technology acceptance, with two

primary factors influencing an individual’s intention to use new technology:

perceived ease of use and perceived usefulness (Marikyan & Papagiannidis, 2023)

TAM provides a useful framework for understanding the factors that influence

teacher’s perceptions and attitudes towards AI in education, and can inform the

development of strategies to promote the adoption of AI in the classroom.

Perceived usefulness refers to the extent to which users believe that a

technology will enhance their performance or make their work easier. Perceived

ease of use refers to the extent to which users believe that a technology is easy to

learn and use. TAM also suggests that other factors, such as external variables

(e.g. social influence) and individual differences (e.g. experience with technology),

can affect users' acceptance of technology (Marikyan et al., 2023).

Overall, the TAM provides a useful framework for understanding the factors

that influence teacher’s perceptions and attitudes towards AI in education, and can

inform the development of strategies to promote the adoption of AI in the classroom.

Figure 1: The Technology Acceptance Model (TAM)

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Scope and Limitations of the Study

In this qualitative research there were seven (7) participants chosen from the

public school of Senior High School. Particularly Senior High School teachers are

the participants and conducted this school year 2023.

Further, since the data that collected from the seven participants, the results

of this study applied only to the participants and their locality. Further, the findings of

this study might not be broadly applicable to those who are not belong to the

population.

Importance of the Study

This study focused on Senior High School teacher’s perceptions about the

student’s reliance on the Artificial Intelligence (AI) systems which was concealed

from the teachers. The importance of this study is to gain information from the

insights of educators that could be useful in formulating countermeasures against

the particular activity of students relying on artificial intelligence.

Mainly, the findings of this study were significant to senior high school

teachers. Hence, the majority of students have a lack of knowledge and study at the

local and national level because of the reliance on artificial intelligence.

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Definition of Terms

In order to ensure clarity and avoid ambiguity in this research, it is necessary

to define key terms that will be used throughout the paper. The following terms will

be defined to provide a clear understanding of their usage within the context of this

study:

A.I (Artificial Intelligence). as used in this study the theory and

development of computer systems able to perform tasks that normally require

human intelligence, such as visual perception, speech recognition, decision-making,

and translation between languages (Oxford Languages).

Senior High School Teachers. As used in this study, this refers to the

educators who specialize in teaching students at the senior high school level,

typically in the final three years of secondary education.

Senior High School. It also known as high school or secondary school, is

the educational stage preceding college or university in many countries.

Organization of the Study

Chapter 1 introduces the existing issue and problems regarding how the

Senior High School teachers at Carmen National High School view the student's

use and reliance on Artificial Intelligence technology which led to conduct this study.

The researchers presented the general background that discusses

international, national, and local settings on said matter.

15
Also, included the purpose of the study, research questions, review of related

literature, theoretical lens, scope and limitation of the study, importance of the

study, and the definition of terms is also included in this section.

Chapter 2 provides discussions on the methods used to conduct the study. It

also includes information on the research design, participant profiles, data sources,

data collection methods, ethical issues, the researcher's role, the validity of the

study, and data analysis.

Chapter 3

Chapter 4

REVIEW OF RELATED LITERATURE

This chapter provides discussions on the principles, concepts, ideas and

viewpoints from various authors who have provided valuable inputs for this

research. It was based on the following subheadings: Teacher’s Perception of

Artificial Intelligence, Student’s Perception on Artificial Intelligence, and Ethical

Considerations of Student’s Reliance on Artificial Intelligence.

Artificial Intelligence

AI is one of the computer systems inspired by the ways humans use their

neural systems to understand, learn, think, and take appropriate action (Stone et

al., 2016). It was founded on the assumption that intelligence can be described so

accurately that a machine can simulate it. In its most advanced form, AI may have

skills that are similar to learning, recognizing situations, solving problems, and

communicating in a natural language as humans do; AI is distinguished from other

computer programs by its ability to self-learn (Kok et al. 2009).

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 According to Kurzweil (2021), AI involves creating machines and systems

that can perform tasks that would typically require human intelligence, such as

understanding natural language, recognizing patterns, and making decisions based

on data. These systems can use a variety of approaches, including machine

learning, neural networks, and natural language processing, to simulate human

cognitive processes. Ultimately, the goal of AI is to create machines that can learn

and adapt to new situations on their own, without explicit programming or human

intervention.

The uses of AI are vast and continue to expand with advancements in

technology. AI has been applied in various industries such as healthcare, finance,

transportation, and entertainment (Autor and Price, 2018). In healthcare, AI is used

to diagnose diseases, design treatment plans, and analyze medical images

(Lakhani, 2018). In finance, AI is used to detect fraud, predict market trends, and

develop investment strategies (Garcia-Swartz et al., 2018). In transportation, AI is

used to develop autonomous vehicles and optimize traffic flow (Alavi et al., 2021).

In entertainment, AI is used to create personalized recommendations and generate

content (Liao et al., 2019). The potential uses of AI are virtually limitless, and the

technology has the potential to revolutionize many areas of human endeavor.

The foundation of Artificial Intelligence (AI) lies in the field of computer

science, mathematics, and cognitive psychology. It encompasses advanced

concepts such as machine learning, deep learning, natural language processing,

and computer vision. The primary objective of AI is to create machines that can

perform tasks that require human-like intelligence. The advantages of AI are

manifold. AI systems can efficiently and precisely process vast amounts of data,

17
enhancing decision-making in multiple sectors. It can also automate repetitive

tasks, thereby allowing humans to focus on more intricate and imaginative tasks. In

healthcare, AI has the potential to reduce medical errors and improve patient

outcomes (Lipton et al., 2018). Similarly, in education, AI can help personalize

learning and enhance student performance (Shah and Kulkarni, 2019).

Furthermore, AI has the capacity to generate new employment opportunities

and stimulate economic growth. Nonetheless, the development of AI also raises

ethical and social concerns such as privacy, bias, and job displacement, which must

be addressed in a responsible manner to ensure the ethical and beneficial use of AI

(Danaher, 2018).

The problem that AI is trying to solve is to create machines that can perform

tasks that typically require human-like intelligence (Russell and Norvig, 2010). This

involves developing systems that can learn from experience, reason, perceive and

make decisions. The goal is to create intelligent machines that can process large

amounts of data quickly and accurately, thereby automating routine tasks and

improving decision-making in various industries (Russell and Norvig, 2010). For

instance, in healthcare, AI is being used to diagnose diseases, design treatment

plans, and analyze medical images (Lakhani, 2018). In finance, AI is being used to

detect fraud, predict market trends, and develop investment strategies (Garcia-

Swartz et al., 2018). In transportation, AI is being used to develop autonomous

vehicles and optimize traffic flow (Alavi et al., 2021). In general, the aim is to create

intelligent machines that can perform tasks more efficiently and effectively than

humans.

However, the development of AI also poses ethical and social concerns such

as privacy, bias, and job displacement (Brynjolfsson and McAfee, 2017). To ensure

18
that AI is developed and used responsibly, it is important to address these concerns

through careful regulation and governance.

Additionally, there is a need for collaboration between various stakeholders,

including governments, industry players, and academia, to ensure that the

development of AI benefits society as a whole (Brynjolfsson and McAfee, 2017).

Overall, the problem AI is trying to solve is to create intelligent machines that can

benefit society in a variety of ways while minimizing the potential risks and

drawbacks.

