Final g11 PR

EXPERIENCES OF STUDENTS IN APPLYING ARTIFICIAL
INTELLIGENCE PROGRAMS FOR ACADEMIC PURPOSES
A Research Paper
Presented to the Faculty of Senior High School Department
Rogationist College
In Partial Fulfillment
of the Requirements in Practical Research 1
BEJOSANO, BRINTTE JANVIER A.

CASAO, OSTLINE ZYANN R.
DE SAGUN, SCHANWEL C.
SANCHEZ, CLIFF BRADLEY
TUAZON, LORENZO DAVID M.
VILLANUEVA, LANCE ISAIAH R.
January 2023
ABSTRACT
This study aims to discover the positive and negative experiences of students in
using artificial intelligence programs for academic purposes including their learnings,
insights, achievements, difficulties, and adjustments. The research utilized the basic
interpretative research design, using in-depth interview in gathering data and thematic
analysis in analyzing the data.
The researchers found out that the students experienced automation in completing
tasks, increased self-efficacy, and encouragement of AI use; however, they also
experienced overreliance, unfamiliarity, confusion, frustration, and opposition to their use
of AI. Furthermore, students discovered AI either through self-discovery or
recommendation from friends which then allowed them to gain a deeper understanding of
the current and future state of AI technology. Additionally, students developed problem-
focused coping and seeking social support from friends to cope with their difficulties.
Therefore, the researchers recommend students to develop a fundamental
understanding of AI, teachers to stay informed and aware of AI programs being used in
the classroom, schools to incorporate AI education into their curriculum, DepEd to
consider introducing AI education to Philippines, and future researchers to conduct more
in-depth studies of students’ experiences using AI for academic purposes.
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APPROVAL SHEET
This study entitled “Experiences of Students in Applying Artificial Intelligence
Programs for Academic Purposes”, prepared and submitted by Brintte Bejosano, Ostline
Casao, Schanwel De Sagun, Bradley Sanchez, Lorenzo Tuazon, and Lance Villanueva
in partial fulfillment of the requirements in Practical Research 1, has been examined and
approved for oral defense.
_________________________
MRS. MARITES D. YAYONG

Practical Research 1 Teacher
RESEARCH REVIEW PANEL
Approved by the committee on oral examination with a grade of _____.
________________________ __________________________
Accepted and approved in partial fulfillment of the requirements in Practical Research 1.
________________________ __________________________
MRS. MARITES D. YAYONG MR. LOUIE SONNY D. RIVERA
Principal Director for Academic Affairs
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ACKNOWLEDGMENT
The researchers wish to express their deepest and profound gratitude to the
following persons for their indispensable contributions which led to the completion of this
study:
To the participants from senior high school students for cooperating, participating,
allowing us to be our respondents in this study.
To Mrs. Marites Yayong, who patiently guided them in conducting this study. From
her lessons to the consultations we had with her, we surely learned a lot. We are also
grateful to her for giving us a strong foundation in conducting the study and writing the
research paper.
To Sir Louie Rivera, for allowing them to conduct the research in Rogationist
College Senior High School Department.
We would like to thank our parents who supported us while doing this study. Thank
you for reminding us to rest and thank you for being someone who we can depend on.
Above all, to the most loving God, without His unfathomable graciousness, mercy,
and providence this study’s accomplishment will be impossible and harder to finish. Thank
you for giving us strength, wisdom, and guidance from the very beginning of conducting
our research.
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TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Abstract iii
Acknowledgement iv
Table of Contents v
List of Tables and Figures viii
CHAPTER 1 - THE PROBLEM AND ITS BACKGROUND
A. Introduction 1
B. Statement of the Problem 5
C. Scope and Limitations of the Study 5
D. Significance of the Study 6
E. Definition of Terms 7
CHAPTER 2 - REVIEW OF RELATED LITERATURE AND STUDIES
A. Artificial Intelligence in Education 8
B. Impact of Artificial Intelligence in Teaching and Learning 11
C. Ethical Considerations in using AI in Education 13
D. Synthesis 15
CHAPTER 3 - METHODOLOGY
A. Research Design 17
B. Research Participants 17
C. Research Instrument 17
D. Data Collection Method 18
E. Data Analysis 19
F. Trustworthiness 19
G. Ethical Considerations 21
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CHAPTER 4 - DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF FINDINGS
A. Demographic Profile of the Participants 24
B. Method of Data Analysis 25
C. Positive Experiences in using Artificial Intelligence (Core Category) 25
D. Theme 1: Learning with Artificial Intelligence for Academic Purposes 26
• Category 1: Task Assistance 27
• Category 2: Positive Effects on Student’s Attitude 28
E. Negative Experiences in using Artificial Intelligence (Core Category) 29
F. Theme 1: Learning with Artificial Intelligence for Academic Purposes 29
• Category 1: Student’s attitude on using AI programs 30
• Category 2: Performance of AI programs 32
G. Source of Information about AI Programs (Core Category) 33
H. Theme 1: Self - Discovery 33
• Category 1: Visual Media 34
• Category 2: Own Resources 35
I. Theme 2: Recommendations 36
• Category 1: Friends 37
J. Integration of AI Education in the School's Curriculum (Core Category) 38
K. Theme 1: School’s preparation of students for modern AI technologies 39
• Category 1: Absence of AI Implementation in teaching 39
• Category 2: Implementation of AI education 41
L. Theme 2: Teacher’s attitude on AI in education 41
• Category 1: Supportive of AI use 42
• Category 2: Opposed to AI use 43
• Category 3: Overreliance on AI use 45
M. Learnings and Insights based on Experiences in using AI Programs (Core 46
Category)
N. Theme 1: Realizations on using Artificial intelligence programs 46
• Category 1: Present of AI 47
• Category 2: Future of AI 48
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• Category 3: Dependency on AI 50
O. Solutions Applied on Problems encountered in using AI Programs 51
P. Theme 1: Coping Mechanisms used by students 51
• Category 1: Problem-focused coping 52
• Category 3: Social support 53
CHAPTER 5 - SUMMARY, FINDINGS, CONCLUSIONS,
RECOMMENDATIONS
A. Summary of the Study 55
B. Summary of Findings 56
C. Conclusions 58
D. Recommendations 60
BIBLIOGRAPHY 62
APPENDICES
A. Letter to the Principal 73
B. Letter to the Participants 74
C. Informed Consent Form 75
D. Interview Guide 78
E. Transcript of the Interview 79
F. Coding 99
G. Curriculum Vitae 115
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LIST OF TABLES & FIGURES
Table Page
1 Demographic Profile of the Participants 24
2 Learning with Artificial Intelligence for Academic Purposes 26
3 Learning with Artificial Intelligence for Academic Purposes 30
4 Self - Discovery 34
5 Recommendations 37
6 School's preparation of students for modern AI technologies 39
7 Teacher’s attitude on AI in education 42
8 Realizations on using Artificial Intelligence programs 47
9 Coping Mechanisms used by students 52
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Computer science is perhaps the fastest-evolving field in science. Technology
trends are becoming more powerful, new programming languages are developed, and
new opportunities emerge for technology advancements. Technology plays a significant
role in our daily lives in this modern age. Every aspect of our everyday life that involves
technology has the purpose of making our lives easier, and it depends on making
computers smarter and capable through innovations. Karimov and Karimova's study
entitled "The Importance of Innovative Technologies in achieving Educational
effectiveness" (2021) states that innovation technologies and information technologies
have been on of important tasks in integrating in education and teaching; because modern
technologies help the youth to gain knowledge, to learn independently, to analyze and
make conclusions on the knowledge they gained.
AI or artificial intelligence, is one of the areas of computer science that is advancing
the quickest. It has long been the subject of discussion and intrigue, but only recently has
it started to enter the mainstream. Artificial intelligence is the theory and development of
computers that mimic human intelligence and senses, including voice recognition,
decision-making, and language translation (Joiner, 2018). Technology has been through
a revolution thanks to artificial intelligence. Use of artificial intelligence in education has
had a major impact, including improved efficiency, global learning,
customized/personalized learning, smarter content, and improved effectiveness and
efficiency in education administration among others (Chen et al., 2020). The purpose of
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artificial intelligence will keep expanding as time passes by like AI services and programs
such as digital image generating AI, text generating AI tools, and those that are mainly
used for education like learning management systems.
Artificial intelligence programs are designed to perform a set of tasks automatically,
often with little or no human intervention required on behalf of the user. AI programs can
help students achieve their academic goals by automating tasks such as writing and
media related projects that are quickly and efficiently done. Tools like spelling and
grammar checkers, content and writing generators, image background removers,
plagiarism checkers, and learning management systems are a few examples of AI
programs used by students. UNESCO, or The United Nations Educational, Scientific, and
Cultural Organization (2022), states that the connection between AI and education
involves three areas: learning with AI (e.g. the use of AI-powered tools in classrooms),
learning about AI (its technologies and techniques), and preparing for AI (e.g. enabling all
citizens to better understand the potential impact of AI on human lives).
A fair number of resources have been invested in more research and
advancements for artificial intelligence in the Philippines for it to be applied in the industry
to make it able to sustain and improve itself. The Department of Trade and Industries’ AI
roadmap seeks to provide direction on the use of AI to sustain local industries’ regional
and worldwide competitiveness, as well as identify priority areas for government, industry,
and broader society to invest time and resources in both research and development and
technology application (Hani, 2021). The Department of Trade and Industries may have
already invested a lot into the tech field, but the implementation of artificial intelligence in
the country’s education has been incompetent and inefficient. In particular, the high cost
of data, sharing of gadgets with siblings or parents, and lack of interaction during classes,
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as well as the failure of educational assessment methods to accurately gauge student
progress and identify learning losses have put pressure on the country's educational
system (Cruz, 2022).
The use of AI in education is not only widely recognized in the Philippines but also
around the world. For example, the use of AI in education in China focuses on an
environment of contemplation on the relationship between AI and human intellect, human-
machine cooperation, and joint growth of the future has led to the setting of this
educational objective (Yang, 2019). This leads to the conclusion that the education in
China ensures the well-rounded development of students in China by the equal weighting
of improving pupils' skills and thinking quality. On the other hand, unique approaches to
education can be seen in Bangladesh because of its use of an education system that
incorporates augmented reality and virtual reality. According to Khan et al. (2021), the use
of virtual reality enables people to learn processes hands-on in a lifelike simulated
environment without any equipment, and the use of augmented reality explains course
content in great detail as well as shows a real-time, computer-generated 3D model so that
students can interact with it to fully grasp the subject. Through the education system of
Bangladesh that uses AI, students can interact with their textbooks by 3D models,
animation, and virtual reality. Students can watch educational video lectures, and can
perform better by listening to AI study instructor’s advice.
The implementation of AI in education in the Philippines and abroad are different
in terms of how AI is implemented as shown in several researches (Yang, 2019; Khan et
al., 2021; Padma & Rama, 2022). Although, the experiences of students in both settings
depend on their attitude and willingness to learn towards AI in education. For the students
to fully benefit from AI in education, participants should be willing to improve, express
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optimism and believe that AI will have a beneficial effect such as the Turkish dental
students surveyed in the research of Yüzbaşıoğlu (2020) entitled "Attitudes and
perceptions of dental students towards Artificial Intelligence".
Rogationist College is a private institution that commits itself to offer a balanced
and technically-oriented curriculum, as well as excellent instruction, learning environment
and facilities. To fulfill this mission, implementation of artificial intelligence can be seen in
their Learning Management System. The LMS used in Rogationist College is GAScloud
Technology Solutions’ GAScloud LMS. GAScloud LMS is a single platform where teachers
can create and manage course content, combining self-paced activities and live virtual
class sessions. Teachers can plan schedules and management deadlines for module
completion. It also uses various types of learning resources, quizzes and educational
activities. (GAScloud Technology Solutions, 2022). The system implements AI technology
by its application of real-time spell checking, text to speech feature, and tab switching
detector that notifies the switching of tabs during online assessments.
The purpose of this study is to further knowledge of how artificial intelligence may
be used for academic purposes and the advantages it offers students who use it.
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Statement of the Problem
The purpose of this study is to discover the experiences of students in using
artificial intelligence programs for academic purposes. At this stage in the research, the
experiences will be generally defined as the positive and negative experiences of the
students, including their learnings, insights, achievements, difficulties, and adjustments.
Specially, the researchers will try to answer the following questions:
1. What are the experiences of the students in terms of:
1.1 Learning with AI? (Usage of AI for academic purposes)
1.2 Learning about AI? (Source of knowledge about AI)
1.3 Preparing for AI? (How the school prepares students on modern AI
technologies)
2. What are the challenges they encountered from these experiences and how did they
deal with them?
3. What are their learnings or insights about their experiences?
Scope and Limitations of the Study
This study is focused on how artificial intelligence affects students in terms of using
it for academic purposes. This study also aims to improve the understanding of data
science in the field of technology, specifically artificial intelligence and to share the
endless ideas that the programs can provide to people.
This study is limited to students who used artificial intelligence programs. The
information given might also vary depending on how each student uses or implies artificial
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intelligence for their own academic purposes.
Significance of the Study

