CHAPTER I

INTRODUCTION

Background of the Study

The AI technology is constantly advancing, and its application in education has

become a pivotal point of interest, prompting researchers to delve into the perceptions

surrounding its usage among teachers and students. The rationale behind choosing this

issue was a strong desire to investigate the differing perspectives held by learners and

educators about the use of AI technology in the modern world. The fact that students

frequently use AI chatbots for educational purposes highlights the applicability of this

research even more. It is critical to comprehend how these two groups interact

dynamically and how they feel about the application of AI, especially in light of the range

of potential personal repercussions. The researchers hope to shed light on the possible

advantages and disadvantages of integrating AI in academics by investigating this topic.

This thorough analysis not only adds to the body of knowledge in academia but also acts

as a spur for more investigation into the effects of AI use in learning environments.

The problem in today’s generation is the use of AI in education, this applies in

students, teachers and even professors. As students used artificial intelligence for their

school activities like essays and homework’s is considered as a form of academic

dishonesty or cheating because its like copying others or plagiarism giving the students

an easy task and make it effortless for them. This also implies in teachers and professors

as some of them use artificial intelligent on their reports. Some students and professors

use AI in the same way using it as a cheating tool or using it to plagiarized but some use

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AI as their advantage that is used to expand their knowledge or it as a helping tool to

deeply understand a topic or easier and more understandable for their knowledge,

although AI is commonly used as a cheating tool it can also use as a helping tool for

students and professors. Students’ perspectives are different from professors as students

utilize AI chatbots as a positive in their education while professors’ perspective is that AI

chatbots has a negative impact in overall education. The problem in students is that does

using AI chatbots in their education reflects on their grades or their performance in

school, as for the professors reflects that their missing benefits that they can get from AI

chatbots. This research study explores whether Ai chatbots are beneficial in students and

professors in higher education and what are the perspectives when it comes to using AI

chat bots for students and professors.

The study intends to assess the perceived benefits and downsides of using AI

chatbots in education in order to gain insight into the opinions of both professors and

students. Furthermore, the study aims to gain a thorough understanding of how

instructors and students view the usefulness of AI chatbots in classroom environments.

Additionally, the study aims to find and examine any significant trends emerge from the

discussion of perspectives between instructors and students, offering insights into the

complex dynamics of AI application in education.

Theoretical Framework

This study uses the Technology acceptance model (TAM) of Fred Davis (1986)

which consist of two major determinants; Perceive Usefulness (PU) and Perceive Ease of

Use (PEOU), according to this theory this two major determinants will greatly affect the

other two Attitude towards the use (A) and the Behavioral Intention (BI) of the users.

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 Perceive Usefulness (PU) refers to the perception of the user on how this

technology will enhance their work performance or how it will make their work easier. If

user believe that the technology is useful, they are more likely to use it.

Perceive Ease of Use (PEOU) relates to the perception of the user on how easy it

is to use this technology. If the user perceive that the technology is easy to use, they are

more likely to use it.

Technology acceptance model (TAM) states that Perceive Usefulness (PU) and

Perceive Ease of Use (PEOU) will greatly affect the user’s Attitude in using the

technology (A). This attitude then will indirectly affect the Behavioral Intention (BI) of

the user, in other words, the useful and easier the technology is the user will more likely

to have a positive attitude towards it and will consequently intend to use it.

Perceived
Usefulness
(PU)
Attitude Behavioral Actual
Towards Using Intention System
(A) (BI) Use
Perceived
Ease of Use
(PEOU)

Figure 1. TAM framework uses by the researchers in conducting the study. The rectangles
on the left denotes the major determinants of the theory including the external variables.
The framework shows that Attitude (A) and Behavioral Intention (BI) are affected by the
PU and PEOU thus resulting to how the technology will be accepted and use by the users

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 When it comes to correlating the perception of the two stakeholders; Professors

and Students, Technology Acceptance Model (TAM) will be useful in assessing each

other perception for the researchers to correlate each other’s perception.