Artificial Intelligence in Education

Artificial Intelligence (AI) has the potential to transform the education sector

by providing personalized learning experiences, improving student performance,

and enhancing accessibility. AI can enable personalized learning experiences that

cater to individual student needs and preferences, as well as identify gaps in

learning and provide timely feedback to improve academic outcomes. Additionally,

AI-powered assistive technologies, such as speech recognition and text-to-speech

tools, can help make education more accessible to students with disabilities (Gupta

and Sinha, 2020).

However, given the rapid growth of AI, there is an urgent need to understand

how educators can best utilize AI techniques for the academic success of students.

The challenges of AI in education were also conspicuously seen in terms of

technique perspective, teacher’s and student’s roles, and social ethical issues, it

seems clear that educators need to work with AI engineers to address the gaps

between technique and pedagogy (Gupta and Sinha, 2020)

According to the same study made by Gupta and Sinha (2020), deep

learning or machine learning will reshape the interactions between human beings

19
and machines in the future. The trends of human-computer interaction will no longer

be based on the perspective of machine operation by a human.

Instead, the machine can improve predictions by learning from big data without

being specifically programmed.

In a study conducted by Marinagi and Styliaras (2021) found that AI can be

used to provide personalized learning experiences that cater to individual student

needs and preferences, as well as identify gaps in learning and provide timely

feedback to improve academic outcomes. Additionally, AI-powered tools can help

automate administrative tasks, such as grading and feedback, freeing up time for

educators to focus on more complex teaching tasks.

Nevertheless, the study also highlights some limitations of AI in education. AI

cannot replace human interaction and emotional intelligence in education.

Furthermore, there are concerns about the potential bias and ethical implications of

AI-powered decision-making in education. Overall, the study concludes that while AI

has the potential to transform the education sector, its limitations and ethical

considerations must be carefully considered to ensure responsible and beneficial

use (Marinagi and Styliaras, 2021)

Teachers Perception on Artificial Intelligence

According to current research, science teachers might have a low level of

awareness about the use of AI, and there is a need to raise that awareness in order

to understand the general characteristics of AI and how to apply it in science

teaching (AlKanaan, 2022; Shin & Shin, 2020).

Teachers have a high level of acceptance for using AI applications in their

classrooms. Moreover, the factors such as self-efficacy, expected benefits, ease of

20
use, and attitudes toward AI applications have the greatest influence on teachers'

behavioral intention towards AI applications.

Increasing teachers’ ease of integrating AI applications into teaching can also

enhance their perceived usefulness of AI-assisted teaching, and facilitate their

adoption behavior. It is necessary to build teachers' awareness of the basic

concepts of AI and provide them with convenient tools to integrate into their

teaching processes. This could help to improve science teachers' positive attitudes

and play a significant role in their self-efficacy (Darayseh, 2023).

A study by Wang et al. (2021) determined that the five factors self-efficacy,

anxiety, expected benefit, ease of use, and attitudes towards AI contributed to

70.4% of changes in behavioral intention while teacher’s self-efficacy had a positive

impact on teacher’s perceived ease of use and attitudes toward adopting AI-based

applications.

Adoption of AI-based educational technology by teachers is not a

straightforward process, and teacher’s willingness to use such tools in their

classroom may be influenced by their attitudes and perceptions of AI-based

decision making (Nazaretsky et al, (2021).

In a study made by Belland and Kim (2021), STEM teachers agreed that AI

could fully serve as scaffolding for student’s scientific writing to solve the given

scientific problem in online learning environments. When interacting with the

system, teachers were prompted to actively search for and utilize online resources

for problem-solving, which, in their opinion, made the writing process very

interesting. Unlike previous computer-based supports, the expert models generated

provided them with individualized support that was based on the input they

provided.

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 That is, in study conducted by Mitra (2017) the AI-generated writing scaffolds

were in line with each individual’s writing skills and knowledge levels, allowing them

to play a pivotal role in guiding logical thinking, reasoning, and argumentation skills

—pre-requisites for scientific writing. Moreover, teachers feared that the AI would

reduce their role to assistants and they also questioned the accuracy and reliability

of the information generated by the system. On the other hand, the fast pace in

which changes are taking place in the overall educational environment is likely to

continue in the future, and some teachers have acknowledged this fact.

Student’s Perception on Artificial Intelligence

In a study conducted by Akkaya and Yavuz (2020) in Turkey, found that

university students have positive perception on the use of Artificial Intelligence. The

study further investigated the factors that influence university student’s perceptions

towards AI. The results showed that factors such as age, gender, and academic

background had a significant effect on student’s perceptions towards AI. The study

found that younger students and those who had a technical background had more

positive attitudes towards AI (Zhang, Wang, and Li 2022). The study of Aggarwal et

al. (2019) also found that students who were familiar with the concept of AI and its

applications had more positive attitudes towards it.

A student’s level of information on AI has a significant impact on her or his

perception of AI and that there exists a tension between what an individual believes

about the benefits of AI and the concern that AI will negatively affect her or his life

Gherbes and Obrad (2020).

22
In particular, the results indicate that participants with higher ranges of

understanding of what AI means and higher levels of information about current

developments in AI are more likely to have a higher level of belief that AI will have a

positive impact on society and his or her own well-being, have a higher level of

concern about rapid AI developments and that AI will replace human jobs, and have

a higher level of concern that AI will surpass human intelligence. Furthermore,

participant comments indicate that AI is generally perceived as a positive

technological advancement, but there needs to be caution because there are

possible negative outcomes. A lack of understanding of AI, along with mass media

portrayals, may contribute to participant’s cause for caution about AI development

(Sari and Bay, 2019).

The studies that have been mentioned tackles the perception of students on

AI and therefore contributes to understanding their reliance on AI. Furthermore,

these studies help identify the factors that influence student’s trust on AI. The study

found that younger students and those with technical backgrounds had higher

levels of reliance on AI. Additionally, the study found that students who were more

familiar with AI and its applications had higher levels of reliance on it. university

students are increasingly relying on AI to facilitate their academic activities and

decision-making. (Bani-Salameh et al., 2019)

Meanwhile, through the prism of the Council of Europe's responsibility to

defend human rights, support democracy, and advance the rule of law, this

research examines the numerous linkages between AI and education. The "right

kind" of AI for education, what should be covered in AI education, and how to make

sure AI doesn't violate human rights are just a few of the numerous issues it

23
highlights and poses. Additionally, it offers a tentative and provocative needs

analysis to encourage further critical debate regarding AI & ED (Holmes et al.,

2022).=

Al systems' effects and related AI ethical rules and practices should be

regularly monitored and assessed in a methodical manner that is commensurate to

the relevant dangers. Based on internationally recognized standards, this should

include assessments of both public and commercial organizations, service

providers, and programs, as well as self-evaluations, tracer studies, and the

creation of sets of indicators (UNESCO, 2022).=

These four ethical precepts—beneficence, nonmaleficence, autonomy, and

justice as guidelines for deploying mobile apps powered by AI in educational

settings. It also advises that algorithm vigilance be taken into account in order to

monitor, comprehend, and prevent the negative consequences of algorithms in the

usage of AI in education. Finally, it highlights the necessity of all stakeholders

working together to conduct cooperative research and development in order to

protect the safety and security of data, people, and society as a whole (Klimova et