This study will be a significant endeavor to the following:
Students. Students would benefit from this research since they might learn how to
use AI to improve their academic performance. They can integrate the use of AI in their
daily lives to improve their quality of life. Through this research, they can also teach others
about the knowledge that they will learn from this topic.
Teachers. Teachers who haven’t yet used AI programs to teach students can
benefit from this research. This research can help teachers do their tasks easily and
efficiently, which then enhances the teaching and learning experience.
Schools. Schools may decide what to include in their educational curriculum by
finding out how much data their students know about artificial intelligence. Through this
research, the school can see and recommend AI programs that can further help students
in their studies. This new technology can advance the methodology of teaching in schools.
Technology industry workers. Technology industry workers may use the
experience of the respondents to improve their current and future user interface systems.
As people use the AI programs for their benefit, AI program developers receive feedback
and suggestions on how they can improve their program. Through this research, AI
program developers can learn and analyze the experiences of students that use AI
programs. Besides technology industry employees, aspiring technology workers can also
gain more information about the use and importance of AI in the corporate world.
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Definition of Terms
Artificial Intelligence (AI). This term is defined as ‘a field of science and
engineering concerned with the computational understanding of what is commonly called
intelligent behavior, and with the creation of artifacts that exhibit such behavior’ (Shapiro,
2003).
Computer Science. It is the discipline that seeks to build a scientific foundation for
such topics as computer design, computer programming, information processing,
algorithmic solutions of problems, and the algorithmic process itself (Brookshear & Brylow,
2019).
Learning Management System. This term refers to a software application for the
administration, documentation, tracking, reporting, automation, and delivery of
educational courses, training programs, materials or learning and development programs
(Ellis, 2009).
User Interface. This is the software component of an application that translates a
user action into one or more requests for application functionality, and that provides to the
user feedback about the consequences of his or her action (Myers & Rosson, 1992).
Virtual Reality. It is a simulated 3D environment that enables users to explore and
interact with a virtual surrounding in a way that approximates reality, as it is perceived
through the users' senses. (Sheldon, 2022)
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Chapter 2
REVIEW OF RELATED LITERATURE & STUDIES
Artificial Intelligence in Education
People now live in a very different world thanks to technology. It has altered and
reshaped many aspects of living. In the emergence of technology in the world, technology
has affected and continues to affect the field of education. As known by many, technology
plays a big role in the development and simplification of daily activities in people’s lives.
Since computers have been used in schools, it has been simpler for teachers to convey
knowledge and for pupils to learn it. According to a study conducted by Raja and
Nagasubramani (2018), the use of technology has made teaching and learning more
enjoyable.
Artificial intelligence, a branch of technology, is seen as a great medium for
teaching and learning. The interest and moral of students and teachers in the integration
of AI in learning is related to how effective the integration will be. Innovative ways are
being used and continually introduced for easier and more effective lectures in the
classroom and even in online learning programs. Similarly, with the use of modern
equipment technology and tools, the learning and interactivity of students increases (Raja
& Nagasubramani, 2018). Other than that, AI can continually enhance and maximize
learning, create an atmosphere that encourages kids' passion, initiative, and creativity
(Colchester et al., 2017; Yang & Bai, 2020). Several people have used AI in the sphere of
education and it has demonstrated significant application benefits, which has a significant
impact on the teaching process and effective classroom control.
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Innovation in technology is a key supplier of sustainable development in the
education sector. In institutions for education, technical advancement and integration are
important resources for a sustainable future and educational initiative. In order to advance
the learning strategy of higher education, changes have to be made and accepted.
Popenici and Kerr (2017) stated that artificial intelligence is currently progressing at an
accelerated pace, and this already impacts on the profound nature of services within
higher education. The continuous development of AI shows the potential of AI integration
in providing a promising future to education. With the acceptance and help of teachers,
AI can serve as a tool to achieving the ideal quality education.
Artificial intelligence evolved throughout the years from its emergence, and with its
evolution came the introduction of new AI systems such as DALL·E 2 and GPT-3. DALL·E
2 is a new AI system developed by OpenAI in 2021, that can create original, realistic
images and art from a text description. It is an AI system that is especially useful for
students to be inspired by the artwork and incorporate this into their own work. Another AI
program developed by OpenAI is GPT-3, a neural network machine learning model that
can produce any kind of text after being trained using internet data. This program only
needs a tiny quantity of text as an input to produce huge amounts of accurate and complex
machine-generated text. Through GPT-3, students and teachers can easily expand their
knowledge about a certain topic and take inspiration in writing.
Students and teachers will be able to connect with technology in human-like ways
thanks to artificial intelligence. An AI technology that is already being used in education is
assistive technology. It aims to help people improve the quality of a body of text; therefore,
teaching and improving the vocabulary and communication skills of the user. Popenici
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and Kerr (2017) explained assistive technology and how it can be applied in education:
Assistive technologies—such as text to speech, speech to text, zoom capacity,
predictive text, spell checkers, and search engines—are just some examples of
technologies initially designed to assist people with a disability. The use of these
technological solutions was later expanded, and we find them now as generic
features in all personal computers, handheld devices or wearable devices. These
technologies now augment the learning interactions of all students globally,
enhancing possibilities opened for teaching and design of educational experiences.
(p. 5)
Besides assistive technology, another widely used AI program is the Learning
Management System or LMS. Ellis (2009) defined LMS as a software application for the
administration, documentation, tracking, reporting, automation, and delivery of
educational courses, training programs, materials or learning and development programs.
It can provide means for the interaction of students and teachers through the internet. The
LMS is composed of multiple AI programs which are used for the benefit of students and
teachers. Examples of these AI programs include machine learning, which is in charge of
dealing with and monitoring student performance, and data analysis, which discovers
student patterns that permit categorization, and so produce an adaptable model that is in
line with the requirements of each student (Villegas et al., 2020). Learning and enhancing
student performance is prioritized by combining these technologies with the LMS. In
addition, it is an alternative that is used as a response to the ongoing COVID – 19
pandemic that is preventing the traditional interaction between students and teachers in
basic and higher education.
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Finally, the use of AI is in need of the balance of its benefits and risk in order to
achieve its maximum potential in terms of its contribution to education. UNESCO (2021)
stated that the possibilities that the AI has a potential to achieve is limited by ethics, such
as issues centered on informed consent, the management of data, and perspectives on
data. Any application of AI in educational contexts should properly address these many
data issues, together with other issues specific to education.
Impact of Artificial Intelligence in Teaching and Learning
Artificial intelligence has a wide range of benefits and consequences on teaching,
specifically. According to Fahimirad and Kotamjani (2018), artificial intelligence can: (1)
automate grading in educational context, (2) give students and lecturers constructive
feedback, and (3) alter the role of teachers.
The convenience, reliability, efficiency and consistency of artificial intelligence in
automated grading in educational context could save the lecturer’s time and this time
could be used for more professional work such as interactions with the learners. The
constructive feedback given by AI could help the lecturers since AI has the potential to
determine if a course is successful. AI could track and monitor students’ activities without
the help of the lecturers themselves and will be able to use that data to create proper
feedback. Lastly, the altering of teachers by AI could help the lecturers focus more on
more professional tasks. Improving AI may also let it fill in more professional tasks and be
a substitute in teaching.
Artificial intelligence also has a variety of consequences, not just benefits. A study
entitled “Teachers’ Trust in AI-Powered Educational Technology and a Professional
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Development Program to Improve It” by Cukurova et al. (2022) has proved that numerous
instructors have negative perceptions related to AI which increases the suspicion and
willingness to accept automated recommendations and worsens perceptions and
misconceptions. Additionally, increase in distrust between AI and instructors might have
been because of human bias and heuristics of judgment under uncertainty which includes
the negative factors such as the instructor’s lack of knowledge about Artificial Intelligence
(Tversky & Kahneman, 1973). According to Nickerson (1998), belief, perseverance and
confirmation bias will be the main reasons why instructors will further refuse to implement
AI in education. Finally, AI cannot be a replacement for teachers according to Bengio et
al. (2013) mainly because of the limitations of the algorithms that would affect every aspect
of human lives. Consequently, we should seek out answers in the field of computer
science related to education then, technology will be a common solution through
advancements.
In terms of artificial intelligence’s impact in learning, Laura and Chapman (2009)
stated that education technology assists students who frequently feel excluded from the
traditional educational system by enhancing their performance through access to
computers and the internet. This will generally be understood as we live in a “technological
society” whereas technological devices are a necessity for living in this day and era. AI
systems have been created to aid students in the learning process; in this setting, kids
find the trial-and-error process to be considerably less scary. Since AI systems give
students a learning environment that is largely free from criticism, AI tutors can also make
recommendations to improve students' performance. In fact, because AI usually learns by
making mistakes, it is thought of as the ideal system for learning.
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In a study by Schofield et al. (1989), “Artificial Intelligence in the Classroom: The
Impact of a Computer-Based Tutor on Teachers and Students” states that students have
a marked increase in task-related effort and involvement. This change appeared to be
due to an increase both in the students' enjoyment of the class and in the level of peer
competition.
On the downside of AI adaptation to students, learners may be more or less aware
of the nature of the data being collected. As users interact with these platforms, data about
the users is collected. Other more contemporary systems receive data from sources other
than keyboard, mouse, and screen inputs, such as cameras, microphones, and wearable
devices. This could be gathered via the interaction with the teaching interface as part of
learning exercises.
Artificial intelligence solutions relate to tasks that can be automated, but cannot be
yet envisaged as a solution for more complex tasks of higher learning (Tsur et al., 2010).
The numerous attempts that are limited to basic fixes based on algorithms that can search
factors like a recurrent use of punctuation marks, usage of capital letters, or important
phrases highlight how difficult it is for supercomputers to recognize irony, sarcasm, and
humor. With this knowledge, we may conclude that artificial intelligence in education is
not entirely reliable and that it may have an impact on students' learning.
Ethical Considerations in using AI in Education
One of the biggest ethical issues surrounding the use of AI in K-12 education
relates to the privacy concerns of students and teachers (Regan & Jesse, 2018). Privacy
violations mainly occur as people expose an excessive amount of personal information
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on online platforms. Although existing legislation and standards exist to protect sensitive
personal data, AI-based tech companies’ violations with respect to data access and
security increase people’s privacy concerns (Murphy et al., 2019). AI systems request
users' permission before accessing their personal data to alleviate these worries. Many
people give their consent without understanding or taking into account the extent of the
information that they are sharing, such as the language spoken, racial identity,
biographical information, and location, despite the fact that consent requests are intended
to be protective measures and to help alleviate privacy concerns.
Another ethical concern surrounding the use of AI in education is surveillance or
tracking systems which gather detailed information about the actions and preferences of
students and teachers. Through algorithms and machine-learning models, AI tracking
systems not only necessitate monitoring of activities but also determine the future
preferences and actions of their users (Regan & Jesse, 2018). While keeping an eye on
and patrolling students' online behavior may be seen as a teacher's duty and a
pedagogical tool to address potentially dangerous situations (such as cyberbullying or
exposure to sexual content), such actions can also be viewed as intrusive surveillance
that endangers students' privacy. Students' engagement in the learning activity may be
limited as a result of monitoring and tracking their online interactions, and this may prevent
them from taking responsibility for their ideas.
Technological advancements have made tools and products such as AI writing
software available to students that make writing easier by helping students automatically
paraphrase texts and even write essays. On the other hand, such programs help lazy
students ‘cheat’ the system, allowing them to outperform other students without actually
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putting in any effort. Baquero (2022) stated that:
Text generated by AI tools, such as GPT-3, has seen an impressive increase
in quality, and the AI-generated text is now hard to distinguish from human-
generated text. Some people argue that using AI-generated text is cheating, as it
gives the user an unfair advantage. However, others argue that AI-generated text
is simply another tool that can be used to improve writing. (par. 2)
Additionally, if teachers have no way of discerning AI-written text from actual text
written by students, current grading systems will lose their rationale and legitimacy.
Teachers are also given more work when identifying content that was created by a
machine because these tools can defeat plagiarism detection software and require more
thorough examination.
Synthesis
In recent years, artificial intelligence (AI) has begun to have a significant impact in
many different areas, including education. AI is providing new opportunities for enhancing
teaching and learning in a variety of ways, from helping to personalize instruction to
automating grading and providing feedback. The use of artificial intelligence in education
is nothing new. In fact, AI has been used in educational applications for many years now.
However, its use has been limited to certain tasks such as grading and providing feedback
to students. But with the advances in AI technology, we are now seeing AI being used for
much more than that.
There is no doubt that AI can bring about many benefits for the education sector.
For instance, AI-based technologies can be used to personalize learning for each
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individual student, to develop more effective and efficient teaching methods, and to help
reduce the burden on teachers. However, there are also some potential risks associated
with the use of AI in education. These risks include the negative perceptions and distrust
of teachers in AI, the potential for data privacy breaches, and inaccurate teaching
performance of AI. Overall, there are both positive and negative effects of AI in education.
However, the positive effects appear to outweigh the negative effects. As AI continues to
evolve, it is likely that its impact on education will only grow.
With the rapid development of artificial intelligence (AI), ethical concerns have
arisen regarding its use in education. Ethics are an important consideration in the use of
AI in education. The potential benefits of AI need to be balanced against the potential risks
in order to ensure that AI is used in a way that is beneficial to all students. It is important
to consider the ethical concerns that arise when using AI in education; however, these
concerns should not be used to justify a complete ban on AI in education. Instead, ethical
guidelines for the use of AI in education should be implemented. These guidelines should
focus on ensuring fairness, privacy, and data security for all students.
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Chapter 3
METHODOLOGY
Research Design
The research design to be utilized in this study is the basic interpretative research
design. More typically utilized in qualitative research investigations, the fundamental
interpretative technique tries to find phenomena being molded by human experiences. It
makes use of these experiences obtained from participants to assess the presented data
subjectively instead of creating a hypothesis. The techniques for gathering the data in
question include observations and interviews. The researchers chose this approach in
order to adequately explain student experiences and difficulties as well as the role of
artificial intelligence in education. This strategy will also aid in identifying the various ways
that students employ artificial intelligence in their academic pursuits.
Research Participants
The targeted participants in this study are students who use AI for academic
purposes. Parahoo (1997) described purposive sampling as a method of sampling where
the researcher deliberately chooses who to include in the study based on their ability to
provide necessary data. Purposive sampling is also known as judgmental, selective, or
subjective sampling.
Research Instrument
The questionnaire to be used in the study will contain questions about the
experiences of students in terms of learning about AI, learning with AI, preparing for AI,
challenges they encountered and how they dealt with it, and their learning or insights
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about it. These questions are based on the goal of the study, which is to discover the
experiences of students in using artificial intelligence programs for academic purposes.
The experiences will generally be characterized as the students' positive and negative
experiences, including their insights, accomplishments, and challenges. To validate the
process of the instrument, the researchers will ask for assistance from the practical
research subject teacher. The role of the researchers will be assessing the experiences
and learnings of the participants, as well as transcribing and interpreting the data.
Data Collection Method
The in-depth interview was used by the researchers to collect data. In-depth
interviews are face-to-face, long-duration interviews done to achieve certain objectives.
An in-depth interview, also known as a one-on-one interview, is a technique for gathering
more thorough information or gaining a deeper grasp of a subject or concept. Since an in-
depth interview is considered a qualitative method of data collection, it is also referred to
as qualitative interviewing (Showkat & Parveen, 2017).
Before the interview was conducted, it was required to acquire the principal’s
approval to conduct the study. Face-to-face interviews will be used by the researchers to
communicate with the interview subjects. An interview should be scheduled, especially
during free class hours or when the interviewees would be available. The researchers will
then identify themselves and explain how the interview will be conducted to the senior
high school participants before gathering data by recording the interview's voice.
18
Data Analysis
The researchers will use thematic analysis as a method for studying qualitative
data that comprises examining a data set for repeating patterns, understanding them, and
reporting them (Braun and Clarke, 2006). It is a way of describing data, but it also includes
interpretation in the selection of codes and the creation of themes. The first step is
familiarizing the data, in which researchers will read and reread the transcripts. The
second step is generating the initial codes. The researchers will begin to organize the
data in a meaningful and methodical manner at this phase. The researchers will code
each segment of data that is relevant to or captured something interesting about the
research questions. The third is searching for themes. In this step, the researchers will
examine the codes to see if it is clearly fitted together into a theme. The data will be
collated into an initial theme called the purpose of feedback. Fourth, reviewing themes.
During this phase, the researchers will review, modify and develop the preliminary themes
that they identified in the third step. At this point, it is useful to gather all the data that is
relevant to each theme. Fifth, defining themes. In this step, the researchers will identify
the essence of what each theme is about (Braun & Clarke, 2006, p.92). Finally, the last
step is a write-up in which the researchers will write a summary of the data collected.
Trustworthiness
The degree of confidence in data, interpretation, and methods used to assure the
quality of a study is referred to as trustworthiness (Connelly et al., 2016). It has four key
components: credibility, transferability, dependability, and confirmability.
19
Credibility
Credibility is the level of trust that is placed in the accuracy of the study results.
The study results' credibility is determined by whether the researchers reflect believable
information derived from the participants' original data and if they are a correct
interpretation of the participants' original opinions (Korstjens & Moser, 2017). Thus in this
study, the researchers will establish credibility by ensuring that the findings are plausible
information drawn from the participants’ original data and represent a correct
interpretation of the participants’ original views.
Transferability
Transferability refers to the extent to which a study discovery can be used in a
variety of circumstances and studies. As a result, it can be used in place of concepts like
generalizability and external validity (Lutter et al., 2021). The researchers will clearly
describe the research setting and the important assumptions that led to the study.
Dependability
The degree to which research procedures are recorded, allowing someone outside
the study to observe, audit, and evaluate the research process, is called dependability
(Polit et al., 2006; Streubert 2007). Dependability will be established in this study by
checking for errors in the conceptualization of the study, collection of the data,
interpretation of the findings, and report of the results.
Confirmability
Confirmability refers to demonstrating that the data and interpretations of the
findings are clearly drawn from the data and are not the result of the inquirer's imagination
20
(Lutter et al., 2021). Throughout the study, the researchers will document the techniques
for checking and rechecking the data to ensure confirmability.
Ethical Considerations
Researchers must ensure that the participants are safe from harm and any
unnecessary stress during the study. Therefore, ethical considerations must be adhered
to at all times. This will help to avoid unwanted research dilemmas such as compromising
the validity and trustworthiness of the data that is collected (Bouma et al., 2004).
Consent
Informed consent is a continuous communication process that takes place
between researchers and participants to ensure that they are comfortable participating in
the study. It permits potential research participants to freely offer their involvement in the
study without fear of reprisal or excessive pressure (Frey, 2022). In this study, the
researchers will ask for consent from the participants by including a consent form before
having them answer the survey provided for this study. Moreover, the researchers will not
disclose any information without the permission of the participants.
Confidentiality
Confidentiality is defined as a situation in which a researcher is aware of a study
subject's identity but takes precautions to prevent that identity from being revealed to
others (Understanding Confidentiality and Anonymity, 2021). In this study, the
researchers will show confidentiality by not revealing the participants’ names.
Beneficence
Beneficence is commonly used to refer to acts of compassion or generosity that
go beyond the call of duty. As complementary formulations of beneficent activities in this
21
view, two broad norms have been formulated: (1) do no harm and (2) maximize available
benefits while minimizing possible harm (Office for Human Research Protections, 2018).
Participants will be protected against exploitation by researchers. Any information
submitted by participants as a result of their participation in the study will be kept private.
Respect for Persons
Respect for persons is the acknowledgment of a person as an autonomous,
independent, and free individual. It implies that researchers acknowledge that everyone
has the right and ability to make their own choices (Research Ethics Training Curriculum
for Community Representatives, 2022). In this study, the researchers will let the
participants decide for themselves, and will not force them to share sensitive information
for the sake of the study.
Justice
Justice is connected with the notion of fairness. It is the responsibility of
researchers to guarantee that the methods used to choose study participants are fair
(Gelling, 2015). The researchers will show justice by choosing participants based on the
needed data for this research. Moreover, the researchers will maintain fairness to the
participants and will value them more than the objectives of this study.
22
Chapter 4
DATA ANALYSIS, PRESENTATION, AND DISCUSSION OF THE FINDINGS
This chapter presents the analysis, interpretation of data gathered, and the
information to answer the questions raised.
The experiences of students in applying artificial intelligence programs for
academic purposes were known and portrayed in this study. The analysis of the qualitative
data collected during the interview is shown in this chapter.
Data were gathered by doing a one-on-one interview through Zoom and
Messenger. The researchers asked for the consent of the participants before they shared
their experiences and learnings in applying artificial intelligence programs for academic
purposes.
Participants were asked to answer the following research questions:
technologies)
deal with them?
Furthermore, the participants were asked to give their demographic profiles. The
findings suggest that the students' experiences and learnings from applying artificial
23
intelligence programs for academic purposes have resulted in the development of their
own unique techniques for using AI in academics.
Demographic profile of the Participants
Participants were requested to give biographical data to be able to participate in
this study titled, "Experiences of Students in Applying Artificial Intelligence Programs for
Academic Purposes".
Table 1 Demographic Profile of the Participants
PARTICIPANT SEX GRADE LEVEL
1 Male Grade 11
2 Male Grade 11
3 Male Grade 11
4 Female Grade 11
5 Female Grade 11
6 Female Grade 12
Table 1 shows the demographic profile of the students that uses artificial
intelligence programs for academic purposes. Finding shows that three participants were
male and three participants were female. Five participants are in Grade 11 while one
participant is in Grade 12.
24
Method of Data Analysis
Following the collection and gathering of data and answers from the participants, the
researchers came forth with the interpretation of experiences of the students that uses
artificial intelligence programs for academic purposes. It was done by comprehending,
comparing, and contrasting each of the answers regarding their experiences. It
incorporates understanding, dissecting, coding, and categorizing the information given by
the participants. The researchers classified which of the responses given by the
participants were in meaning or detailed. The researchers studied and scrutinized the
information first before determining their integral coding. After the analysis investigated,
evaluated, and arranged the conclusions, they classified the integrated coding as specific
coding with the application of Microsoft Word. The researchers utilized thematic analysis
in deciding the code from the data. Formulated upon the data and the transcript, the
researchers came up with 5 core categories which are the Positive Experiences in using
Artificial Intelligence, Negative Experiences in using Artificial Intelligence, Source of
Information about AI Programs, Integration of AI Education in the School's Curriculum,
and Learnings and Insights based on Experiences in using AI Programs. The findings that
the researchers came up with were constructed on the comprehended and interpreted
data that the participants specified.
POSITIVE EXPERIENCES IN USING ARTIFICIAL INTELLIGENCE
A literature review was done to provide background regarding the positive
experiences of senior high school students in terms of the impact of using AI programs in
academics.
25
The researchers identified one theme:
• Learning with Artificial Intelligence for Academic Purposes
The findings of this study showed that participants had positive experiences with AI in
education. However, the experiences varied among participants.
Each of these themes will be discussed and illustrated by meaning units and supported
by a literature control. Operational definitions are given for each category.
Theme 1: Learning with Artificial Intelligence for Academic Purposes
In this part, the positive experiences of students in applying AI programs in
academics will be discussed.
The findings in this study showed (2) two positive experiences of students in
application of AI programs in academics. The researchers identified the theme that
emerged based on the response obtained. The categories that emerged are: Task
Assistance and Positive Effects on Student’s Attitude.
Under this theme, the researchers identified the positive impacts of using AI for
academic purposes on students using the answers taken by an interview thru Zoom and
Messenger.
Table 2 Learning with Artificial Intelligence for Academic Purposes
Categories Subcategories
Task Assistance • Spelling and Grammar editing
• Media editing
• Plagiarism checking
26
• Brainstorming ideas
• Writing essays
• Source of Information
• Time Management
Positive Effects on Student’s Attitude • Being Efficient
Category 1 Task Assistance
Operational Definition: Task assistance is defined in this study as the act of providing
assistance or support to an individual in completing a specific task or set of tasks.
A male student said,
“ … helping me to correct my spelling and grammar when writing research, as well