Statement of the Problem

This study is aimed to collect the perception of the students and professors

regarding to the use of Artificial Intelligence (AI) in education and correlate the two if

there is any significant relationship between them. The study is also determined to

investigate if the two major determinants of the Technology Acceptance Model (TAM)

which are the Perceive Usefulness and Perceive Ease of Use has a significant effect to the

Attitude and Behavioral Intention of the user towards use of AI in education.

Specifically, the study is aimed to provide answers to the following question

a. How may the socio – demographic profile of the respondents be

described in terms of

a. Age

b. Sex

c. Educational Level

b. What are the perceptions of students and professors regarding the use

of AI in higher education, and do these perceptions lean towards a

positive or negative outlook?

c. Is there any significant relation between the perception of the students

and the professors regarding to the use of AI in education

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 d. Are the key determinants of the TAM; Perceive Usefulness (PU) and

Perceive Ease of Use (PEOU), has a significant effect on the Attitude

(A) and Behavioral Intention (BI) of the user towards the use of AI in

education

Hypotheses

The following hypotheses were assumed:

1. The perceptions of students and professors are leaned towards positive outlook

2. There is a statistically significant positive correlation between the perception of

the students and professors regarding to the use of Artificial Intelligence (AI) in

education

3. The two key determinants of the Technology Acceptance Model (TAM); Perceive

Usefulness (PU) and Perceive Ease of Use (PEOU) has a significant effect on the

Attitude (A) and Behavioral Intention (BI) of the users towards the use of AI in

education

Significance of the study

Teachers and students are at the core of the education system, and their thoughts

and feelings matter. By looking at how they view AI chatbots, we can get a better sense

of how this technology affects their roles and experiences. AI chatbots are reshaping

education for college students by personalizing learning, providing continuous access to

resources, improving administrative efficiency, providing instant feedback, enhancing

engagement, increasing global education access, encouraging lifelong learning,

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enhancing accessibility, and optimizing the utilization of resources. Their impact is broad,

contributing to more efficient, engaging, and particular educational experiences.

AI chatbots are being utilized more and more in educational settings to help

students, respond to inquiries, and boost their learning. They have the capacity to expand

their education and give students throughout the world individualized support. It is

essential to understand the correlations and interactions that exist between professors and

students while utilizing AI chatbots.

This research can offer valuable insights into the perceptions of both professors

and students about AI chatbots, which, in turn, can lead to the improvement of

educational methods. By identifying areas of agreement and divergence in their

perceptions, it becomes possible to refine the integration of AI chatbots into the learning

process, ultimately elevating the quality of education.

This study’s significance is further addressing research gaps; it will provide

concrete, empirical evidence to guide educational institutions and decision makers in

navigating the complex dynamics between professors and students in the modern age of

AI chatbots. Through exploring this unexplored topic, the study enables stakeholders to

make knowledgeable, fact-based decisions. Because the results may be utilized to

improve the integration of AI chatbots into teaching and learning processes, this that

eventually results in better educational experiences. In conclusion, this research advances

the responsible use of technology in education to improve learning outcomes and build

more engaging and efficient educational settings.

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 Scope and Limitation of the Study

This study aims to determine the perceptions of teachers and students on how they

utilize the usage of artificial intelligence (AI). This study will include teachers and

students at Muñoz National High School Main - SHS. The respondents will only be set of

maximum number of teachers and students and the research will be conducted through

survey

The study will be limited to Muñoz National High School Main - SHS other

schools will not be part of. The respondents of the study will be limited to teachers and

grade 11 and 12 students, elementary, junior high school students and non-teaching staff

will not be involved.

Definition of Terms

The following are the terms used by the researchers in the study to have parallel

understanding with the readers.

AI Chat Bots. a human communication with users called a chat bot. While not all chat

bots have artificial intelligence (AI) built in, contemporary chat bots increasingly make

use of conversational AI strategies such natural language processing (NLP) to

comprehend user inquiries and generate automated responses.

Behavioral Intention. This refers to the motivational factors that influence a given

behavior where the stronger the intention to perform the behavior, the more likely the

behavior will be performed.