al., 2023).=

According to Llego (2022), to fully utilize AI in education, we must make

investments in R&D and establish collaborations between academics, developers,

and teachers. We must also make sure that data is transparent, ethical, and that we

have the infrastructure necessary to support AI applications. Supporting research

and development initiatives, collaborating with educators to apply AI applications,

and learning more about the subject are all ways that anyone can become

engaged. We can build the future of education that we all desire by working

together.=

24
 There are constraints that should be taken into account when interpreting the

patterns of the results from this study, which revealed significant findings and

implications for deploying AI systems in online learning. Although the study made

an effort to include a variety of AI systems, it's probable that there are still additional

types of AI systems out there. Additionally, different fields may have an impact on

how professors and students view AI systems. Future studies should take into

account participants' various needs for learner-instructor interaction depending on

their majors. In addition, storyboards were read for the study rather than actual AI

systems being used. Further research should be done to determine whether and/or

how student perceptions would alter over time (Seo et al., 2021).=

25
 Chapter 2

Methodology

The study methodology is discussed in this chapter and includes information

on the research design, participant profiles, data sources, data collection methods,

ethical issues, the researcher's role, the validity of the study, and data analysis.

Research Design

The phenomenological study methodology were the strategy in this study.

This method were appropriate and very helpful for researching teacher’s

perceptions of student’s reliance on artificial intelligence. It provided the researcher

with a chance to learn in a comprehensive method that fostered a deep

comprehension of the participant’s experiences. Data were gathered by the

researchers through structured interviewing. All the data acquired were used to

analyze, comprehend, and interpret the procedure or program in order to

significantly explain the outcomes. The purpose of this study is to help the

researchers collect important data and insights from participants, notably senior

high school educator’s perceptions on student’s reliance on artificial intelligence.

The researchers also benefited from this approach as they organized, synthesized,

and thematically interpreted their data to arrive at a key theme. In practice, the

graph in Figure 4 was represented in the computer using frames, a construct

developed in artificial intelligence (AI) research. In addition to fixing the two

problems mentioned above, we believe there were several peripheral benefits of

this methodology.

26
 Further research on generational and geographical diversity on perceptions

of teachers and students can contribute to the more effective implementation of AI

in Education (AIED). The use of Artificial Intelligence (AI) was observed in almost all

areas of our lives. Artificial intelligence was a thriving technology to transform all

aspects of our social interaction. Among these artificial intelligence-based

methodologies, artificial neural networks (ANN) emerged as one of the most

prominent techniques that became very popular with the researchers. Teachers

could also use this model to understand student perception levels in a better way so

that they could modulate their lectures according to student perception levels.

Computers were being utilized in the field of education for many years. In recent

decades, research within the field of artificial intelligence (AI) positively affected

educational applications.

Artificial intelligence teaching evaluation helped educators understand the

problems in teaching, adjust teaching strategies in time, and improve teaching

results. With the rapid development of big data, artificial intelligence teaching

systems gradually developed extensively. The powerful artificial intelligence

teaching systems became a tool for teachers and students to learn independently in

various universities. The advent and development of technologies such as artificial

intelligence have created benefits and challenges for educational stakeholders.

Artificial intelligence, such as OpenAI’s Chat Generative Pre-trained Transformer

(ChatGPT), has brought new benefits, challenges, and pressures for higher

educational institutions.

27
Research Participant

There were seven participants in this qualitative study who were interviewed.

All of the seven participants were Senior High School teachers from Carmen

National High School. Participants were interviewed in-depth, and the participants

contributed to the knowledge on the dependence of students in artificial intelligence.

The researcher used purposive sampling to determine the number of 7 participants,

following Patton’s proposal. Patton suggested that in qualitative research, a small

number of participants as many as 5 to 25 may be appropriate for obtaining rich and

detailed data that is sufficient to answer the research question. The participant was

chosen through purposive sampling. According to Ghazali, Nguyen, Mutum and

Yap (2019), it was known as judgment sampling since it was a deliberate choice of

participants due to the qualities the participants possessed.

To acquire the appropriate data for this study, the researcher used in-depth

interviews for data collection. Furthermore, in formulating major themes derived

from the participant’s experiences, the researchers also focused on thematic

analysis. To ensure the consistency and reliability of this study, the researchers

integrated the trustworthiness measures and requirements of the study, as well as

ethical considerations.

The researchers selected the participants based on the following criteria to

provide a credible and comprehensive picture of the teachers’ perception on the

reliance of students to artificial intelligence from senior high schools from the District

of Davao del Norte [9]. The participants should have been: (1) a teacher in Senior

High School, and (2) must have encountered at least one student depending on

artificial intelligence.

28
Role of the Researcher

In qualitative research, researchers are responsible for ensuring the integrity

of the study, acting as the interviewer, moderator, transcriber or encoder, translator

into English, and data analyst, as well as ensuring that the full interview and

conversation are recorded.

During this study, the major duty of the researcher is to collect data, so the

interviewer will initially act as the data collector by conducting interviews and asking

the participant a variety of research questions. Being a researcher, will be able to

see the participants' facial expressions and hand movements while they answered

the predetermined questions from the interview guide. In order to collect data, the

information from the interview will be used.

Second, with the participants' permission, they shall act as a recorder. In

order to ensure that there’s do not overlook any crucial information for the research,

researchers will be documenting all the procedures to be followed during the data

collection, including responses from interviewees and observations from the class.

Third, served as recorder using audio recording from the cell phone the with

the participants' consent. Recording all the procedure during the data collection,

including responses from interviews and observations from the class, to make sure

that no important information is missed for the research and will serve as a

transcriber.

Fourth, researchers served as translators by translating the responses of

participants who spoke entirely Visayan as their first language. They were extremely

careful while translating the notion that was offered and ensure that it remains

unchanged after translation.

29
 Next, they served also as the primary analyst, scrutinized the text from the

responses of the participants in their perception on the dependence of students on

Artificial Intelligence.

Finally, they created a final phenomenological study on the research, the

researchers acted as an encoder. Researchers will make sure that all information is

open and accessible to anyone.

Data Sources

In a qualitative research there were three core approaches to data collection

—interviews, focus groups and observation—provide researchers with rich and

deep insights (Barrett & Twycross, 2018).

In the context of this study, the primary source of our research data is the

shared answers of the participants during the face-to-face interviews.

Interviews give the most direct and straightforward approach to gathering

detailed and rich data regarding a particular phenomenon (Barrett et al., 2018). An

interview is a qualitative research method that relies on asking questions in order to

collect data. Interviews involve two or more people, one of whom is the interviewer

asking the questions (George, 2022).

Furthermore, the researches will use secondary sources in gathering data .

According to Streefkerk (2018) Secondary sources provide second-hand

information and commentary from other researchers. Examples include journal

articles, reviews, and academic books. Moreover, the purpose of this study is to find

out the perspectives, views, and opinions of the Senior High School teachers on the

reliance of students on Artificial intelligence when it comes on academic

performance. We researchers believed that this procedure adequate for gathering

information to analyze and come up with an interpretation.

30
Data Collection Procedures

Data collection will take place in the form of an interview and focus group.

The researcher will use of an interview guide in order to follow a certain theme of

posing questions. This will allow the researcher to have some control over the flow

of the interview. At the same time, the participant's response or further contributions

are not restricted in any manner as the open-ended nature of the questions allowed

participants to engage with the researcher in a conversational mode, elaborating on

statements when necessary.