as with the use of image background removers that will ease my job in VGD, and it
is very useful for finding out if the written study I’m currently viewing is plagiarized or
not …” – P1
Another male student said,
“ … it makes transposing of words easier, the checking of grammar,

the checking of spelling, or the length of words and sentences that I
use …” – P3
27
And a female student said,
“nakatulong talaga siya sa time management ko, dito din nanggaling yung mga
some inspiration tapos yung mga ideas napadali talaga niya yung buhay ko…”
(it really helped me with my time management. This is also where some of my
inspirations, ideas come from, it really does make my life easier.) – P6
Therefore, students who use AI for academic purposes are impacted by assistance
on tasks like spelling and grammar editing, media editing, plagiarism checking,
brainstorming ideas, writing essays, and being a source of information. Furthermore, the
study revealed that AI also helps students with time management, by automating repetitive
and time-consuming tasks, allowing students to focus on more important and complex
tasks. This finding confirms the study conducted by Fast and Horvitz (2016) that identified
success indicators for how AI influences society such as: improving student learning and
making human labor simpler or freeing humans from the need to work at all.
Category 2 Positive Effects on Student’s Attitude
Operational Definition: Positive Effects on Student’s Attitude is defined in this study as the
beneficial changes in a student's mindset and behavior.
A female student said,
“ … learning with AI has made me more

efficient.” – P6
Therefore, incorporating using AI programs for academic purposes can positively
impact the efficiency of students in completing tasks. This finding highlights the impact
28
that AI can have on students' efficiency, which is further supported by the research
conducted by Chen et al. (2020) that found that AI has a wide range of benefits in
education, including improved efficiency, global learning, customized/personalized
learning, smarter content, and improved effectiveness and efficiency in education
administration. Together, these findings demonstrate the significant impact that AI can
have on the education system and the benefits it can bring to students' academic
performance and efficiency. Thus, both findings point to the positive effects of AI on
students' efficiency in the classroom.
NEGATIVE EXPERIENCES IN USING ARTIFICIAL INTELLIGENCE
A literature review was done to provide background regarding the negative
experiences of senior high school students in terms of the impact of using AI programs in
academics.
• Learning with Artificial Intelligence for Academic Purposes
The findings of this study showed that participants had negative experiences with AI in
education. However, the experiences varied among participants.
Theme 1: Learning with Artificial Intelligence for Academic Purposes
In this part, the negative experiences of students in applying AI programs in
academics will be discussed.
29
The findings in this study showed (3) three negative experiences of students in
application of AI programs in academics. The researchers identified the theme that
emerged based on the response obtained. The categories that emerged are: Negative
Effects on Student’s Attitude, Performance of AI programs, and Student’s attitude on using
AI programs.
Under this theme, the researchers identified the negative impacts of using AI for
academic purposes on students using the answers taken by an interview thru Zoom and
Messenger.
Table 3 Learning with Artificial Intelligence for Academic Purposes
Student’s attitude on using AI programs • Overreliance
• Unfamiliarity
• Confusion
• Frustration
Performance of AI programs • Unreliability
• Showing unexpected results
Category 1 Student’s attitude on using AI programs
Operational Definition: Student’s attitude on using AI programs is defined in this study as
the negative perceptions and feelings that students may have towards the use of AI in
their academics.
30
“ For the negative side, I’m relying more on the

AI programs. – P2
“ The negative is my unfamiliarity about it because sometimes, like an example of it is it’s

your first time using it and you are not really tech-savvy. What’ll happen is you’ll likely be
confused, you don’t know what’s the first step, and sometimes, when you no longer know
what to do, you’ll end up frustrated..” – P3
“My negative experience is when I’m relying too much on AI to

check my essay instead of actually manually checking it…” – P5
Therefore, overreliance, confusion, and frustration are attitudes that students may
gain from using AI programs in academic purposes. The research finding by Kim & Lee
(2020) that "artificial intelligence education experience negatively influenced the students’
attitudes toward artificial intelligence" supports and confirms this finding that "overreliance,
confusion, and frustration are attitudes that students may gain from using AI programs in
academic purposes." This is because both findings point to the potential negative effects
of AI on students' attitudes and experiences in the classroom, with the study by Kim & Lee
(2020) indicating that students' attitudes towards AI can be negatively impacted by their
experiences with AI-assisted learning.
31
Category 2 Performance of AI programs
Operational Definition: Performance of AI programs is defined in this study as the overall
effectiveness and accuracy of AI-assisted learning tools in achieving their intended goals.
“It was really helpful pero sometimes, for me, based on experience, it’s unreliable
minsan, and then it doesn’t show expected results, kasi minsan kase alam mo
yung may idea tayo at gusto natin makita, pero we just can’t form the words into
sentences and sometimes we want to say that with the AI, but hindi natin
nakikita.”
(It was really helpful sometimes, but based on some of my experiences, it can be
unreliable as well as it doesn’t always show expected results. Because there are
times when we have ideas and we want to see it, but we just don’t know how to
form the words into sentences and sometimes, we want to say that with the AI,
but we don’t see it.) – P6
Sijing & Lan (2018) highlights the lack of ability for AI to judge information leads to
the possibility of it sending wrong information or improper values to students, which can
have negative effects on their education. This aligns with our finding that AI programs may
produce unexpected results, which in turn can affect the overall effectiveness and
accuracy of the AI programs. This is particularly concerning when it comes to sensitive or
critical topics, where the dissemination of incorrect information can have serious
consequences.
32
SOURCE OF INFORMATION ABOUT AI PROGRAMS
A literature review was done to provide background regarding the source of
information of senior high school students in terms of the impact of using AI programs in
academics.
The researchers identified two themes:
• Self–Discovery
• Recommendation
The results of this study indicate that participants utilized various sources of
information in their understanding and learning about AI programs.
Theme 1: Self-Discovery
In this part, the source of students in learning about AI will be discussed.
The findings in this study showed (2) two ways how students learned about AI on
their own. The researchers identified the theme that emerged based on the response
obtained. The categories that emerged are: Visual media and Own resources.
Under this theme, the researchers identified the source of students in learning
about AI using the answers taken by an interview thru Zoom and Messenger.
33
Table 4 Self - Discovery
Visual Media • Movies & Documentaries
• Social media posts
Own resources • Cellphone features
Category 1 Visual media
Operational Definition: Visual media is defined in this study as any type of film, video, or
image-based content designed for viewing, including movies, documentaries, social
media posts, and advertisements, delivered via various methods such as theaters, online
platforms, social media, or television.
“My first encounters with AI were through movies and

documentaries exploring about the subject of AI and its
potential.” – P1
“… I heard about it in social media, …” – P3
“The reason why I knew about AI is because I’ve always seen ads about AI
in Tiktok and YouTube.” – P5
34
Another female student said,
“…yung mga ginagamit ko na basta mga AI is nakikita ko through Youtube,

yung mga ads, tapos yung mga clips sa Tiktok…”
(…the AI technologies that I use are the ones I see from YouTube
advertisements, Tiktok…) – P6
Therefore, students learned about AI through their own exploration, aided by visual
media such as movies, documentaries, and advertisements they watched online.
This study's findings support the conclusion reached by Anusha (2016) that online
advertising is the most effective form of advertising, particularly when it is targeted to the
appropriate audience (Goldfarb, 2012). In this particular case, the advertisements were
targeted towards the younger generation, who are known to be heavy users of social
media apps such as YouTube and TikTok (Vogels et al., 2022). This study's findings
provide further evidence that by targeting this demographic through these platforms,
advertisers can increase the likelihood that their ads will be noticed and effectively
communicate their message.
Category 2 Own resources
“… through my cellphone with has an AI to help me navigate through the

web with ease and through the use of voice recognition it can follow
simple orders such as checking emails, sending text messages, checking
the weather, and for playing songs ...” – P1
35
Therefore, own resources such as cellphones can be a source of knowledge and
information about artificial intelligence. Modern technology has integrated artificial
intelligence features that can be utilized by users to improve their experiences and
productivity. These features can range from simple tasks such as language translation to
more complex tasks such as image and speech recognition.
The findings of this study align with those of Forsyth et al. (2021), who found that
many teenagers engage with AI devices on a daily basis. These findings suggest that
teenagers today are well aware of the AI features on their phones and are able to access
them easily with just a single click. This highlights the increasing prevalence and
accessibility of AI technology in the lives of young people.
Theme 2: Recommendations
In this part, the source of students in learning about AI will be discussed.
The findings in this study showed (1) one way how students learned about AI on
through recommendations. The researchers identified the theme that emerged based on
the response obtained. The category that emerged is: Friends.
Under this theme, the researchers identified the source of students in learning
36
Table 5 Recommendations
Friends • None
Category 1 Friends
Operational Definition: Friends is defined in this study as people who share common
interests, values, and experiences, and who provide emotional support, encouragement,
and companionship to each other.
“I’ve learned it by recommendation of my friend.” – P2
“I have known all the AIs I know now through my friends during
the pandemic.” – P4
“… the AI technologies that I use are … the ones my friends use.” – P4
“…tapos yung mga ginagamit ng mga kaibigan ko.”