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Perceptions of Professors. This refers to the arbitrary views, attitudes, and opinions that

professors at Central Luzon State University (CLSU) have on college students using AI

chat bots. These opinions could include a broad range of topics, such as the utility,

efficacy, and moral issues surrounding the usage of AI chat bots in educational

environments.

Perceptions of Students. This refers to the personal attitudes, convictions, and opinions

that CLSU college students have about the application of AI chat bots. It includes the

opinions of students regarding the AI ' usefulness, usability, influence on learning, and

any apprehensions or misgivings they may have about utilizing AI-powered tools in their

academic endeavors.

Perceive Usefulness (PU). the degree to which an individual believes that using a

particular technology would be beneficial. As an individual's perceived usefulness of a

given technology increases, their intentions to use the technology also increase.

The Technology Acceptance Model (TAM). This term explains the acceptance of

information systems by individuals. TAM postulates that the acceptance of technology is

predicted by the users’ behavioral intention, which is, in turn, determined by the

perception of technology usefulness in performing the task and perceived ease of its use.

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 Chapter II

Review of Related Literature and Studies

In this segment of the research, the investigation delves into the literature and

studies that is closely related with the research topic. Through the exploration of relevant

literature and studies, the aim is to gain comprehensive background knowledge and

helpful insights essential for a significant understanding of the research topic. By having

these kinds of information and insights, the researchers aim to make a significant

connection that will make a significant contribution into the completion of this study.

Perception of Students and Teachers on the use of AI in Education

The investigation into students' perceptions of generative AI (GenAI)

technologies in higher education, as exemplified by the study "Students’ voices on

generative AI: perceptions, benefits, and challenges in higher education," provides

foundational insights into the acceptance and apprehensions surrounding AI integration

(Chan and Hu, 2023). The survey-based exploration among undergraduate and

postgraduate students in Hong Kong delineates a generally positive disposition towards

GenAI in educational settings, elucidating its potential benefits for personalized learning

support, writing assistance, and research capabilities. However, the identified concerns

regarding accuracy, privacy, ethical considerations, and their potential impact on personal

development and societal values underscore the complexity of embracing AI technologies

in academia (Atlas, 2023).

These findings interlink with the focus of my research, which seeks to correlate

the perceptions of students and professors concerning AI integration in higher education.

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By aligning the revealed positive attitudes of students towards GenAI with the

perspectives of educators, the study endeavors to discern convergences and disparities in

their perceptions (Southam and Costley, 2023). Understanding these nuanced viewpoints

becomes imperative in navigating the integration process responsibly and effectively. The

insights gleaned from students' concerns and receptivity to GenAI offer a foundational

platform for assessing the alignment or divergence of professorial perspectives, guiding

policies and strategies to address apprehensions while leveraging AI tools for optimized

learning outcomes. Thus, by amalgamating student voices on GenAI with the

examination of professorial viewpoints in the educational landscape, this research aims to

holistically comprehend the dynamics shaping AI integration in higher education.

Correlating the Perception of Students and Teachers Perception on the use of AI

Analyzing the factors influencing students’ perceptions toward educational

chatbots is essential to comprehend how they interact with each other and how these

interactions can foster positive outcomes in their collaboration. Sáiz-Manzanares et al.

(2022), have examined the impact of educational level and prior knowledge on the

frequency of chatbot use and the satisfaction regarding the usefulness of chatbots among

students in the field of health sciences. The results indicated that academic level had an

impact on both the frequency of chatbot use and learning outcomes. However, prior

knowledge only influenced learning outcomes. Furthermore, significant differences were

observed in students perceived satisfaction with the use of the chatbot, but not in relation

to prior knowledge. (Moldt et al., 2023). The study of Tenakwah et al., (2021). has

investigated the competence and utility of ChatGPT in answering university-level

questions across a variety of academic disciplines. The responses were evaluated and

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graded based on the corresponding rubric for each discipline. And The authors concluded

that ChatGPT should be viewed as a tool to stimulate further and deeper thinking. When

employed for research-focused tasks, human intelligence must be utilized to review the

output for accuracy, consistency, and feasibility

In this case of my research we need to know ay correlate the perception of the

students and professor to measure the positive outcome and negative outcome of using

Gen AI for their Academic like on how they use the AI for their academic and to examine

the impact of educational level and human intelligence regarding on using artificial

intelligence of the students and to know the expand reason of using AI chatbots,

moreover in this research we need the help of the professional/expert researcher to this

study and give some information about Artificial intelligence.