Based on George (2023), the qualitative observation is a research method

where the characteristics or qualities of a phenomenon are described without using

any quantitative measurements or data. He also added that the qualitative

observations can be done using various methods, including direct observation,

interviews, focus groups, or case studies. They can provide rich and detailed

information about the behavior, attitudes, perceptions, and experiences of

individuals or groups.

The interview will take place in a peaceful meeting space. A voice recorder

will be used to record the interview, which will last for roughly an hour. If more

information is required, a class observation will be conducted. Last but not least, a

written and voice recorder will be constructed in order to capture every detail and

prevent errors in the participant's responses. I'll get the opportunity to listen to the

narrative of my participant's various experiences again thanks to this voice recorder.

Following, recording the full document was safely stored on a flash drive or laptop

so that it could be transcribed while maintaining the privacy of the information

acquired. For increased accuracy, the voice-recorded interview will be transcribed.

31
Data Analysis

In this qualitative study the data that have gathered will be analyze by the

researchers using the Thematic Analysis. Thematic Analysis is a method of

analyzing a qualitative data; it is usually applied to a set of texts, such as an

interview or transcripts. The researchers examine the data that have gathered to

identify common themes – topics, ideas and patterns of meaning that come up

repeatedly (Caulfield, 2022).

The Thematic Analysis was originally developed by Virginia Braun, and

Victoria Clarke in 2006. According to Braun and Clarke there are six steps in this

process: familiarization, coding, generating themes, reviewing themes, defining and

defining themes, and writing up. By following this process we could avoid

confirmation bias when formulating (Caulfield, 2022). Thematic Analysis is a flexible

method, in other words it can be adapted to many different kinds of research.

The raw data will be interpreted in this situation using theme analysis after

being transcribed. With the use of this procedure, the information from each

participant will be first analyzed separately and classified based on similarities and

differences to create themes. Then, these newly emerging concepts will group into

overarching and underlying themes. The raw data quotes from the participants were

then used to support each theme on display.

32
 The first step that the researchers will do after collecting the data is to

familiarize the responses of the participants. The researchers will also re-listen the

responses that have recorded using voice record. Re-listening or re-reading is a

must before coding. Second step is coding, the collected data will be coded by the

researchers using any coloring pens or highlighter. The researchers will categorize,

and evaluate all the the information to formulate themes. These codes will allow the

researchers to gain a condensed overview of the main points and common

meanings that recur throughout the data (Caulfield, 2022).

Third is to generate the theme, this time is where the codes will be combined

and turn into theme. The researchers will identify the patterns of the codes and

combine the similar ones and will turn into a theme. Some codes that are not

relevant to study will be discarded.

The fourth step is to review theme. This step is where the researchers

evaluate the previous developed topics. The initial themes will be compared to the

coded data. We should also make sure that our themes are useful and accurate

representations of the data (Caulfield, 2022). The fifth step is when the concepts

that are pertinent to each subject are refined. The themes' meanings and the main

points are included in this step. The researchers will create a comprehensive

narrative for this study using all the information from the individual tales. The

researchers will also construct a name of the theme in a concise manner, and

capsulized every concept that the participants wanted to describe. The last step is

the writing of the report of the study. This step shows the final analysis of the data,

this time the researchers will make a summary for overall concepts and ideas.

33
The researches must ensure that the summary is concise, brief, and logical that

everybody can comprehend.

Trustworthiness of the Study

To ensure the trustworthiness of a qualitative research study, it is important

for the researcher to consider several criteria, including credibility, dependability,

confirmability, and transferability. Ashford et al. (2021) emphasize the importance of

trustworthiness in qualitative research, which involves demonstrating the validity

and reliability of a study's method and findings. By using a combination of

quantitative and qualitative approaches, researchers can strengthen the

trustworthiness of their systematic reviews.

Credibility

Credibility in qualitative research is a crucial aspect that ensures the

trustworthiness and validity of the findings. While the terms reliability and validity

are commonly associated with quantitative research, they also have relevance in

qualitative research (Noble & Smith, 2015). In qualitative research, credibility is

often used as a synonym for internal validity, which refers to the extent to which the

findings accurately represent the participants' experiences or the phenomenon

under study (Cope, 2013).

Transferability is a term used in qualitative research to describe the extent to

which findings can be generalized to other contexts or settings beyond the

immediate study. It is a measure of the relevance and applicability of the study's

results to other situations or populations (Taylor & Henshall, 2022). To improve

transferability, researchers must offer extensive and detailed descriptions of the

study context, participants, and data collection techniques (Karlin & Wright, 2022).

34
Additionally, they must show how their conclusions are supported by the facts and

offer in-depth descriptions that help readers grasp the intricacy of the topic they are

studying. To maximize applicability, researchers might also use purposive sampling

and individuals with a range of experiences and opinions.

In qualitative research, dependability refers to the consistency and stability of

the research findings over time and across different contexts. It is a measure of the

reliability and trustworthiness of the research. One author who has published on this

topic recently is Tracy et al. (2020), in their article "Quality Criteria in Qualitative

Research." The authors highlight the importance of dependability as a key criterion

for assessing the quality of qualitative research. They suggest that dependability

can be enhanced through strategies such as reflexivity, audit trails, and the use of a

consistent and transparent approach to data analysis. The researcher will

implement the following measures to promote and evaluate good research practices

that should be followed in order to address dependability in this study: the process

within the study had to be presented completely and accurately, allowing the future

researcher to repeat the work, if not necessarily to achieve the same result. There

are six strategies in ensuring dependability in a Qualitative Research, these are;

triangulation, member checking, peer review, reflexivity, and audit trail (Prem &

Dillard, 2021). On this study the researchers will only be using the triangulation, and

audit trail to ensure the dependability of their research. Triangulation is the use of

multiple sources of data or multiple methods to investigate the research question to

increase the credibility of findings (Prem et al., 2021). On the other hand, audit trail

is by maintaining the detailed records of the research process to increase

transparency and enable replication (Prem et al., 2021). By using these strategies,

researchers can enhance the dependability of their qualitative research findings.

35
These strategies will help the researchers to evaluate their findings in a pleasant

manner by avoiding research bias.

The researchers will ensure that the data is accurate while also being complete or

consistent with the actual results of the interviews in order to increase the credibility

of this study.

Confirmability.

Steps must be taken to ensure that the findings of the study are the outcome

of the expectations and ideas of the informants rather than the features and desires

of the researcher. This involved ensuring that the participant’s understanding of the

case study will not be distorted by researcher’s bias. Generally, confirmability is the

measure of how well the inquiry's findings were supported by the data collected

(Lincoln and Guba, 1985). The following provisions are propose by Guba (1981) to

give emphasis to confirmability as cited by Shenton (2004).

In this study, the researcher will address confirmability by following the

necessary steps to ensure that the findings in this study are the product of the focus

of the inquiry and not of the researcher’s own preconceptions. Documents from all

the procedures will hold onto the accounts concern in conducting the study and

submitted to the research study's experts. Also, to minimize the impact of

investigator bias, admission of the beliefs and assumptions of the researcher, the

researcher will ensure that the essence of triangulation will be given an emphasis.