(…and the ones my friends use.) – P6
37
Therefore, recommendations from other individuals, including friends, can serve as
a source of knowledge about AI for students. Friendships often involve shared
experiences, activities, and conversations, which can provide opportunities for individuals
to learn from each other and share knowledge about a variety of topics, including AI.
This study confirms that friends can have a significant impact on our attitude and
opinions. Rashotte (2007) found that social influence, which refers to the influence that
others have on our thoughts, feelings, and behaviors, is a strong force. When it comes to
recommendations from friends, we are often more inclined to trust and follow their advice
due to our personal relationship with them and the value we place on their opinions.
INTEGRATION OF AI EDUCATION IN THE SCHOOL’S CURRICULUM
A literature review was done to provide background regarding the experiences of
senior high school students in terms of the integration of AI education in the school’s
curriculum.
The researchers identified two themes:
• School's preparation of students for modern AI technologies
• Teacher’s attitude on AI in education
The findings of this study showed that participants had varying levels of experience
and education about artificial intelligence in school. Each of these themes will be
discussed and illustrated by meaning units and supported by a literature control.
Operational definitions are given for each category.
38
Theme 1: School's preparation of students for modern AI technologies
In this part, the incorporation of AI in the school's curriculum will be discussed.
The findings in this study showed (2) two states of the school in preparing its
students for AI. The researchers identified the theme that emerged based on the response
obtained. The categories that emerged are: Absence of AI implementation in teaching and
Implementation of AI education.
Under this theme, the researchers identified the school's role in educating students
Table 6 School's preparation of students for modern AI technologies
Absence of AI implementation in teaching • School doesn’t make use of AI
• School sticks to traditional way of
teaching
• School does not recommend using
AI programs
Implementation of AI education • School teaches AI ethics
Category 1 Absence of AI implementation in teaching
Operational Definition: Absence of AI implementation in teaching is defined in this study
as the lack or non-use of AI technology in in the teaching process or curriculum.
39
“... the school simply doesn’t make use of AI in improving the quality
of our education… the school mostly sticks to a more traditional way
of teaching students through books and face to face classes” – P1
“From the school, it does not recommend using AI programs…” – P1
Therefore, the school has not included the use of AI in its curriculum, leading to a
lack of exposure to current technological advancements for students within the school
environment.
This finding highlights the need for the education system to better prepare students
for a future that will be heavily impacted by artificial intelligence. According to the Oxford
Insight (2020), it is essential that we educate children about AI and help them understand
how it works in order to inspire a new generation of AI researchers and software engineers.
Additionally, it is important that we teach future professionals how to develop safe and
ethical AI systems in various fields, such as medicine, automotive, and finance. Overall,
the education system must meet the needs of future generations in order to prepare them
for a rapidly evolving world driven by technology.
40
Category 2 Implementation of AI education
Operational Definition: Implementation of AI education is defined in this study as the
teaching of AI principles in the classroom. This includes educating students about the
ethical considerations and potential impacts of AI, as well as equipping them with the skills
and knowledge to make informed decisions about the use of AI in various contexts.
“... the school prepares students on modern AI technologies by

reminding them of a safe and legal way of using them.” – P4
Therefore, the school ensures that its students are prepared for the ethical use of
modern AI technologies through education.
This finding aligns with the research conducted by Dignum (2021) which
emphasizes the importance of educators and technologists working together to help
society and governments understand the potential social and ethical implications of
artificial intelligence. This is especially important as AI continues to rapidly evolve and
become more prevalent in various aspects of our lives, from the workplace to our personal
interactions.
Theme 2: Teacher’s attitude on AI in education
In this part, the teacher's perspective on the use of artificial intelligence in education
will be discussed.
41
The findings in this study showed (3) three attitudes among teachers regarding the
use of artificial intelligence in education. The researchers identified the theme that
emerged based on the response obtained. The categories that emerged are: Supportive
of AI use, Opposed to AI use, and Overreliance on AI use.
Under this theme, the researchers identified the teacher's attitude on the use of
artificial intelligence in teaching and learning using the answers taken by an interview thru
Zoom and Messenger.
Table 7 Teacher’s attitude on AI in education
Supportive of AI use • Encourages the use of AI programs
Opposed to AI use • Doesn’t encourage use of AI
Overreliance on AI use • Teacher’s overreliance on AI
• Teacher’s Usage of inaccurate AI
results
• Cause of learning difficulties
Category 1 Supportive of AI use
Operational Definition: Supportive of AI use is defined in this study as a positive attitude
towards the incorporation of artificial intelligence in education. This could include believing
42
that AI can enhance learning, being open to integrating AI tools into teaching practices,
and having confidence in the potential of AI to improve educational outcomes.
“The good thing is our school is encouraging us to use these

programs, …” – P3
“… our teachers tell us about the sites that could help us that
would minimize the effort needed for making the tasks.” – P5
Therefore, this study found that some teachers have a supportive attitude towards
the use of artificial intelligence in education, and encourage students to utilize it for
academic purposes.
This finding aligns with the research by Kuleto et al. (2022) stating that it is
important for students to be familiar with AI-based teaching tools as a transversal skill.
This suggests that these teachers recognize the value of exposing students to AI
programs as a way to develop their skills in this area. This recognition of the value of AI
programs in education is likely based on the potential benefits that these tools can offer to
students.
Category 2 Opposed to AI use
Operational Definition: Opposed to AI use is defined in this study as having a negative
attitude towards the incorporation of artificial intelligence in education, including beliefs
43
that AI may have negative impacts on learning or that it is not necessary or beneficial to
incorporate AI into teaching practices.
“ … it does not recommend using AI programs because it

will make the students rely on the AI programs than work
hard and use their knowledge.” – P2
“ … never ko silang na ano na parang inencourage nila yung AI … di

nila sinasabi or ineencourage mag AI …”
(I have never seen them encourage the use of AI) – P6
Therefore, this study discovered that some teachers hold a negative perspective
towards the incorporation of artificial intelligence in education, citing concerns that it may
lead to student reliance on the technology.
This finding aligns with the research by Misra et al. (2018) stating that instructors
worry about the potential for students to become overly reliant on AI systems, which may
compromise their ability to learn independently, solve problems creatively, and think
critically. This suggests that the negative perspective held by some teachers is rooted in
concerns about the impact of AI on student learning and autonomy.
44
Category 3 Overreliance on AI programs
Operational Definition: Overreliance on AI programs is defined in this study as a reliance
on artificial intelligence to the extent that it impairs a person's ability to think independently,
solve problems creatively, and learn effectively.
“ I observed that when instructors rely too much on AI, they become
dependent to it. Even if sometimes it does not provide accurate result, they
still use the output from AI, making it difficult to students to learn since it is
already inaccurate but the instructor teaches that information, leaving
confusion to students.” – P5
Therefore, this study discovered that some teachers may excessively rely on
artificial intelligence, causing confusion for students when incorrect output is accepted as
correct during the teaching process.
This finding aligns with the research by Passi and Vorvoreanu (2022) stating that
“Overreliance on AI occurs when users start accepting incorrect AI outputs.” They also
mentioned that “Policymakers and practitioners call for greater human oversight—i.e.,
make humans carefully review AI recommendations before making final decisions.” This
highlights the importance of carefully reviewing AI recommendations before making final
decisions in order to avoid overreliance on AI systems.
45
LEARNINGS AND INSIGHTS BASED ON EXPERIENCES IN USING AI PROGRAMS
A literature review was done to provide background information on the learnings
and insights gained by the participants in using AI programs for academic purposes.
• Realizations on using Artificial Intelligence programs
The findings of this study demonstrated that students acquired valuable insights and
understanding through their utilization of AI programs in their academic pursuits. Each of
these themes will be discussed and illustrated by meaning units and supported by a
literature control. Operational definitions are given for each category.
Theme 1: Realizations on using Artificial Intelligence programs
In this part of the study, the findings of the research on the students' perspectives
and realizations of utilizing AI programs for academic purposes will be thoroughly
discussed.
The findings in this study showed (3) three aspects of AI that the participants had
perspectives and realizations. The researchers identified the theme that emerged based
on the response obtained. The categories that emerged are: Present of AI, Future of AI,
and Dependency on AI.
Under this theme, the researchers identified the student’s perspectives and
realizations from utilizing AI programs for academic purposes using the answers taken by
an interview thru Zoom and Messenger.
46
Table 8 Realizations on using Artificial Intelligence programs
Present of AI • AI still has many flaws
• AI still needs human supervision
• Unreliability of AI
Future of AI • Improvement of lives by
development of AI
• Research and Advancement of AI
Dependency on AI • Overdependency
• Worsens critical thinking
• Abusing AI software
Category 1 Present of AI
Operational Definition: Present of AI is defined in this study as the current state and
utilization of AI technology in various industries and applications.
“Although AI has many benefits it also comes with a lot of flaws that still
needs people to correct. …It still needs human supervision on specific task
that the AI is trying to accomplish and needs the person to correct the
mistake in order for it to learn.” – P1
47
Therefore, the findings of this study suggest that while students recognize the
potential benefits of AI in their academic pursuits, they also acknowledge that the present
state of AI technology still has flaws and is unreliable. It is also noted that AI programs can
provide inaccurate or misleading information, and that they need human supervision to
ensure that they are providing accurate and relevant information.
The findings of this study are consistent with the findings of Ikedinachi et al. (2019),
who found that students' knowledge about and access to AI is influenced by their exposure
to AI technology in educational settings. This study also found that students who used AI
programs for academic purposes had a higher level of knowledge and understanding of
AI and its impacts. These findings suggest that incorporating AI technology into
educational programs and initiatives can help increase students' awareness and
understanding of AI. This is particularly important as AI technology continues to advance
and become more prevalent in various fields, as it can help students develop the
knowledge and skills needed to thrive in the modern workforce.
Category 2 Future of AI
Operational Definition: The Future of AI is defined in this study as the expected
developments and advancements in the field of AI over time.
48
“AI is still in its infancy and has a lot of potential in advancing technology and society as
a whole. Through the development in AI that would further improve our daily lives and
give us countless benefits in the future. Although AI as of now is very faulty, by giving it
more time to develop I believe it will yield to a new era where everyone would be using
AI to assist them in their lives. The future is bright for AI technology and I hope it
continues to develop improving the niche services it provides us.” – P1
“Through these experiences, I have learned how technology is

really advancing every day. Life is much easier for our
generation as we may see answers in one click.” – P4
“For me, if the researchers focus more on AI, there will be a higher chance in
improving it and it’ll even be able to help more people like, its utility will be
expanded and will not only be exclusively useful in education.” – P4
Therefore, the student views AI as a technology with the potential to greatly benefit
society and daily life, and has a hopeful outlook on its future ability to improve technology
and society.
In line with the findings of Demir and Güraksın (2021), the participants in this study
had a favorable view of AI and believed it had the potential to enhance society and
technology. This positivity towards AI may encourage students to embrace its use in their
49
studies. Our findings suggest that students who view AI in a positive light are more likely
to accept and utilize it in the future, where AI-supported education takes place.
Category 3 Dependency on AI
Operational Definition: Dependency on AI programs is defined in this study as the reliance
on or need for AI systems to accomplish certain tasks or functions.
“…it really is hard to be too dependent on AI software since what if

you weren’t allowed to use it? So, you’ll keep seeking for its
assistance which would worsen your critical thinking..”– P3
“Although it is beyond helpful to us, we must not rely on them too much.”– P4
“…di parin dapat tayo maging masyadong dependent sa AI, kasi hindi ko lang mga
unlike applied knowledge, ano mas mabuti naring ikaw mismo yung gagawa, pero
with just like a little help of AI.”
(…we should still not be too dependent on AI, but rather it is way better to do
things on our own with just a little help of AI.) – P6
Therefore, the findings of this study indicate that the students were aware of the
potential drawbacks or limitations of relying too heavily on AI technology. They recognized
the importance of not solely relying on AI and instead using it as a supplement to their
own knowledge and skills. The students viewed this understanding as a valuable lesson
learned from their experience with AI programs.
50
The findings of this study support the idea that people's readiness to blindly accept
AI technology can lead to practical problems, as identified by Parasuraman and Riley
(1997). The students in this study were aware of the potential drawbacks or limitations of
relying too heavily on AI and recognized the importance of using it as a supplement to
their own knowledge and skills. This understanding suggests that they are not blindly
accepting the technology and are instead being mindful of its potential risks and
limitations.
SOLUTIONS APPLIED ON PROBLEMS ENCOUNTERED IN USING AI PROGRAMS
A literature review was done to gain an understanding of the existing solutions
applied by participants to the problems encountered when using AI programs.
• Coping Mechanisms used by students
The findings of this study demonstrated that students have varying coping mechanisms
when encountering problems when using AI programs. Each of these themes will be
discussed and illustrated by meaning units and supported by a literature control.
Operational definitions are given for each category.
Theme 1: Coping Mechanisms used by students
In this part of the study, the findings of the research on the students' coping
mechanisms on problems when using AI programs for academic purposes will be
thoroughly discussed.
51
The findings in this study showed (2) two types of coping mechanisms used by the
students. The researchers identified the theme that emerged based on the response
obtained. The categories that emerged are: Problem-focused coping and Social support.
Under this theme, the researchers identified the student’s coping mechanisms
when encountering problems on using AI for academic purposes using the answers taken
by an interview thru Zoom and Messenger.
Table 9 Coping Mechanisms used by students
Problem-focused coping • Limiting the use of AI programs
• Avoiding the use of AI programs
• Discovering other ways to use AI
Social support • Asking for assistance from friends
Category 1 Problem-focused coping
Operational Definition: Problem-focused coping is defined in this study as a type of coping
strategy that aims to directly address and solve the problem or stressor at hand.
“If I experience difficulties in using AI, I try to discover other ways to use it or other
AIs which are easier to use.” - P4
52
“Medyo nag a-ano nalang ako on the traditional way of doing it, yung talagang
mano-mano without the help of AI…”
(I just do the traditional way, like without the help of AI …) - P4
Therefore, this study found that students who experience overreliance on AI
programs may seek solutions to mitigate this dependence, while solutions for technical
problems with AI may involve using the same AI with a different approach or utilizing
alternative AI programs.
This study confirms the findings of Dignum (2021), which highlight the importance
of responsibility in AI ethics. As the use of AI becomes increasingly prevalent in various
fields, it is crucial that the people and organizations involved in AI applications are held
accountable for their decision to use AI in a given application context. This includes being
mindful of the potential impacts and consequences of using AI in a personal aspect and
finding ways to prevent or address these issues.
Category 2 Social Support
Operational Definition: Social support is defined in this study as the various strategies and
methods that individuals use to manage and cope with negative emotions through the
support of their social networks.
“…I have friends to talk and ask to if I am