The Involvement of TAM major Determinants into the use of AI in Education

The utilization of technology in educational settings has continuously evolved,

reflecting the changing landscape of pedagogical tools and learning environments

(Sellnow & Kaufmann, 2018). With the advent of online education and the integration of

artificial intelligence (AI) teaching assistants, the educational sphere has witnessed

significant transformations. The study "My teacher is a Machine: Understanding students'

perception of AI teaching assistants in online education" contributes insights into

students' perceptions of AI teaching assistants in higher education, Kim, Merrill Jr, Xu, et

al. (2020). The research draws attention to the pivotal factors influencing students'

acceptance and adoption of AI-assisted education—namely, the perceived usefulness and

ease of communication with AI teaching assistants. This study, utilizing the Technology

Acceptance Model (TAM) framework, underscores that positive attitudes toward AI

11
teaching assistants and the intention to adopt AI-based education are directly influenced

by the perceived utility and ease of interaction with these AI Kim, Merrill, Xu, et al.

(2020).

Moreover, the study contextualizes its findings within the broader landscape of

online education research, acknowledging the ongoing discourse surrounding effective

online teaching methodologies and the significance of fostering social presence in virtual

learning environments (Al Ghamdi et al., 2016; Kim et al., 2016; Shea et al., 2006). The

discussion delves into the impact of teacher-student relationships and the role of self-

disclosure in enhancing student engagement and satisfaction in online courses (Song et

al., 2019). Additionally, the study recognizes the emergence of more advanced

technologies, such as virtual reality (VR) and augmented reality (AR), in educational

contexts to create immersive and engaging learning experiences (Wu et al., 2012). By

anchoring its findings in the existing body of research on online education and student-

teacher interactions, the study "My teacher is a Machine" serves as a valuable

contribution to understanding the perceptions of AI teaching assistants in higher

education and their potential implications for the learning experience.

Pros and Cons of the use of AI in Education

Artificial intelligence (AI) has impacted various sectors of society, from replacing

rudimentary tasks in factories to tailoring advertisements based on user information.

Despite its proven utility, the full-fledged adoption of AI in the educational realm

remains nascent. In higher education, AI is rapidly transforming the way we teach and

learn thanks to the emergence of new technological tools (Mora, Bonilla-Jurado, Núñez,

and Sarmiento 2023). These AI tools are being used to provide students with personalized

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instruction, immediate feedback, and targeted practice (Dai, Liu and Lim 2023). This can

help students learn at a faster pace and better understand the concepts they are learning.

Currently, in higher education, AI is rapidly transforming the way we teach and learn

thanks to the emergence of new technological tools (Mora, Bonilla-Jurado, Núñez, and

Sarmiento 2023). These AI tools are being used to provide students with personalized

instruction, immediate feedback, and targeted (Dai, Liu and Lim 2023). This can help

students learn at a faster pace and better understand the concepts they are learning (Al

Ka’bi,GordilloTenorio, Meléndez-Flores, Sierra-Liñan, and Cabanillas, 2023). Successful

implementation of AI in higher education requires careful planning and adequate training

of educational personnel. According to Wang (2023), it is crucial that teachers adapt to

new technological advances and learn how to integrate them effectively into their

teaching methods.

Moreover, the integration of artificial intelligence (AI) tools in higher education

has become a focal point of research and scholarly exploration. The evolving

technological landscape has paved the way for AI’s application in creating enriched

learning environments. Numerous studies highlight the positive impact of AI on

personalized learning experiences, adapting content delivery to individual student needs

and learning styles. AI tools are used to help develop adaptive learning systems that

adjust the difficulty level of assignments and assessments based on the individual needs

and abilities of each student, providing a personalized learning experience, which would

also allow educators to accurately assess the learning achievements of individual students

(Alqahtani, Badreldin, Alrashed, Alshaya, Rahman, and Yami, 2023).