Ethical Consideration

When considering this study, the reseachers always bear in mind the vitality

of ethical considerations. One of the most important thing to consider is to give

informed consent to the possible participants of your study (Panabo Christian

School Christian Senior High School Students).

36
Wherein participants will be informed beforehand the purpose and background of

the study. This will let them prepare and establish decision whether they will allow

themselves to be part of the research or not. Their identity and participation of this

study will be kept in order to avoid disconcertment to one self. Furthermore, the

privacy and confidentiality of parents of the participants should give considerations

too. They play a very huge part for they were the ones to allow their children to take

participation in the study by signing those informed consents given by the

researchers. To top it all those data that has been gathered will be used only for the

purpose in this study and will be keep confidential as long as the participant tells us

to unveil so.

Social Value.

This study is designed to improve education by understanding teachers'

perceptions of AI, researchers can identify potential benefits and challenges

associated with its use in education. This information can be used to develop

educational policies and practices that better support student learning and teacher

development. The findings and interpretation will reveal the Studying teachers'

perceptions of AI can also help identify areas where additional training or

professional development may be needed to help them effectively use AI in the

classrooms. The results of this study will help senior high school teachers to

recognize the potential benefits and challenges of AI in education. this study may

serve as basis for future research related to teaching in inclusive class.

Furthermore, by understanding how teachers perceive AI, policymakers can

make more informed decisions about how to regulate and support the use of this

technology in education.

37
Risks, Benefits and Safety.

This study will prioritize the welfare of the participants. The teacher-

participants will not be put into harm since their identity will be held with

confidentially. Their security and safety were the utmost concern. As the researcher,

there is a need to ensure that the respondents are physically, emotionally, and

socially ready. In answering the questions, the researcher will make ensure that the

respondents did not feel discomfort or awkwardness. As to the benefits, this study

would be beneficial to the respondents since the results would serve as an eye-

opener for the DepEd officials, school administrators, to create policy programs on

inclusive class in senior high school. Moreover, to provide benefit to DepEd –

Region XI for allowing the researcher to conduct the study, the results and

recommendations will be forwarded to them. This action will be very helpful for the

creation of programs, projects and activities that may enhance the inclusive

program in Region XI.

This study will be conducted for a purpose. Furthermore, to achieve

beneficence in research, the researcher will do all the aspects that would not harm

the respondents' lives. The most essential to all in achieving benefits is to foster

innovation, improve teaching practices and.

Privacy and Confidentiality

The researcher will adhere to the guidelines set forth in the Data Privacy Act

of 2012, which aims to protect individuals' fundamental right to privacy. Additionally,

in accordance with the National Ethical Guidelines for Health-Related Research

(2017), the researcher must respect the privacy rights of the participants.

38
The researcher will maintain the confidentiality of all information obtained from

participants, except when required by law. To ensure confidentiality, participants will

have the option to withhold their name from the survey questionnaire, and no

sensitive information such as age, gender, occupation, employment, or disease

status will be published. The participants' identity will be kept confidential for safety

purposes, and their responses to the survey questionnaire will also be held in strict

confidence. The researcher has assured the participants that the data collected will

only be used for the purpose of this research study.

Justice.

The idea of fairness and the ethical principle of justice are the subjects of this

study. By avoiding participant populations that might be unfairly forced to

participate, the researcher ensures equal selection of individuals. The hiring

process is just. Purposive sampling is used to equitably pick the participants. So,

everyone in the population who met the criteria for selection has an equal chance of

taking part in the study. Regardless of their gender, color, or economic background,

research subjects must have received the necessary treatment. Also, participants

were fairly chosen based on their eligibility for the study's inclusion criteria. Also, the

research will be carried out entirely in the setting of their choice with sufficient

resources.

Transparency

Transparency will be regarded as a crucial component in this investigation.

This will help the participants understand the study's principal goal, which is to

indicate how senior high school teachers feel about their pupils' reliance on artificial

intelligence.

39
Also, the participants will be told that they actively contributed to the data collection

by responding to the research questions and would be the ones being monitored in

the inclusive classroom. The potential risks and unpleasantness that may arise

during the procedure will also be disclosed to the participants.. The researcher will

also effectively convey the study's findings to the participants so that they are aware

of the significance of the data they shared. The participants must also be aware that

the researcher will be responsible for all costs associated with this research project.

40
 Chapter 3

RESULTS

This chapter presents the generated substantial data essential to the study

which sought to explore the perception of senior high school teachers on the

reliance of students on artificial intelligence. Their insights and perceptions as well

as the suggestions emerged from the information gleaned through in-depth

interviews which made possible the production of data from the participants.

The moment the interview was done, the researchers immediately

transcribed the answers of the participants being recorded. They listened to the

audio recorder many times to ensure correctness of their responses. Then the

researchers applied the data reduction to produce good themes. This process was

done through classification and categorization of ideas into themes.

Perception of Senior High School Teachers on the Reliance of Students

on Artificial Intelligence

After analyzing the responses of the participants about their perception on

the reliance of, five (5) major themes emerged: (1) Bad Effects of Artificial

Intelligence, (2) Against the usage of Artificial Intelligence, (3) Effectiveness of

Artificial Intelligence, (4) Usage of Artificial Intelligence Considered as Cheating, (5)

Performance of Students Upon using Artificial Intelligence. Table 1 shows the

perception of senior high school teachers on the reliance of students on artificial

intelligence.

41
 Table 1

Major Themes and Core Ideas of the Perception of Senior High School
Teachers on the Reliance of Students on Artificial Intelligence

Major Themes Core Ideas

 It's makes student's lazy. (IDI_3)

 It makes the students ahh rely
IMPACTS TO STUDENT more on AI than making on their
own output. (IDI_4)
NEGATIVELY  They won't learn anything
because they are very reliant on
AI. (IDI_6)
DISCOURAGE THE USAGE  I'm not favorable of using AI.
(IDI_1)
OF ARTIFICIAL  So, for me they should prohibit
students. (IDI_3)
INTELLIGENCE  They should prohibit it. (IDI_5)

 Using AI tools is very effective, or I

EFFECTIVENESS OF
ARTIFICIAL INTELLIGENCE
FORM OF CHEATING
CAUSE LOW PERFORMANCE
mean useful, in terms of helping
students do research. (IDI_1)
 AI is very useful and effective
because it makes our lives easier.
(IDI_3)
 It is very helpful for students.
(IDI_5)
 For me ha I think it can be called
cheating. (IDI_1)
 So partly yes, it's a form of
cheating. (IDI_2)
 I think it is a form of cheating.
(IDI_6)
 Ahh using AI consider form of
cheating. (IDI_7)
 AI helps the students
academically ang grades but the
performance is very low. (IDI_5)
 Performance is very low. (IDI_6)
 The performance of the students
will gradually decrease or
deteriorate. (IDI_7)

42
Impact to Students Negatively

For the participants, bad effects of artificial intelligence is ruled out to

be their main perception on the said technology.

This theme is supported by the statement of IDI-03 who perceived it

negatively:

“For me as a teacher it's make student's uh lazy especially

when doing their assignments or projects because they just
rely on the AI most especially uh in doing things so... If they
always do that thing, they will be uh more reliant to it and they
will become lazy”. (IDI_03)

(For me as a teacher it's make student's uh lazy especially

when doing their assignments or projects because they just
rely on the AI most especially uh in doing things so... If they
always do that thing, they will be uh more reliant to it and they
will become lazy.)
In line with this, IDI-03 expressed that,

“It makes the students rely more on AI than making on their

own output.” (IDI_03)

IDI-05 shared the same feelings,

“ang negative impact ana sailaha kay wala silay ma-learn

because they are uhmm... very reliant na sa AI”. (IDI_05)

(The negative impact of it to them is they won't learn anything

because they are very reliant on AI.)