struggling with something.”– P5
53
Therefore, students tend to seek help from friends when struggling to use an AI
program highlights the importance of social support coping in managing the challenges
and difficulties associated with learning and utilizing new technologies.
This finding suggests that students may rely on their social networks for emotional
and practical support when facing difficulties with AI-assisted learning tools, such as
confusion or frustration.
Lakey and Heller's (1988) research finding indicates that social support can play a
crucial role in reducing the stress and difficulties associated with challenging events, such
as learning and utilizing new technologies, which aligns with our finding that students rely
on their social networks for emotional and practical support when facing difficulties with
AI-assisted learning tools. Furthermore, the research also suggests that social support
can enhance problem-solving abilities, allowing individuals to handle stress and
challenges more effectively, which aligns with the idea that interventions that aim to
enhance students' social support coping strategies, such as providing opportunities for
students to connect and collaborate with their peers, can ultimately improve their overall
learning experience.
54
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS
Summary of the Study
The purpose of this basic interpretative qualitative is to understand and discover
the experiences of students that uses artificial intelligence programs for academic
purposes.
Specifically, the researchers would like to answer the following questions:
technologies)
deal with them?
This study utilized basic interpretive qualitative research design. This design
understands how the participants practice their sworn ethical standards in a situation. The
researchers used Purposive Sampling, also known as selective or subjective sampling,
which is a as a method of sampling where the researcher deliberately chooses who to
include in the study based on their ability to provide necessary data (Parahoo, 1997). Six
students who experienced using AI programs for academic purposes served as
55
participants of the study. The researchers used a set of interview questions as their guide
during the interview. They analyzed the data using thematic analysis and in vivo coding.
Summary of Findings
1. There is one theme identified as the positive experiences in using artificial
intelligence, and it is learning with artificial intelligence for academic purposes.
In terms of learning with artificial intelligence for academic purposes, task
assistance and positive effects on student’s attitude are the positive experiences
and impacts of using AI programs for academic purposes on students. Under task
assistance are spelling and grammar editing, media editing, plagiarism checking,
brainstorming ideas, writing, time management, and source of information. While
under positive effects on student’s attitude is being efficient.
2. There is one theme identified as the negative experiences in using artificial
intelligence, and it is learning with artificial intelligence for academic purposes.
In terms of learning with artificial intelligence for academic purposes,
student’s attitude on using AI programs and performance of AI programs are the
negative experiences of students on using AI programs for academic purposes.
Under student’s attitude on using AI programs are overreliance, unfamiliarity,
confusion, and frustration. While under performance of AI programs are
unreliability, and showing unexpected results.
3. There are two themes identified on the source of information about AI programs.
Those themes are self-discovery and recommendations.
56
In terms of self-discovery, visual media and own resources are the student’s
source of information about AI programs. Under visual media are movies and
documentaries, and social media. While under own resources are cellphone
features.
In terms of recommendations, friends are the student’s source of information
about AI programs.
4. There are two themes identifies on the integration of AI education in the school's
curriculum, and they were school’s preparation of students for modern AI
technologies and teacher’s attitude on AI in education.
In terms of school’s preparation of students for modern AI technologies,
absence of AI implementation in teaching and implementation of AI education are
the ways of integrating AI education in the school’s curriculum. Under absence of
AI implementation in teaching are school doesn’t make use of AI, school sticks to
traditional way of teaching, and school does not recommend using AI programs.
While under implementation of AI education is school teaches AI ethics.
In terms of teacher’s attitude on AI in education, supportive of AI use,
opposed to AI use, and overreliance on AI use are ways of integrating AI education
in the school’s curriculum. Under supportive of AI use is encourages the use of AI
programs. While under opposed to AI use is doesn’t encourage use of AI.
Furthermore, under overreliance on AI are teacher’s overreliance on AI, teacher’s
usage of inaccurate AI results, and cause of learning difficulties.
5. There is one theme identified as the learnings and insights based on experiences
in using AI programs, and it is realizations on using artificial intelligence programs.
57
In terms of realizations on using artificial intelligence programs, present of
AI, future of AI, and dependency on AI are the learnings and insights based on
experiences of students in using AI programs. Under present of AI are AI still has
many flaws, AI still needs human supervision, and unreliability of AI. While under
future of AI are improvement of lives by development of AI and research and
advancement of AI. Furthermore, under dependency on AI are overdependency,
worsens critical thinking, and abusing AI software.
6. There is one theme identified as solutions applied on problems encountered in
using AI programs, and it is coping mechanisms used by students.
In terms of coping mechanisms used by students, problem-focused coping
and social support are the solutions applied by students on problems encountered
in using AI programs. Under problem-focused coping are limiting the use of AI
programs, avoiding the use of AI programs, and discovering other ways to use AI.
Asking for assistance from friends is under social support.
Conclusions
Based on the findings of the study, the researchers reached the following conclusions:
1. Participants have reported positive experiences from using AI programs for
academic purposes, including automation in completing tasks and increased self-
efficacy. Therefore, it can be concluded that utilizing AI in academic settings not
only improves the efficiency and effectiveness of tasks, but also positively impacts
the user's attitude and self-efficacy.
58
2. Despite the many benefits of using AI for academic purposes, participants also
reported negative experiences and impacts on their attitude, such as overreliance
and unfamiliarity, which often resulted in confusion and frustration. Additionally,
participants reported issues with the programs themselves, including unreliable and
inaccurate performance. Therefore, while AI can provide valuable assistance in
academic settings, it is important to be aware of the potential negative effects on
attitude and the potential for unreliable performance. This highlights the importance
of considering the limitations and potential drawbacks of AI in addition to its
benefits.
3. There are different ways in which students became aware of existing AI programs
that can be utilized in their education. These ways are through self-discovery and
recommendations of friends. Therefore, it is clear that there are numerous avenues
through which students can gain knowledge about the use of AI in their education.
4. The implementation of AI in the school curriculum has been met with a range of
attitudes, from full support to complete opposition. While some teachers actively
encourage their students to use AI as a learning tool, others are opposed to its use
in the classroom. Additionally, some teachers may rely too heavily on AI, leading
to difficulties for students in their understanding and application of the material.
However, it is important to note that the school is teaching AI ethics, which is crucial
in ensuring that students understand the ethical implications of AI and how to use
it responsibly.
5. The use of AI programs in education has allowed students to gain a deeper
understanding of the current and future state of AI technology. They have realized
59
that AI is still in its infancy, but that it has the potential to greatly improve in the
future through continued research and development. The students also became
aware of their dependency on AI programs for their academics. They have come
to understand that while AI can be a valuable tool for learning, it is important to use
it in a balanced and responsible way, rather than relying on it too heavily.
6. Students have developed various coping strategies to deal with problems they
encounter while using AI programs for academic purposes. These coping
strategies include problem-focused coping, where students try to find solutions to
problems on their own, and seeking social support from friends. This indicates that
students are able to navigate and adapt to the use of AI in their academic studies,
and that they have a support system in place to help them overcome any
challenges they may face.
Recommendations
In line with the findings of the study, the following recommendations are
formulated:
Students. It is recommended to develop a fundamental understanding of AI as a
technology and its ethical implications as it will be increasingly present in the future.
Teachers. The researchers recommend staying informed and aware of the AI
programs being used in the classroom, and to provide guidance and support to students
when necessary.
60
Schools. It is recommended that schools incorporate AI education into their
curriculum, providing students with a comprehensive understanding of the technology, its
uses, and its ethical implications. The researchers also recommend schools to ensure that
teachers have the necessary training and resources to effectively incorporate AI into their
teaching.
Department of Education. The researchers recommend that the Department of
Education consider introducing AI education as part of the Philippines' educational
curriculum, to ensure that students are equipped with the knowledge and skills necessary
to navigate the technology and its implications.
Future Researchers. It is recommended that future researchers conduct more in-
depth studies of students' experiences using AI for academic purposes, including their
coping strategies, and the impact of AI on their learning outcomes. The researchers also
recommend exploring the experiences of teachers and schools in implementing AI in the
classroom and the impact of AI on the education system as a whole.
61
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students' Education.
https://iopscience.iop.org/article/10.1088/1742-6596/1453/1/012090/meta
Yang, X. (2019). Accelerated move for AI education in China - sage journals. SAGE
Journals.
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Yüzbaşıoğlu, E (2020). Attitudes and perceptions of dental students towards Artificial
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71
APPENDICES
72
APPENDIX A
LETTER TO THE PRINCIPAL
November 18, 2022
MRS. MARITES D YAYONG

Senior High School Principal
Rogationist College
Dear Mrs. Yayong:

Greetings!
We, the STEM students of Rogationist College, are currently conducting a study entitled
“EXPERIENCES OF STUDENTS IN APPLYING ARTIFICIAL INTELLIGENCE PROGRAMS
FOR ACADEMIC PURPOSES”. This study aims to further knowledge of how artificial intelligence
may be used for academic purposes and the advantages it offers students who use it.
In line with this, we are humbly asking for your permission to allow us to gather our data from
senior high school students in Rogationist College. Likewise should you approve this, we would
like to request for class list of the Grade 11 and 12 students for our sampling. Rest assured that
the information that will be gathered will be treated with utmost confidentiality and will be used only
for this study. Attached herewith is the research instrument that we will be using for your perusal.
Your positive response on this matter is highly appreciated. Thank you very much.
Respectfully yours,
BRINTTE JANVIER A. BEJOSANO OSTLINE ZYANN R. CASAO

Researcher Researcher
SCHANWEL C. DE SAGUN CLIFF BRADLEY SANCHEZ

LORENZO DAVID M. TUAZON LANCE ISAIAH R. VILLANUEVA

Noted by:
MR. RICHARD B. MONTERROYO

Contextualized Subject Area Coordinator
Approved by:
Practical Research 1 Teacher & SHS Principal
Education through discipline, attitude and character building

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1
APPENDIX B
LETTER TO THE PARTICIPANTS

November 18, 2022
____________
Rogationist College
Silang, Cavite
Dear ____________,
Greetings of Peace!
We are currently conducting a qualitative research entitled “Experiences of Students in

Applying Artificial Intelligence Programs for Academic Purposes” as a part of our
requirement in Practical Research 1. The study aims to understand and discover the experiences
of students in applying artificial intelligence programs for academic purposes, including their
learnings, insights, achievements, difficulties, and adjustments.
In line with this, we would like to ask your permission to be a participant of our study. The
experiences that you will share will surely contribute in getting the data needed for our study. Rest
assured that the information that you will share us will be treated with utmost confidentiality.
Thank you and we are hoping for your positive response and cooperation regarding our request.
Sincerely,
BRINTTE JANVIER A. BEJOSANO OSTLINE ZYANN R. CASAO

SCHANWEL C. DE SAGUN CLIFF BRADLEY SANCHEZ

LORENZO DAVID M. TUAZON LANCE ISAIAH R. VILLANUEVA

Noted by:
MR. RICHARD B. MONTERROYO

Contextualized Subject Area Coordinator
Approved by:

Practical Research 1 Teacher & SHS Principal

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APPENDIX C
INFORMED CONSENT FORM

Agreement to Participate in Research
Responsible Researchers: Brintte Janvier A. Bejosano Ostline Zyann R. Casao

Schanwel C. De Sagun Cliff Bradley Sanchez
Lorenzo David M. Tuazon Lance Isaiah R. Villanueva
Senior High School Students

Rogationist College Senior High School Department
Title: Experiences of Students in Applying Artificial Intelligence Programs for

Academic Purposes
You are asked to participate in a research study about the experiences of students in
applying artificial intelligence programs for academic purposes.
1. You will be interviewed by the researchers using an interview guide personally
and/ or through social media platforms.
2. Participating in this study will bring no harm to the participant.
3. There are no expected benefits for being a participant of the study, but you may
gain a deeper understanding of your experiences, and may also help others who
have experienced the same.
4. In publishing the study, no information will be included that may identify you. The
researchers will use a codename referring to you.
5. There will be no compensation for participating in this study.
6. Questions about this research may be addressed to the researcher Ostline Casao
at ostlinecasao@gmail.com. Any complaints about the research may be presented
to Mrs. Marites D. Yayong, Practical Research Teacher and Principal of
Rogationist College Senior High School Department at
maritesdyayong@rog.edu.ph.com and at seniorhighshool@rog.edu.ph

75
7. No service of any kind, to which you are otherwise entitled, will be lost or
jeopardized if you choose to not participate in the study.
8. Your consent is being given voluntarily. You may refuse to participate in the entire
study or in any part of the study. You have the right to leave questions unanswered
if you wish to. If you decide to participate in the study, you are free to withdraw at
any time without any undesirable effect on your relations with Rogationist College
Senior High School Department or with any participating institutions or agencies.
“I, ____________________________, have read the above statements, and

by signing and dating may name above the researchers’ name and date, I am
giving my consent for the researcher to use my information for the benefit
of the study.”
The signature of a subject on this document signifies the agreement to participate in this
study.
• The signature of a researcher on this document signifies agreement to include the

above-named subject in the research and confirmation that the subject has been
fully informed of their rights.
Please indicate below if you wish to receive a summary of the findings of this research,
which will be available around March 2020. Yes ___ No ___
Address:
______________________________________________________________________
I, _______________, the respondent, am allowing the researchers to use my name in this

thesis
Yes __ No __
If no, I wish to have the codename: _________________________________________

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Participant’s Signature Date
Researcher’s Signature Date

77
APPENDIX D
INTERVIEW GUIDE
I. PERSONAL INFORMATION
INSTRUCTIONS: Fill out the required information below.
Name (Optional): _________________________ Grade level: ________________
Age: _______ AI programs used:
Gender (F/M): _________ Spelling and grammar checkers

Content and writing generators
Image background removers
Plagiarism checkers
II. GENERAL INSTRUCTION: Answer the following questions as honestly as
possible. Please do not leave any items unanswered.
1. What are your POSITIVE AND NEGATIVE experiences in using AI in education in terms
of the following:
1.1: Learning with AI? (Usage of AI for academic purposes)
1.2: Learning about AI? (Source of knowledge about AI)
1.3: Preparing for AI? (How school prepares students on modern AI technologies)
2. If you experience difficulties in applying AI in education, how did you handle this kind of
situation?
3. What have you learned from those experiences?
______________________
Artificial Intelligence (AI). It is the simulation of human intelligence processes by machines, especially
computer systems (Burns, n.d).

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APPENDIX E
TRANSCRIPT OF THE INTERVIEW
PARTICIPANT #1
Interviewer: What are your positive and negative experiences in using AI in
education in terms of learning with AI?
Participant #1: In the application of AI with my academic works, I try to take
advantage of its convenience in helping me to correct my spelling and
grammar when writing research, as well as with the use of image
background removers that will ease my job in VGD, and it is very
useful for finding out if the written study I’m currently viewing is
plagiarized or not and with the use of AI allowing me to brainstorm
ideas through its randomized content generator it is truly very helpful
in my studies.
education in terms of learning about AI?
Participant #1: My first encounters with AI were through movies and documentaries
exploring about the subject of AI and its potential. As well as through
my cellphone with has an AI to help me navigate through the web with
ease and through the use of voice recognition it can follow simple
orders such as checking emails, sending text messages, checking

79
the weather, and for playing songs those are just a few features that
I use in my everyday life.
education in terms of preparing for AI?
Participant #1: I’m saddened to say that the school simply doesn’t make use of AI in
improving the quality of our education. Since the school mostly sticks
to a more traditional way of teaching students through books and face
to face classes. It is through personal research and testing out AI that
I learned more about it.
Interviewer: If you experience difficulties in applying AI in education, how did you
handle this kind of situation?
Participant #1: Although AI has many benefits it also comes with a lot of flaws that
still needs people to correct. Since AI still currently learning and
improving it is understandable for it to have a hard time in some areas
for example with image background remover having a hard time to
complete remove complicated backgrounds and backgrounds that
blend with the person. It still needs human supervision on specific
task that the AI is trying to accomplish and needs the person to
correct the mistake in order for it to learn.
Interviewer: What have you learned from those experiences?

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Participant #1: AI is still in its infancy and has a lot of potential in advancing
technology and society as a whole. Through the development in AI
that would further improve our daily lives and give us countless
benefits in the future. Although AI as of now is very faulty, by giving it
more time to develop I believe it will yield to a new era where
everyone would be using AI to assist them in their lives. The future is
bright for AI technology and I hope it continues to develop improving
the niche services it provides us.
PARTICIPANT #2
Interviewer: For question number 1, what are your positive and negative
experiences in learning with AI or usage of AI for academic purposes?
Participant #2: For positive, in using AI for academic purposes, it helps me to do my
essays faster. For the negative side, I’m relying more on the AI
programs. Yun lang.
(For positive, in using AI for academic purposes, it helps me to do my
essays faster. For the negative side, I’m relying more on the AI
programs. That’s it.)
Interviewer: Follow-up question, what kind of AI programs do you use based on
the choices above?
Participant #2: Uhm, Grammarly and Quillbot. *giggles*

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Interviewer: Spelling and grammar checkers?
Participant #2: Yes.
Interviewer: For 1.2, what are your positive and negative experiences in learning
about AI?
Participant #2: *Uhm*, positive, I’ve learned it by recommendation of my friend. He
said that it is better to use a grammar checking AI program, to check
if I have wrong grammar in my school works. For negative side, this
is also *uh*, this also shows relying on the AI program than working
on my skills.
Interviewer: For question 1.3, what are your positive and negative experiences in
using AI in education, in terms of preparing for it. Like, how does
school prepare its students on modern AI technology?
Participant #2: *Uhm* From the school, it does not recommend using AI programs
because it will make the students rely on the AI programs than work
hard and use their knowledge.
Interviewer: Okay, for question 2, if you experience difficulties in applying AI in
education. How did you handle this kind of situation?
Participant #2: Pano pag wala? *laughs*
(What if there’s none?)
Interviewer: Okay lang naman.

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(It’s okay.)
Participant #2: *Ah* Yun, wala. *laughs*
(*Ah*, Then none *laughs*)
Interviewer: So, kung wala kang na experience na difficulty, wala kadin na learn
sa experiences na yon?
(So, if you never experienced any difficulties, you never learned
anything from those experiences?)
Participant #2: *Uhm* Wala naman. Teka, isip ako. *laughs*
(*Uhm* there’s none, wait let me think. *laughs*)
Interviewer: Sige, sige.
(Sure.)
Participant #2: Pwede ba yung ano, more on relying in AI than…
(Is this, okay? The more on relying in AI than...)
Interviewer: *Mhm*, pwede naman, ayun sige.
(*Mhm* Yes, it can be.)
Participant #2: *Uhm* I experienced difficulties in applying AI in education on, ano
yun? I realized that I rely too much on AI programs.

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(*Uhm* The difficulty that I experienced is that I realized that I rely too
much on AI programs.)
Interviewer: Okay, okay, yun lang naman yung sa ano namin, sa interview lang
namin, thank you sa paglalaan ng time dito.
(Okay, that’s it for our interview. Thank you for lending us your
time.)
Participant #2: Okay na yun? *laughs*
(That’s it? *laughs*)
Interviewer: Oo, thank you, thank you.
(Yes, thank you.)
PARTICIPANT #3
Interviewer: Let’s start with question one, one point one, what are your positive
and negative experiences in using AI in education in terms of learning
with AI which is uhm usage of AI for academic purpose?
Participant #3: Okay so, learning with AI for me is using AI programs such as spelling
and grammar checkers which is sometimes Grammarly, I also use
other websites, but I’m not really familiar with it. So, in Grammarly,
my positive experience is it makes transposing of words easier, the
checking of grammar, the checking of spelling, or the length of words

84
and sentences that I use not only in research, but also in other
subjects and probably with formal events too. Then the negative is
my unfamiliarity about it because sometimes, like an example of it is
it’s your first time using it and you are not really tech-savvy. What’ll
happen is you’ll likely be confused, you don’t know what’s the first
step, and sometimes, when you no longer know what to do, you’ll end
up frustrated. Next question?
Interviewer: Yes, learning about AI, source of knowledge about AI, where, who or
how did you learn about AI?
Participant #3: So, to be honest, I heard about it in social media, there was a time
that I was struggling in terms of grammar checking and also
sometimes I struggle in composing sentences or words just from my
mind which I sometimes can’t do anything about it so, in so much
desperation I end up searching for answers or solutions in the internet
and then one time I was scrolling through social media, I saw a
netizen, is that what they’re called? *laughs* Okay so, that person
posted something about Grammarly, not only about Grammarly, he
also posted about other websites, but I deeply chose Grammarly. So,
when I discovered Grammarly, I was amazed on how helpful it was,
regarding my positive experience, my life has gotten easier, my way
of constructing sentences have been improved. I’m not only using

85
Grammarly for grammar checking for checking sentences, but also in
gaining ideas and knowledge since Grammarly is serving as a guide
when it comes to constructing sentences because in Grammarly,
you’ll immediately see the correct grammar, spelling and the words
that can be used for a better sentence. There are times that you’ll
remember and learn about the corrections and ways that Grammarly
makes and choose.
Interviewer: So, you’ve already mentioned your positive experiences, how about
your negative experiences?
Participant #3: So far, in learning about it, not much really since I’ve really just
learned about it when I was scrolling through social media, I didn’t
have any negative experiences there, just like what I’ve mentioned,
that is where I discovered Grammarly, because of that AI, that engine,
my life has become easier.
Interviewer: Okay, thank you. So, moving on in one point three, what about in
school?
Participant #3: So *uhm* we had a teacher who we called Ma’am Yayong. Our
teacher, Ma’am Yayong, encourages us to use AI software just like
Grammarly, not only Grammarly, but also other AI software that are
used as grammar checkers since these programs that use AI are

86
helpful. The funny thing is, she’s not only encouraging us, but also
everyone in RC so the words we use are more accurate not only in
research, but also in other subjects so, there it is, the positive thing
about it is she’s encouraging me, not only me, but also my classmates
to use these programs since we are in the modern era, we should
maximize the advantages with AI programs. There aren’t any when it
comes to negative experiences. The good thing is our school is
encouraging us to use these programs, but mainly as a guide, not for
*laughs* copying answers.
Interviewer: Okay, next question, in number two, the difficulties you’ve
experienced in AI, how did you handle those difficulties you’ve
experienced?
Participant #3: So, first off in difficulties in applying AI in education is the state of
being too dependent in using it. This was the first difficult I
encountered after using it. There was a time when I felt a really good
feeling because I was like “there are programs like this? Programs
that can help you construct better sentences? It can also improve my
way of thinking and correcting spelling and grammar.” Being
dependent, it really is hard to be too dependent on AI software since
what if you weren’t allowed to use it? So, you’ll keep seeking for its
assistance which would worsen your critical thinking. Instead of you

87
constructing the actual sentence, you rely on the software. The
second difficulty for me is abusing the AI software. Like, instead of
using it when I am struggling, I’ll use it even if I don’t need to, Then,
how did I handle this kind of situation, I forced myself to not use it, I
also apply the things I’ve learned from it to my works. Not only
Grammarly, but also other websites which I couldn’t remember and I
ask for my classmates’ techniques, like, how do they construct better
sentences?
Interviewer: Okay so, what did you learn from those experiences?
Participant #3: So, I’ve already mentioned what I’ve learned, limit the use of these
software, AI truly is helpful, but limit the use of it to prevent yourself
from becoming dependent on it, second is, don’t be dependent on AI
programs because once you start to use it every so often, you’ll, just
like me, struggle without it. I’ve already experienced that since one
time, I was so desperate which is how I found out about it. I’ve always
used it, but once I was the one that was actually going to write it, I
struggled because I was used to just let the AI construct a better
answer or sentence. Those are the only things I’ve learned from my
experiences.

88
Interviewer: So, those are the only questions for our interview, So, thank you so
much for taking the time for this interview, we really liked your
answers, your answers were full of substance, so that’s it, thanks.
Participant #3: Thank you!
Interviewer: Thank you so much!
Participant #3: Thank you din, good luck!
(Thank you, too. Good luck!)
Interviewer: Thank you, we’ll end the meeting.
Participant #3: Okay.
Interviewer: Goodbye.
Participant #3: Bye, thank you!
Interviewer: Bye!
PARTICIPANT #4
Participant #4: Using AI for academic purposes has been a big help to support my
current knowledge, correct misinformation and prevent cybercrimes.

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Although our generation is now dependable to such AIs such as
Grammarly and plagiarism checkers, we can’t deny that it also
supplies us with information we are not aware of.
Participant #4: I have known all the AIs I know now through my friends during the
pandemic. We would have a discord group call while doing our own
schoolwork. I would ask for help for hard questions and they would
suggest the corresponding AI if they find it hard as well.
Interviewer: What are your positive and negative experiences in using ai in
Participant #4: From my experience, the school prepares students on modern AI
technologies by reminding them of a safe and legal way of using
them.
Participant #4: If I experience difficulties in using AI, I try to discover other ways to
use it or other AIs which are easier to use.

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Participant #4: Through these experiences, I have learned how technology is really
advancing every day. Life is much easier for our generation as we
may see answers in one click. Although it is beyond helpful to us, we
must not rely on them too much.
PARTICIPANT #5
Participant #5: My positive experience in using AI in education is when I do
assignments, AI makes it easier since the AI almost becomes my
assistant on working on those kinds of things like written works then,
my negative experience is when I’m relying too much on AI to check
my essay instead of actually manually checking it affects how I think
like, how would I know if the grammar in my essay is correct without
using ai?
Participant #5: The reason why I knew about AI is because I’ve always seen ads
about AI in Tiktok and YouTube. Using AI has also been an
advantageous for me since I didn’t really have anyone to talk to
except for my classmates, but I wouldn’t want to bother them since
we probably have the same struggles and problems.

91
Interviewer: What are your positive and negative experiences in using ai in
Participant #5: My positive experience is probably our needs, as students, are now
more accessible and sometimes, our teachers tell us about the sites
that could help us that would minimize the effort needed for making
the tasks. I observed that when instructors rely too much on AI, they
become dependent to it. Even if sometimes it does not provide
accurate result, they still use the output from AI, making it difficult to
students to learn since it is already inaccurate but the instructor
teaches that information, leaving confusion to students.
Participant #5: I didn’t really experience any difficulties in applying AI in education
since I already have basic knowledge on how to use it and also, I
have friends to talk and ask to if I am struggling with something.
Participant #5: For me, if the researchers focus more on AI, there will be a higher
chance in improving it and it’ll even be able to help more people like,
its utility will be expanded and will not only be exclusively useful in
education.