Discourage the Usage of Artificial Intelligence

Another negative perception of the participants when it comes to artificial

intelligence is the fact that they are against its usage.

43
 IDI-01 pointed out:

“Kung dira na lang gyud mag rely ang tanan is dili pud ko,
kanang... dili pud ko pabor. I'm not favorable of using AI”.
(IDI_01)

(But if students rely too much on those, I’m not okay, I’m not
favor with it. I’m not favorable on using, if we just rely on
those.)

Furthermore, IDI-03 stressed,

“If they always do that thing, they will be uh more reliant to it

and they will become lazy. So, for me they should prohibit
students on using these kinds of AI like ChatGPT in class
hours.” (IDI_03)

Moreover, IDI-05 added that,

“Dili lang siya ipagamit no iprobihit lang unta pud siya para sa
inyoha.” (IDI_05)

(I was hoping that we should not use those, they should

prohibit it) .

Effectiveness of Artificial Intelligence

The participants also shared a positive perception of artificial

intelligence, deeming it effective in a way or two. Not only does

artificial intelligence have bad effects on students, but it is also

somewhat effective since it is helpful in assisting students with their

academic performances, as the respondents agreed.

44
 This positive review linked to the response of IDI-01 as he shared his

experience:

“Using AI tools is very effective or I mean useful in terms sa

kanang mag research ang bata, ang estudyante”. (IDI_01)

(Using AI tools is very effective, or I mean useful, in terms of

helping students do research.)

IDI-05 added that,

“Makatabang gyud siya good ang performances sa estudyante

pero ang performance niya through pag gamit sa iyang mind kay

kanang dili na gyud same kana”. (IDI_05)

(It is very helpful for students' good performance, but their

performance through the use of the mind is not the same anymore.)

Usage of Artificial Intelligence Considered as Cheating

More than half of the participants percieve and consider artificial intelligence

as a form of cheating. Respondents pointed out that the use of artificial intelligence

in students' academic performances inside of schools can be deemed cheating.

A participant stated her perception in this manner:

“For me ha I think it can be called cheating kay dili man gud

na imohang idea”. (IDI-01)

(For me, I think it can be called cheating because those ideas

are not yours.)

Likewise, IDI-03 stated that:

“Yes, for me this is a form of cheating because um if you are

just going to type the question in the chat box or in the
message box um the AI will already have the answer”.

45
 Other participants also added,

“Okay literally speaking it is a form of cheating not cheating to

another form, cheating yourself”. (IDI_5)

“I think it is a form of cheating”. (IDI_6)

“Using AI can be considered a form of cheating”. (IDI_7)

Performance of Students Upon Using Artificial Intelligence

It is innate for us to have excellent performance every time we have an

activity. Hence, for the participants' point of view, relying on artificial intelligence can

cause the students’ performance to decrease, and poor performance of students

emerged as one of the themes for the perception of teachers on this matter.

In relation to this, IDI-05 said,

“Their academic grade may increase but the performance decrease”.

“AI helps the students academically ang grades but the

performance is very low”.

Likewise, IDI-06 said,

“AI helps the students academically ang grades but the

performance is very low”. (IDI_06)

IDI_07 added,

“So ang performance of the students is… uhmm… will

gradually mag decrease ilahang performance mas mag low
iyang performance kaysa not using ai.” (IDI_07)

(The performance of the students will gradually decrease or

deteriorate. They have lower performance than those who do
not use AI in their academic works.)

46
 THE ACTIONS OF THE TEACHERS WILL IMPOSE REGARDING ON THE
DEPENDANCE OF STUDENTS TOWARDS ARTIFICIAL INTELLIGENCE

When it comes to the action of the participants regarding the

dependence of students on artificial intelligence. They are as follows: (1) minimizing

the usage of artificial intelligence (2) immersing themselves towards artificial

intelligence and (3) giving warning to students who use artificial intelligence.

Table 2
THE ACTIONS OF THE TEACHERS WILL IMPOSE REGARDING ON THE
DEPENDANCE OF STUDENTS TOWARDS ARTIFICIAL INTELLIGENCE (AI)

Major themes Core ideas

 So, it should be minimized. (IDI_5)

 I will minimize the use cellphone.
MINIMIZING THE USAGE OF (IDI_6)
 So, I will limit the student to use their
ARTIFICIAL INTELLIGENCE
gadget or any internet. (IDI_7)

 I would immerse first myself with the

different AIs. (IDI_2)
IMMERSING THEMSELVES  I will be using some what you call this
website also that could detect the
TOWARDS TO THE STUDENT’S plagiarism or if there are
inconsistencies. (IDI_3)
RELIANCE ON AI
 First is to use the AI to check if their
work is generated by AI. (IDI_6)
GIVING WARNING TO  First warning (IDI_2)
 I will warn them (IDI_5)
STUDENTS WHO GOT CAUGHT  First is give them warning. (IDI_6)
USING AI

47
Minimizing the Usage of Artificial Intelligence

Participants shared similar responses that they would employ in situations

when the students are reliant to artificial intelligence, which is to minimize the usage

of it.

IDI_02 voiced it out that:

“Dapat iminimize gyud siya naa kay kanang bitaw sakto na

panahon paggamit ana ikaw unya walay lain tao mag minimize dili si

teacher kundi ikaw mismo sa imong sarili.” (IDI_02)

(It must be minimized you have the right time to use it, then no
one else will minimize it, not the teacher but yourself.)

More so, IDI_06 said that:

“I will minimize the use cellphones during my time so they can't use this AI.”

(IDI_06)

IDI_07 honestly said,

“I will limit the student to use their gadget or any internet.”

Immersing Themselves towards to the Students Reliance on Artificial

Intelligence

Immersing oneself to certain allows someone to better understand what they

are dealing with. participants shared similar responses that they would explore AI

themselves to formulate more effective countermeasures against the dependence

of students.

IDI_02 claimed that:

“I'll have to immerse myself with it.” (IDI_02)

48
IDI_03 also said that:

“I will be using some what you call this website also that could detect the

plagiarism or if there are inconsistencies.” (IDI_03)

IDI_06 added:

“Una iuse sad nakong AI myself to check if ilahang works is generated or

gihimo sa AI.” (IDI_06)

(I'm going to use AI myself to figure out if the work is generated or produced

in AI.)

Giving warning to those who Use

As the participants considered artificial intelligence as a form of cheating, they

expressed that if ever they caught their students using it, they would let them off

with a warning.

IDI_02 stressed out that:

“First warning, second the disciplinary actions are that from my part as a

subject teacher, to the adviser and then channelled to the parent so that the parent

would know why I did sunction to the student by not letting the student use any

gadget at that moment.” (IDI_02

Moreover, IDI_05 and IDI_06 added that,

“Akong buhaton is iwarn lang nako.” (IDI_05)

(What I would do is warn them.)