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PARTICIPANT #6
Interviewer: So yung tatlo po naming questions, yung unang question is yung
positive and negative experiences, so sa 1.1 Learning with AI, ano po
yung positive and negative experiences mo sa paggamit ng AI sa
academic purposes. Tapos sa 1.2 naman po yung positive and
negative experiences niyo sa source of knowledge niyo about AI, for
example po narinig niyo sa social media, sa friend, sa family, ganon
po. Tapos sa preparing for AI naman po, ano po yung positive and
negative experiences mo sa school sa pag prepare po ng education
po sa student? Sa pag educate po nila sa student sa modern AI
technology. Sa question 2 naman po, kung naka experience po kayo
sa difficulties sa pag apply ng AI sa education paano niyo po na
handle yung situation na yun? Then sa last question naman po, ano
po yung mga natututunan niyo sa experiences niyo na yun, *Uhm*
kayo na po yung magsabi kung ready na po kayo mag start, pwede
po kayo mag prepare po muna ng answers in the meantime, yun lang
po. Thank you po.
(So, we have three questions, the first question is about the positive
and negative experiences. So, in 1.1 Learning with Ai, what are your
positive and negative experiences in using AI for academic
purposes? Then for 1.2, what are your positive and negative
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experiences regarding your source of knowledge of AI, for example,
if you heard it from social media, friends, or family. Then in preparing
for AI, what are your positive and negative experiences in school, in
terms of educating students about modern AI technology? For
question number 2, if you have ever experienced difficulties in
applying AI in education, how did you manage to handle that
situation? For the last question, what did you learn from those
experiences? We will let you prepare your answers for the meantime,
just let us know when you’re ready to start, thank you.)
Participant #6: *Uhm*, so ok nako *uhh*, sa 1.1 yung question niyo about 1.1 *uh*
learning with AI has made me more efficient and nakatulong talaga
siya sa time management ko, dito din nanggaling yung mga some
inspiration tapos yung mga ideas, napadali talaga yung, napadali
talaga niya yung buhay ko and yeah. It was really helpful pero
sometimes, for me, based on experience, it’s unreliable minsan, and
then it doesn’t show expected results, kasi minsan kase alam mo
yung may idea tayo at gusto natin makita, pero we just can’t form the
words into sentences and sometimes we want to say that with the AI,
but hindi natin nakikita. Then for 1.2, yung mga ginagamit ko na, yung
mga ginagamit ko na basta mga AI is nakikita ko through Youtube,
yung mga ads, tapos yung mga clips sa Tiktok, tapos yung mga

94
ginagamit ng mga kaibigan ko. Yung 1.3 hindi ko siya masyadong
gets, ano ba yung mga pinaka question or yung pinaka ano non?
(*Uhm*, I’m ready. For your question in 1.1 *uh*, learning with AI has
made me more efficient and it really helped me with my time
management. This is also where some of my inspirations, ideas come
from, it really does make my life easier. It was really helpful
sometimes, but based on some of my experiences, it can be
unreliable as well as it doesn’t always show expected results.
Because there are times when we have ideas and we want to see it,
but we just don’t know how to form the words into sentences and
sometimes, we want to say that with the AI, but we don’t see it. Then
for 1.2, the AI technologies that I use are the ones I see from YouTube
advertisements, TikTok, and the ones my friends use. For 1.3, I didn’t
understand it. What is the question for that?)
Interviewer: Sa terms po ng school, kung na prepare ba nila o na e-educate ba
nila yung student nila sa mga modern AI technology *uhm* for
example po, kung yung mga teacher ba is kung ine-encourage nila
ang mga students sa paggamit ng AI or ine-educate ba nila sila sa
examples ng AI, ganon po.

95
(In terms of school, do they prepare or educate their students about
Modern AI Technology? *uhm* for example, do teachers encourage
students to use AI or educate them about the different kinds of AI?)
Participant #6: As a student of RC almost all of my high school life, never ko silang
na ano na parang inencourage nila yung AI at tsaka nalaman ko lang,
for me ah, nalaman kolang talaga about this AI activity, yung mga
pedeng gawin ng AI like nung Grade 11, no, nung grade 10 nung
nagsimula yung online class and yon. So kung, if RC lang yung
pagbabasihan, di nila sinasabi or ineencourage mag AI lalo na yung,
naalala ko pa yung english teacher ko dati sabi nya alam nya raw
talaga yun, yung mga grammarly at tsaka dapat daw hindi gamitin
yun. Yun din based on experience naman so yun lang.
(As a student of RC for most of high school life, I have never seen
them encourage the use of AI and for me, I’ve only heard of this AI
activity, the uses of AI during grade 10, when online classes started.
So, if we’re only talking about RC, they don’t encourage the usage of
AI, especially my former English teacher, my teacher said that AI such
as Grammarly should not be used.)
Interviewer: Follow-up question lang po sa 1, ano po yung types o AI programs
na ginagamit niyo based po dun sa check box?

96
(Follow-up question for 1, what are the AI programs that you use
based on what’s in the check box?)
Participant #6: *uhh* Spelling and grammar checkers, tapos minsan image
background tapos pati yung image background removers.
(*uhh* Spelling and grammar checkers, then image background and
also image background removers.)
Interviewer: Ok po, thank you po *uh* sa question 2 na po.
(Okay, thank you *uh*, what about question 2?)
Participant #6: Wala naman akong masyadong difficulties applying AI in education
pero or more on like wala akong maalala nung nagkaroon ako ng
difficulties pero yun, ano yun? Sometimes, yun nga, it’s unreliable.
Medyo nag a-ano nalang ako on the traditional way of doing it, yung
talagang mano-mano without the help of AI kasi yun nga, yun lang
sagot ko for number 2 and for number 3, ang masasabi ko lang ay ‘di
parin dapat tayo maging masyadong dependent sa AI, kasi hindi ko
lang mga unlike ano *uhm* applied knowledge, ano mas mabuti
naring ikaw mismo yung gagawa, pero with just like a little help of AI.
(I don’t have that many difficulties in applying AI in education,
because I don’t remember any difficulties that I’ve encountered, but

97
it’s unreliable. I just do the traditional way, like without the help of AI,
that’s my answer for number 2. For number 3, all I can say is that we
should still not be too dependent on AI, but rather it is way better to
do things on our own with just a little help of AI.)
Interviewer: Yun lang po naman yung interview namin, thank you so much po sa
paglalaan po ng time dito sa interview po namin.
(That’s it for our interview, thank you so much for lending us your time
for the interview)
Participant #6: Ok, thank you din.
(Ok, thank you)

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APPENDIX F
CODING
QUESTION PAR RESPONSE SUB- CATEGO THEME CORE

TICI CATEGO RY CATEGOR
PAN RY Y
T
NO.
1. What are 1 In the application of AI Spelling Task Learning Positive
the with my academic and assistance with Experienc
experiences works, I try to take Grammar Artificial es in
of the advantage of its Editing Intelligenc using
students in convenience in helping e for Artificial
terms of: me to correct my Academic Intelligenc
1.1 Learning spelling and grammar Purposes e
with AI? when writing research,
(Usage of AI
for academic as well as with the use Media Task
purposes) of image background editing assistance
removers that will ease
my job in VGD,
and it is very useful for Plagiarism Task

finding out if the written checking assistance
study I’m currently
viewing is plagiarized
or not
and with the use of AI Brainstor Task

allowing me to ming assistance
brainstorm ideas ideas
through its randomized
content generator it is
truly very helpful in my
studies.
2 For positive, in using Writing Task Learning Positive
AI for academic essays assistance with Experienc
purposes, it helps me Artificial es in
to do my essays faster. Intelligenc using
e for Artificial
Academic Intelligenc
Purposes e
99
For the negative side, Overrelian Student’s
Learning Negative
I’m relying more on the ce attitude on
with Experienc
AI programs. using AI
Artificial es in
programs
Intelligenc using
e for Artificial
Purposes e
3 Okay so, learning with Unfamiliari Student’s Learning Negative
AI for me is using AI ty attitude on with Experienc
programs such as using AI Artificial es in
spelling and grammar programs Intelligenc using
checkers which is e for Artificial
sometimes Grammarly, Academic Intelligenc
I also use other Purposes e
websites, but I’m not
really familiar with it.
My positive experience Spelling Task Learning Positive

is it makes transposing and Assistanc with Experienc
of words easier, the Grammar e Artificial es in
checking of grammar, editing Intelligenc using
the checking of e for Artificial
spelling, or the length Academic Intelligenc
of words and Purposes e
sentences that I use
not only in research,
but also in other
subjects and probably
with formal events too.
The negative is my Unfamiliari Student’s Learning Negative

unfamiliarity about it ty attitude on with Experienc
because sometimes, using AI Artificial es in
like an example of it is programs Intelligenc using
it’s your first time using e for Artificial
it and you are not Academic Intelligenc
really tech-savvy. Purposes e
What’ll happen is you’ll Confusion

likely be confused, you
don’t know what’s the

100
first step, and
sometimes,
Frustratio
when you no longer n
know what to do, you’ll
end up frustrated.
4 Using AI for academic Source of Task Learning Positive

purposes has been a Informatio Assistanc with Experienc
big help to support my n e Artificial es in
current knowledge, Intelligenc using
correct misinformation e for Artificial
and prevent Academic Intelligenc
cybercrimes. Although Purposes e
our generation is now
dependable to such
AIs such as
Grammarly and
plagiarism checkers,
we can’t deny that it
also supplies us with
information we are not
aware of.
5 My positive experience Writing Task Learning Positive
in using AI in education Assistanc with Experienc
is when I do e Artificial es in
assignments, AI makes Intelligenc using
it easier since the AI e for Artificial
almost becomes my Academic Intelligenc
assistant on working Purposes e
on those kinds of
things like written
works.
My negative Overrelian Student’s Learning Negative

experience is when I’m ce attitude on with Experienc
relying too much on AI using AI Artificial es in
to check my essay programs Intelligenc using
instead of actually e for Artificial
manually checking it
101
affects how I think like, Academic Intelligenc
how would I know if the Purposes e
grammar in my essay
is correct without using
AI?
6 … learning with AI has Being Positive Learning Positive

made me more efficient Effects on with Experienc
efficient, Student’s Artificial es in
Attitude Intelligenc using
e for Artificial
Purposes e
and nakatulong talaga Time Task
siya sa time managem Assistanc
management ko, ent e
dito din nanggaling
yung mga some
inspiration tapos yung
mga ideas napadali
talaga niya yung buhay
ko
[and it really helped me

with my time
management. This is
also where some of my
inspirations, ideas
come from, it really
does make my life
easier]
pero sometimes, for Unreliabilit Performan Learning Negative

me, based on y ce of AI with Experienc
experience, it’s programs Artificial es in
unreliable minsan, Intelligenc using
e for Artificial
[sometimes, but based Academic Intelligenc
on some of my Purposes e
experiences, it can be
unreliable]

102
and then it doesn’t Showing Performan
show expected results, Unexpect ce of AI
kasi minsan kase alam ed results programs
mo yung may idea tayo
at gusto natin makita,
pero we just can’t form
the words into
sentences and
sometimes we want to
say that with the AI,
but hindi natin nakikita.
[sometimes, but based

on some of my
experiences, it can be
unreliable]
What are the 1 My first encounters Movies Visual Self - Source of
experiences with AI were through and Media Discovery informatio
of the movies and document n about AI
students in documentaries aries programs
terms of: 1.2 exploring about the
Learning subject of AI and its
about AI? potential.
(Source of
knowledge As well as through my Cellphone Own
about AI) cellphone… features Resource
s
2 I’ve learned it by Friends Recomme Source of

recommendation of my ndations informatio
friend. n about AI
programs
For negative side, this Overrelian Student’s Learning Negative

also shows relying on ce attitude on with Experienc
the AI program than using AI Artificial es in
working on my skills. programs Intelligenc using
e for Artificial
Purposes e

103
3 So, to be honest, I Social Visual Self - Source of
heard about it in social media Media Discovery informatio
media… n about AI
programs
…I’m not only using Spelling Task Learning Positive

Grammarly for and Assistanc with Experienc
grammar checking for Grammar e Artificial es in
checking sentences, editing, Intelligenc using
but also in gaining Source of e for Artificial
ideas and knowledge Informatio Academic Intelligenc
since Grammarly is n Purposes e
serving as a guide
when it comes to
constructing sentences
because in Grammarly,
you’ll immediately see
the correct grammar,
spelling and the words
that can be used for a
better sentence. There
are times that you’ll
remember and learn
about the corrections
and ways that
Grammarly makes and
choose.
4 I have known all the Friends Recomme Source of
AIs I know now ndations informatio
through my friends n about AI
during the pandemic. programs
We would have a
discord group call
while doing our own
schoolwork. I would
ask for help for hard
questions and they
would suggest the
corresponding AI if
they find it hard as
well.

104
5 The reason why I knew Social Visual Self – Source of
about AI is because Media Media Discovery informatio
I’ve always seen ads n about AI
about AI in Tiktok and programs
YouTube. …
6 Then for 1.2, yung mga Social Visual Self – Source of

ginagamit ko na, yung Media Media Discovery informatio
mga ginagamit ko na n about AI
basta mga AI is programs
nakikita ko through
Youtube,yung mga
ads, tapos yung mga
clips sa Tiktok,
[Then for 1.2, the AI

technologies that I use
are the ones I see from
YouTube
advertisements,
TikTok,]
tapos yung mga Friends Recomme

ginagamit ng mga ndations
kaibigan ko.
[and the ones my

friends use.]
What are the 1 I’m saddened to say School Absence School’s Integratio
experiences that the school simply doesn’t of AI preparatio n of AI
of the doesn’t make use of AI make use Implement n of education
students in in improving the quality of AI ation in students in the
terms of: of our education. teaching for school's
1.3 modern AI curriculu
Preparing for technologi m
AI? (How the es
school
prepares
105
students on Since the school Schools
modern AI mostly sticks to a more sticks to
technologies) traditional way of traditional
teaching students way of
through books and teaching
face to face classes.
2 From the school, it School Absence School’s
does not recommend does not of AI preparatio
using AI programs recommen Implement n of
because it will make d using AI ation in students
the students rely on programs teaching for
the AI programs than modern AI
work hard and use technologi
their knowledge. es
3 So we had a teacher Encourag Supportiv Teacher’s

who we called Ma’am es the use e of AI attitude on
Yayong. Our teacher, of AI use AI in
Ma’am Yayong, software education
encourages us to use
AI software just like
Grammarly, not only
Grammarly, but also
other AI software that
are used as grammar
checkers since these
programs that use AI
are helpful. The funny
thing is, she’s not only
encouraging us, but
also everyone in RC so
the words we use are
more accurate not only
in research, but also in
other subjects so,
there it is, the positive
thing about it is she’s
encouraging me, not
only me, but also my
classmates to use
these programs since
we are in the modern
era, we should
maximize the
106
advantages with AI
programs.
There aren’t any when School Implement School’s

it comes to negative teaches ation of AI preparatio
experiences. The good AI ethics education n of
thing is our school is students
encouraging us to use for
these programs, but modern AI
mainly as a guide, not technologi
for copying answers. es
4 From my experience, School Implement School’s

the school prepares teaches ation of AI preparatio
students on modern AI AI ethics education n of
technologies by students
reminding them of a for
safe and legal way of modern AI
using them. technologi
es
5 …sometimes, our Encourag Supportiv Teacher’s

teachers tell us about es the use e of AI attitude on
the sites that could of AI use AI in
help us that would programs education
minimize the effort
needed for making the
tasks.
I observed that when Teacher’s Overrelian

instructors rely too overrelian ce on AI
much on AI, they ce on AI use
become dependent to
it.
Even if sometimes it Teacher’s Overrelian

does not provide Usage of ce on AI
accurate result, they inaccurate programs
still use the output from AI results
AI,

107
making it difficult to Cause of Overrelian
students to learn since learning ce on AI
it is already inaccurate difficulties use
Learning Negative
but the instructor Confusion Student’s
with experienc
teaches that Artificial
attitude on es in
information, leaving using AI
Intelligenc using
confusion to students. e for
programs Artificial
Purposes e
6 As a student of RC School Absence School’s Integratio
almost all of my high does not of AI preparatio n of AI
school life, never ko recommen Implement n of education
silang na ano na d using AI ation in students in the
parang inencourage programs teaching for school's
nila yung AI modern AI curriculu
technologi m
[As a student of RC for es
most of high school
life, I have never seen
them encourage the
use of AI]
So kung, if RC lang Doesn’t Opposed Teacher’s

yung pagbabasihan, di encourag to AI use attitude on
nila sinasabi or e use of AI in
ineencourage mag AI AI education
lalo na yung, naalala
ko pa yung english
teacher ko dati sabi
nya alam nya raw
talaga yun, yung mga
grammarly at tsaka
dapat daw hindi
gamitin yun. Yun din
based on experience
naman so yun lang.

108
2. What are 1 Although AI has many AI still has Present of Realizatio Learnings
the benefits it also comes many AI ns on and
challenges with a lot of flaws that flaws using insights
they still needs people to Artificial based on
encountered correct. Since AI still intelligenc experienc
from these currently learning and e es in
experiences improving it is programs using AI
and how did understandable for it to programs
they deal have a hard time in
with them? some areas for
example with image
background remover
having a hard time to
complete remove
complicated
backgrounds and
backgrounds that
blend with the person.
It still needs human AI still Present of Realizatio

supervision on specific needs AI ns on
task that the AI is human using
trying to accomplish supervisio Artificial
and needs the person n intelligenc
to correct the mistake e
in order for it to learn. programs
3 So, first off in Overrelian Negative Learning Negative

difficulties in applying ce Effects on with Experienc
AI in education is the Student’s Artificial es in
state of being too Attitude Intelligenc using
dependent in using it. e for Artificial
This was the first Academic Intelligenc
difficulty I encountered Purposes e
after using it. There
was a time when I felt
a really good feeling
because I was like
“there are programs
like this? Programs
that can help you
construct better
109
sentences? It can also
improve my way of
thinking and correcting
spelling and grammar.”
Being dependent, it
really is hard to be too
dependent on AI
software since what if
you weren’t allowed to
use it?
So, you’ll keep seeking Worsens Dependen

for its assistance which critical cy on AI
would worsen your thinking
critical thinking.
Instead of you Overdepe Dependen

constructing the actual ndency cy on AI
sentence, you rely on programs
the software.
The second difficulty Abusing Dependen

for me is abusing the AI cy on AI
AI software. Like, software
instead of using it
when I am struggling,
I’ll use it even if I don’t
need to, Then, how did
I handle this kind of
situation, I forced
myself to not use it, I
also apply the things
I’ve learned from it to
my works. Not only
Grammarly, but also
other websites which I
couldn’t remember and
I ask for my
classmates’
techniques, like, how
110
do they construct
better sentences?
4 If I experience Discoverin Problem- Coping Solutions
difficulties in using AI, I g other focused Mechanis applied on
try to discover other ways to coping ms used problems
ways to use it or other use AI by encounter
AIs which are easier to students ed using
use. AI
5 I didn’t really Asking for Social Coping programs
experience any assistance Support Mechanis
difficulties in applying from ms used
AI in education since I friends by
already have basic students
knowledge on how to
use it and also, I have
friends to talk and ask
to if I am struggling
with something.
6 Wala naman akong Unreliabilt Performan Learning Negative
masyadong difficulties y ce of AI with experienc
applying AI in programs Artificial es in
education pero or more Intelligenc using
on like wala akong e for Artificial
maalala nung Academic Intelligenc
nagkaroon ako ng Purposes e
difficulties pero yun,
ano yun? Sometimes,
yun nga, it’s unreliable.
[I don’t have that many

difficulties in applying
AI in education,
because I don’t
remember any
difficulties that I’ve
encountered, but it’s
unreliable.]
Medyo nag a-ano Avoiding Problem- Coping Solutions

nalang ako on the the use of focused Mechanis applied on
traditional way of doing AI coping ms used problems
it, yung talagang programs by encounter
mano-mano without students ed using
the help of AI kasi yun
111
nga, yun lang sagot ko AI
for number 2. programs
[I just do the traditional

way, like without the
help of AI, that’s my
answer for number 2.]
3. What are 1 AI is still in its infancy Improvem Future of Realizatio Learnings
their and has a lot of ent of AI ns on and
learnings or potential in advancing lives by Artificial insights
insights technology and society developm intelligenc based on
about their as a whole. Through ent of AI e experienc
experiences? the development in AI es in
that would further using AI
improve our daily lives programs
and give us countless
benefits in the future.
Although AI as of now AI still has Present of

is very faulty, many AI
flaws
by giving it more time Improvem Future of

to develop I believe it ent of AI
will yield to a new era lives by
where everyone would developm
be using AI to assist ent of AI
them in their lives. The
future is bright for AI
technology and I hope
it continues to develop
improving the niche
services it provides us.
2 The difficulty that I Overrelian Student’s Learning Negative

experienced is that I ce attitude on with experienc
realized that I rely too using AI Artificial e in using
much on AI programs. programs Intelligenc artificial
e for intelligenc
Academic e
Purposes

112
3 So, I’ve already Limiting Problem- Coping Solutions
mentioned what I’ve the use of focused Mechanis applied on
learned, limit the use of AI coping ms used problems
these software, AI truly programs by encounter
is helpful, but limit the students ed using
use of it to prevent AI
yourself from programs
becoming dependent
on it,
second is, don’t be Limiting Problem- Coping

dependent on AI the use of focused Mechanis
programs because AI coping ms used
once you start to use it programs by
every so often, you’ll, students
just like me, struggle
without it. I’ve already
experienced that since
one time…
4 Through these Improvem Future of Realizatio Learnings

experiences, I have ent of AI ns on and
learned how lives by Artificial insights
technology is really developm intelligenc based on
advancing every day. ent of AI e experienc
Life is much easier for programs es in
our generation as we using AI
may see answers in programs
one click.
Although it is beyond Limiting Problem- Coping Solutions

helpful to us, we must the use of focused Mechanis applied on
not rely on them too AI coping ms used problems
much. programs by encounter
students ed using
AI
programs
5 For me, if the Research Future of Realizatio Learnings
researchers focus and AI ns on and
more on AI, there will Advancem using insights
be a higher chance in ent of AI Artificial based on
improving it and it’ll intelligenc experienc
even be able to help e es in
more people like, its programs
113
utility will be expanded using AI
and will not only be programs
exclusively useful in
education.
6 for number 3, ang Limiting Problem- Coping Solutions
masasabi ko lang ay the use of focused Mechanis applied on
‘di parin dapat tayo AI coping ms used problems
maging masyadong programs by encounter
dependent sa AI, kasi students ed using
hindi ko lang mga AI
unlike applied programs
knowledge, ano mas
mabuti naring ikaw
mismo yung gagawa,
pero with just like a
little help of AI.
[For number 3, all I can

say is that we should
still not be too
dependent on AI, but
rather it is way better
to do things on our
own with just a little
help of AI.]

114
APPENDIX G
CURRICULUM VITAE
BRINTTE JANVIER A. BEJOSANO

PERSONAL DATA
Age : 16 Civil Status : Single

Birthday : January 5, 2006 Nationality : Filipino
Gender : Male Religion : Roman Catholic
Height : 5'5 Language spoken : Filipino, English
Weight : 48 Kg
EDUCATIONAL BACKGROUND
SECONDARY: Philippine School Doha (2018-2019)
Cavite Institute (2019-2022)
PRIMARY: Silang Central School (2012-2017)
Philippine School Doha (2017-2018)
HONORS & AWARDS:
With Honors (Philippine School Doha, S.Y. 2017 - 2018)
With Honors (Philippine School Doha, S.Y. 2018 - 2019)
With Honors (Cavite Institute, S.Y. 2019 - 2020)
With Honors (Cavite Institute, S.Y. 2020 - 2021)
With High Honors (Cavite Institute, S.Y. 2021 - 2022)
CLUBS/ORGANIZATIONS:
Science Club (Philippine School Doha, S.Y. 2017-2019)
Sci-Math Club (Cavite Institute, S.Y. 2019-2020)

115
CHARACTER REFERENCES:
Mrs. Buena Campano

Class Adviser
Rogationist College
I hereby certify that the above information is true and correct to the best of my knowledge
and beliefs.
Bejosano, Brintte Janvier A.

116
APPENDIX G
CURRICULUM VITAE
OSTLINE ZYANN R. CASAO

PERSONAL DATA

Birthday : October 29, 2005 Nationality : Filipino
Gender : Female Religion : Roman Catholic
Weight : 63 Kg
SECONDARY: Rogationist College
2018 - 2022
PRIMARY: Tierra Santa Montessori School
HONORS & AWARDS
With High Honors (Tierra Santa Montessori School, S.Y. 2017 - 2018)
With Honors (Rogationist College, S.Y. 2018 - 201 9)
With Honors (Rogationist College, S.Y. 2019 - 2020)
With High Honors (Rogationist College, S.Y. 2020 - 2021)
Araling Panlipunan Club (2017 - 2018)
Science Club (2018 - 2019)
Basketball Club (2019 - 2020)
JHS Student Body Organization (2021 - 2022)
SHS Student Government (2022 - 2023)

117
Mrs. Buena Campano

Class Adviser
Rogationist College
and beliefs.
Casao, Ostline Zyann R.

118
APPENDIX G
CURRICULUM VITAE
SCHANWEL C. DE SAGUN
PERSONAL DATA

Birthday : February 22, 2005 Nationality : Filipino
Weight : 70 Kg
2018 - 2022
PRIMARY: La Asuncion Montessori of Tagaytay
HONORS & AWARDS
Badminton Club (2018 - 2019)
YES Club (2019 - 2020)

119
Mrs. Buena Campano

Class Adviser
Rogationist College
and beliefs.
De Sagun, Schanwel C.

120
APPENDIX G
CURRICULUM VITAE
CLIFF BRADLEY SANCHEZ

PERSONAL DATA

Birthday : July 30, 2006 Nationality : Filipino
Weight : 80 Kg
2018 - 2022
PRIMARY: PTM Jesus is Love Academy
HONORS & AWARDS
With high honors, Valedictorian (PTM Jesus is Love Academy S.Y. 2017 - 2018)
Science club (2018 - 2019)
Glee club (2019 - 2020)

121
Mrs. Buena Campano

Class Adviser
Rogationist College
and beliefs.
Sanchez, Cliff Bradley

122
APPENDIX G
CURRICULUM VITAE
LORENZO DAVID M. TUAZON

PERSONAL DATA

Birthday : December 27, 2004 Nationality : Filipino
Weight : 64 Kg
SECONDARY: Rogationist College (2018 – 2022)
PRIMARY: La Asuncion Montessori of Tagaytay
HONORS & AWARDS
YES Club (2019 - 2020)

123
Mrs. Buena Campano

Class Adviser
Rogationist College
and beliefs.
Tuazon, Lorenzo David M.

124
APPENDIX G
CURRICULUM VITAE
LANCE ISAIAH R. VILLANUEVA

PERSONAL DATA

Birthday : June 5, 2006 Nationality : Filipino
Weight : 60 Kg
SECONDARY: Philippine International English School (2012-2020)
AMAOED University (2020-2022)
PRIMARY: Jabriya Indian School (2010-2012)
Philippine International English School (2012-2020)
HONORS & AWARDS
With Honors 2015-2016 (Philippine International English School)
With High Honors 2019-2020 (AMAOED University)
With High Honors, Valedictorian (AMAOED University)
Junior High Student Council 2015-2016 (Philippine International English School)
High School Student Council 2016-2017 (Philippine International English School)

125
Mrs. Buena Campano

Class Adviser
Rogationist College
and beliefs.
Villanueva, Lance Isaiah R.

126

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EXPERIENCES OF STUDENTS IN APPLYING ARTIFICIAL

INTELLIGENCE PROGRAMS FOR ACADEMIC PURPOSES

BEJOSANO, BRINTTE JANVIER A.

analysis in analyzing the data.

tasks, increased self-efficacy, and encouragement of AI use; however, they also

experienced overreliance, unfamiliarity, confusion, frustration, and opposition to their use

of AI. Furthermore, students discovered AI either through self-discovery or

Therefore, the researchers recommend students to develop a fundamental

the classroom, schools to incorporate AI education into their curriculum, DepEd to

consider introducing AI education to Philippines, and future researchers to conduct more

in-depth studies of students’ experiences using AI for academic purposes.

This study entitled “Experiences of Students in Applying Artificial Intelligence

approved for oral defense.

MRS. MARITES D. YAYONG

RESEARCH REVIEW PANEL

Approved by the committee on oral examination with a grade of _____.

Accepted and approved in partial fulfillment of the requirements in Practical Research 1.

allowing us to be our respondents in this study.

College Senior High School Department.

THE PROBLEM AND ITS BACKGROUND

new opportunities emerge for technology advancements. Technology plays a significant

entitled "The Importance of Innovative Technologies in achieving Educational

effectiveness" (2021) states that innovation technologies and information technologies

make conclusions on the knowledge they gained.

AI or artificial intelligence, is one of the areas of computer science that is advancing

a revolution thanks to artificial intelligence. Use of artificial intelligence in education has

had a major impact, including improved efficiency, global learning,

customized/personalized learning, smarter content, and improved effectiveness and

used for education like learning management systems.

Artificial intelligence programs are designed to perform a set of tasks automatically,

grammar checkers, content and writing generators, image background removers,

plagiarism checkers, and learning management systems are a few examples of AI

citizens to better understand the potential impact of AI on human lives).

A fair number of resources have been invested in more research and

system (Cruz, 2022).

environment of contemplation on the relationship between AI and human intellect, human-

of virtual reality enables people to learn processes hands-on in a lifelike simulated

content in great detail as well as shows a real-time, computer-generated 3D model so that

perform better by listening to AI study instructor’s advice.

The implementation of AI in education in the Philippines and abroad are different

in terms of how AI is implemented as shown in several researches (Yang, 2019; Khan et

to fully benefit from AI in education, participants should be willing to improve, express

students surveyed in the research of Yüzbaşıoğlu (2020) entitled "Attitudes and

perceptions of dental students towards Artificial Intelligence".

Rogationist College is a private institution that commits itself to offer a balanced

and technically-oriented curriculum, as well as excellent instruction, learning environment

activities. (GAScloud Technology Solutions, 2022). The system implements AI technology

detector that notifies the switching of tabs during online assessments.

The purpose of this study is to discover the experiences of students in using

students, including their learnings, insights, achievements, difficulties, and adjustments.

Specially, the researchers will try to answer the following questions:

1. What are the experiences of the students in terms of:

1.1 Learning with AI? (Usage of AI for academic purposes)

1.2 Learning about AI? (Source of knowledge about AI)

deal with them?

3. What are their learnings or insights about their experiences?

Scope and Limitations of the Study

endless ideas that the programs can provide to people.

Significance of the Study

efficiently, which then enhances the teaching and learning experience.

Schools. Schools may decide what to include in their educational curriculum by

Technology industry workers. Technology industry workers may use the