“First warningan sila with written explaination kay magsugod man jud na sa

explanation nganong magamit kag AI”. (IDI_06)

(First give them a warning with an explanation, because that really starts with

an explanation of why did you use AI.)

49
 THE INSIGHTS OF TEACHERS ON STUDENT’S RELIANCE ON ARTIFICIAL

INTELLIGENCE (AI)

Participants in this study shared their insights and suggestions when it

comes to using Artificial Intelligence and students' reliance on it.

Table 3

THE INSIGHTS OF TEACHERS ON STUDENT’S RELIANCE ON ARTIFICIAL

INTELLIGENCE (AI)

Major themes Core ideas

 The bad side is that it's not their

RELYING ON AI IS NOT GOOD
USE AI WITH RESPONSIBILITY
AI CAN BE INTEGRATED AND A
TOOL FOR LEARNING
output because it's stolen. (IDI
_04)
 It’s not one hundred percent
good, it’s because they depend
on it. (IDI_05)
 Relying on AI is really not good
for people especially for
students. (IDI_06)
 If you will use that one, use it
with a sense of responsibility.
(IDI_01)
 Use it that you know the
responsibilities that comes with
using it. (IDI_04)
 Be responsible on using
technologies. (IDI_07)
 Some AI tools can be used in
student learning. (IDI_01)
 Yes, I do think so because AI can
provide a vast variety of
information within a click.
(IDI_02)
 I think AI can be used as a tool in
education. (IDI_05)
 AI can be a uhm... can be used

50
 as a tool in education. (IDI_07)

Relying on Artificial Intelligence is not Good

Participants expressed that students’ reliance on Artificial intelligence is not

beneficial for them. It may discourage their critical thinking and independent

learning. Relying on AI reduced interest in actively learning and acquiring

knowledge of the students, and the theme relying on artificial intelligence is not

good emerged.

In line with this request, IDI_04 asserted that,

“The badside is that dili diay to ilahang output kanang kay kinawat ra diay

to.” (IDI_04)

(The bad side is that it's not their output because it's stolen.)

In addition to that, IDI_05 insisted:

“Dili gyud siya one hundred percent maayo kay ngano mag salig na lagi”.

(IDI_05)

(It’s not one hundred percent good, it’s because they depend on it.)

IDI_06 suggested:

“Relying on AI is really not good sa mga tao especially sa students”.

(IDI_06)

(Relying on AI is really not good for people especially for students.)

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Use Artificial Intelligence with Responsibility

The respondents stated that the students should use the AI with

responsibility as a sense of responsibility when comes using the technologies. As

the respondents said that the students should be careful when it comes using the

technologies and also the respondent added that is not bad to use AI as long the

student should be responsible of using it.

IDI_01 expressed:

“If you will do that one kanang with the sense of kanang resposibility gani”.

(IDI_01)

(If you will use that one, use it with a sense of responsibility.)

Likewise, IDI_03 said:

“Use it in manner that is you are careful with it, use it nga kabalo ka

responsibilities that comes with using it”. (IDI_03)

(Use it while being careful with it, use it that you know the responsibilities

that comes with using it.)

Moreover, IDI_07 also added:

“I think it’s not bad to use AI as long as students’ are responsible, be

responsible on using technologies”. (IDI_07)

Integration of Artificial Intelligence as a Tool for Learning

The participants think of AI as a learning tool in education. As the

respondents said that the AI can also use as an education tool because it can give

you a various information within one click as the AI automatically generate it for you.

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 IDI_01 said:

“Sa atoa pa some some AI tools can be use in in student learning”. (IDI_01)

(Some AI tools can be used in student learning.)

IDI_02 and IDI_05 also suggested that:

“Yes, I do think so because ai can provide a vast variety of information within a

click”. (IDI_02)

“I think AI can be used as a tool in education.” (IDI_05)

Furthermore, IDI_07 also claimed that;

“AI can be a uhm... can be used as a tool in education”.

Chapter 4

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

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 This chapter presents the discussions, conclusions, and recommendations

supported with the essential themes and analysis that generated from the research

questions.

Perception of Senior High School Teachers on the

Reliance of Students on Artificial Intelligence

The primary objective of this study is to investigate and describe the

perspectives of high school teachers regarding student’s reliance on artificial

intelligence. The study aims to delve deeper into the central issue, uncovering the

thoughts and experiences of the participants, and identifying the potential concepts

that can be derived from the findings. The findings were categorized into themes

such as Negatively impacts students, Against the usage of Artificial Intelligence,

Effectiveness of Artificial Intelligence, Usage of Artificial Intelligence Considered as

Cheating, Performance of Students Upon using Artificial Intelligence which

produced ideas on the actual phenomenon. As the investigation went on, various

lived experiences were disclosed.

Impacts to Students Negatively

The first theme formulated through the perception of the teachers on the

artificial intelligence. This is said to be the negative impact of artificial intelligence on

students. It was mentioned in the responses of the participants that they view the

said technology as a negative influence on the student’s learning and education as

they become lazy while relying on AI.

According to the survey conducted by Langre (2023) nearly half of the

educators who responded believed that AI would have a negative or very negative

impact on teaching and learning in the next five years.

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 The above-mentioned perspective of teachers was supported by a study

published by McNulty (2023). While not directly focusing on teacher’s negative

perceptions, the information provided suggests that concerns about the impact of AI

on teaching and learning exist within the educational community, and some

educators may express reservations about its potential negative effects on student’s

learning experiences.

Discourage the usage of AI

The participants have similar point of view on the usage of artificial

intelligence by students in their learning. They shared a common response which is

being unfavorable of its usage as the students will become reliant.

It is evident also according to Vinechenko (2020) that the teachers

discourage using artificial intelligence as it may affect the student’s health.

Research suggests that both mental health problems and academic

underperformance could be caused by student’s reliance on AI as technology

continues to integrate on education.

Effectiveness of Artificial Intelligence

A positive perception emerged from response of half the participants. They

suggest that artificial intelligence can become effective in terms of student’s

difficulty in certain academic requirements such as research papers and essays.

Artificial intelligence (AI) has been increasingly applied in education to

improve student learning outcomes and teacher performance. According to Orhani

(2021), AI has been successfully applied in some educational cases and has

improved student learning and development.

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 AI can play a key role in identifying new factors in students' performance and

implementing personalized learning, answering routine student questions, using

learning analytics, and predictive modeling (Chen et al., 2020).

Form of Cheating

The result shows that participants consider the usage of artificial intelligence

during classes or in school works as cheating. The respondents claimed that using

it is not literally cheating but rather cheating oneself.

The use of artificial intelligence by students in their academic works has been

a topic of concern in recent years. According to Baloğlu (2023), the use of AI tools

in academic research has the potential to violate academic ethics, and the limited

availability of technologies that can detect such violations poses a significant

challenge to academic writing. Patel et al. (2011) also noted that it is becoming

increasingly difficult to capture and compare documents with all available data on

the network in an up-to-date manner. Therefore, the use of AI in academic works

may be considered a form of cheating. This issue raises ethical concerns that need

to be addressed in the academic community.

Causes Low Performance

Based on the general responses of the participants in this study, most of the

participants expressed their concern about the students learning upon using

artificial intelligence. They said that the performance of the students when they rely

on AI will gradually decrease. According to them, while the students’ grades might

increase, their performance will slowly become poor.

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 According to Juma (2021) and Perkins (2023), the use of artificial intelligence

by students in their academic work may or will decrease their performance. The

students will get a higher grade on their homework if they use artificial intelligence

such as ChatGPT, but it will gradually decrease their performance.

The Actions Teachers that will Impose Regarding on the Dependence of

Students Towards Artificial Intelligence (AI)

Based on the general appeal of the participants in this study, most of them

will employ actions regarding the dependence of students towards artificial

intelligence. From the answers of the participants, three (3) major themes emerged,

namely: (1) Minimizing the Usage of Gadgets; (2) Immersing Themselves; and (3)

Warning Students who use AI.

Minimizing the Usage of Gadgets

Results from this study revealed that almost all participants view artificial

intelligence negatively. In line with this, the respondents expressed that they aim to

take action by minimizing the use of gadgets inside the classroom. According to the

respondents, limiting the usage of gadgets is a must to prevent the usage of AI

which the respondents deemed to be a form of cheating.

Artificial intelligence (AI) has been shown to have strengths in improving the

educational process, individualizing learning, and providing objective assessment,

but there is a concern about over-reliance on AI in academic works. Minimizing the

usage of AI in students' academic works can help avoid dependence on the

technology. Therefore, it is important to strike a balance between the use of AI and

traditional methods of learning to ensure that students do not become overly

dependent on technology (Bogdashin et al., 2022).

57
Immersing Themselves

The result of this study shows that participants shared similar responses that

they would explore AI themselves to formulate more effective countermeasures

against the dependence of students. According to them, the participants will use AI

to also check if the students' output is generated by the said technology.

In order for teachers to be able to detect if their students have used artificial

intelligence (AI) in academic works, they need to immerse themselves in AI

education. According to Livingston (2014), teachers can use AI concepts to define

the best features of a writer's writing and use those findings to design quality,

intelligent computer-assisted instruction. However, Lee (2023) found that the lack of

experts to support related education is recognized as the biggest problem with early

childhood AI education. Therefore, policy and institutional support, such as

strengthening teacher training related to early childhood AI education, is required.

Additionally, Zhao et al., (2022) stated that teachers should understand the basic

concepts, knowledge, and instructions about using AI in teaching.

Giving warning to those who Use

As the participants considered artificial intelligence as a form of cheating,

they expressed that if ever they caught their students using it, they would let them

off with a warning. According to them, they would require the students to make an

explanation incase situation like those arise, to know why the students use AI so

they can better formulate countermeasures.

Teachers are increasingly warning their students about their reliance on AI,

as it can replace part of the teachers' work and affect the nature of communication

within the teacher-student-teacher system (Vinechenko et al., 2020).

58
However, it is important to note that the relationship between the teacher and the

machine should be one of cooperation, not replacement and being replaced, under

the premise that teachers give full play to their initiative and innovation (Pua et al.,

2021).

Insights of the Teachers on Students’ Reliance on Artificial Intelligence

After the sharing of thoughts by the participant’s point of view and actions

they’ll impose, comes the realization and insights on the student’s reliance on

artificial intelligence. From their views and opinions, four (3) themes were disclosed

namely; (1) Reliance is Harmful, (2) Responsible Use, (3) Integration of AI in

Education.

Reliance is Harmful

Most participants unanimously perceived that students’ dependence on

artificial intelligence can have a harmful impact on their learning. The respondents

stated that the students should use the AI with responsibility as a sense of

responsibility when comes using the technologies. As the respondents said that the

students should be careful when it comes using the technologies and also the

respondent added that is not bad to use AI as long the student should be

responsible of using it.

The increasing reliance on artificial intelligence (AI) in education has been a

topic of debate in recent years. While some studies have shown positive outcomes,

such as improved learning outcomes and increased access to education (Hutson et

al., 2022). Others have raised concerns about the potential negative impacts on

students' physical and mental development (Lai, 2023). Additionally, Li (2023) found

that college students' attitude towards AI-based systems had an insignificant impact

on their learning motivations and subjective norms.

59
Responsible Use

The participants think of AI as a learning tool in education. As the

respondents said that the AI can also use as an education tool because it can give

you a various information within one click as the AI automatically generate it for you.

According to Pendy (2023), the use of AI in education can provide

personalized learning experiences for students. However, it is important to ensure

that the use of AI is ethical and responsible to ensure that all students have equal

access to the benefits of these technologies (Kamruzzaman, 2023). To achieve this,

clear guidelines and standards for the development and implementation of AI

systems need to be established (Anuyahong, 2023). Akgun & Greenhow (2021)

also emphasize the importance of addressing ethical challenges and dilemmas of

using AI in education. Teachers and students must understand how responsible

technology works and how ethical decisions are made (Uunona, 2023).

Artificial intelligence can be integrated and a tool for learning\

The participants think of AI as a learning tool in education. As the

respondents said that the AI can also use as an education tool because it can give

you a various information within one click as the AI automatically generate it for you.

Artificial intelligence (AI) has the potential to revolutionize the way we learn

and teach. According to Wang (2023), AI can be integrated into educational

administration and learning processes, which can enhance personalized learning,

improve diagnostic accuracy, and facilitate simulation-based training. Salas-Pilco et

al. (2022) also found that AI and learning analytics (LA) can be integrated into

teacher education to enhance teaching and learning activities.

60
Conclusion

The research outcome confirmed Steve (2013) that conducting a study on

the topic supports the argument made by McBride and Schostak (2008), suggesting

that qualitative research methods are more effective in revealing not only

individuals' actions but also the underlying motivations behind them.

Artificial Intelligence has a great impact on students’ education. The negative

impact of AI on students was highlighted, with concerns about laziness and

decreased performance when relying too heavily on AI. However, some teachers

recognized the potential effectiveness of AI in specific academic tasks, such as

research papers and essays.

There were a lot of research related to teacher’s perception on students’

usage of AI, but most of it focuses on the experiences of teachers and also

students. However, in this study, the researchers focused on the perception,

insights and actions to be taken by teachers, this is to gather more valuable and rich

information on students’ reliance on AI.

The researchers were able to persuade the participants to cooperate and

share their perspective through the conduct of In-depth interview. Their responses

completed the researchers’ needed data. Amidst in the conduct of the study, the

researchers followed all necessary measures to ensure correctness of the data with

the support of our adviser. The investigation on teachers’ perception on the reliance

of students on AI has highlighted the significance and the necessity of such study.

61
 Teaching in the modern era requires understanding of technology and

responsibility for the students. Therefore, teachers have a big role in the learning

and education of the students. Results from the teachers’ perspective can provide

insights on the situation and course of action that may become the source of

guidance from the learner’s involved.

Recommendations

Based on the conclusions drawn, the following are recommended:

1. Educational institutions should provide guidelines and training to teachers

on the responsible integration of AI in the classroom. Teachers should be

equipped with the knowledge and skills to effectively use AI as an

educational tool and to guide students in its responsible use.

2. Schools should establish policies and procedures for addressing AI usage

among students. This could include clear rules on when and how AI can

be used, as well as consequences for inappropriate use. Communication

between teachers and students should be encouraged to foster a better

understanding of AI's potential benefits and limitations.

3. further research is needed to explore the long-term effects of AI reliance

on students' learning outcomes and overall educational experience. This

would contribute to the ongoing discussion on the role of AI in education

and inform the development of evidence-based practices and policies.

62
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