13
 Although GenAI has multiple applications, its use as an authoring tool in

programs Like ChatGPT allow for easy misuse. Students who have purposefully violated

academic integrity in the past through the use of contract cheating or paper mills will

Likely not hesitate to use ChatGPT or other GenAI tools to do so now, but other students

will need guidance on how to avoid inadvertently cheating.

In conclusion, the impact of artificial intelligence (AI) on education, particularly

in higher education, is a dynamic and transformative process. The evolving technological

landscape has ushered in AI tools that promise personalized instruction, immediate

feedback, and targeted practice for students. While these advancements hold the potential

to enhance learning experiences and academic outcomes, successful implementation

requires careful planning and training of educational personnel. Teachers play a crucial

role in adapting to these technological advances and integrating them effectively into

their teaching methods. The positive aspects of AI in education are evident, from

adaptive learning systems to enriched learning environments. However, it is essential to

address challenges such as potential misuse, particularly in cases of academic integrity

violations. As we navigate the integration of AI tools into higher education, a balanced

approach, incorporating ethical considerations and guidance for students, is imperative

for harnessing the full benefits of artificial intelligence (AI) in the educational institution

realm.

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 Chapter III

Methodology

This chapter of the study includes the research design, research setting, the

respondents that will be included, the instrument that will be use to gather data from the

respondents, the procedure on how the data will be gathered, and how the data will be

treated statistically.

Research Design

In this study, a correlational design will be employed to investigate the

relationship between two key variables: students and professors. A correlational research

design investigates relationships between variables without the researcher controlling or

manipulating any of them. A correlation reflects the strength and/or direction of the

relationship between two or more variables. The direction of a correlation can be either

positive or negative. Correlational research refers to a non-experimental research method

which studies the relationship between two variables with the help of statistical analysis

(Devi, Lepcha and Basnet, 2023). This method is the most suitable for assessing the

conditions and evaluating the given scenario.

One significant advantage of utilizing correlational design is its ability to shed

light on the perceived causality between variables. In cases where manipulating the

independent variable is unfeasible, impractical, or ethically challenging, correlational

studies provide valuable insights (Kanner, Coyne, Schaefer, & Lazarus, 1981). In

essence, this research aims to explore the intricate web of connections between students,

professors, and AI in the academic realm.

15
 The use of correlational design is also suitable in determining if the determinant

of TAM; Perceive Usefulness (PU) and Perceive Ease of Use (POEU) has a significant

effect on the Attitude (A) and Behavioral Intention (BI) of the students and professors by

correlating these four aspects of TAM, the direction and strength of the relationship can

be determined

Research Setting

Muñoz, which is located 147 kilometers north of Manila, saw a dramatic change

on December 9, 2000, when Republic Act 8977 made it the Science City. The purpose of

this significant alteration was to transform Muñoz into a center of research, technology,

trade, business, and agriculture. Located in the second district of Nueva Ecija, the city is

made up of 37 barangays. Presently, Muñoz is a bustling area that is home to eminent

agricultural research and technology centers such as the Philippine Carabao area (PCC),

PhilRice, and CLSU. These organizations are committed to leading the way in

information and technology, boosting initiatives for increased productivity, strengthened

food security, and rural development.

The study was conducted in the year 2023-2024. Muñoz National High School-

Main Senior High School (MNHS MAIN SHS) A DepEd manage partially urban

Secondary Public School located in Barangay Bantug, Sciencec City of Muñoz, Nueva

Ecija. There are two tracks for students in Main Senior High School which is Academic

and Technical Vocational and Livelihood track. It is lead by Mrs. Principal Marichele M.

Merculio (School Principal IV).

16
 Research Subjects

Purposive sampling was used in the topic selection process to guarantee the

efficacy, practical applicability, and practicality of the research on the perception of AI

technology among Munʸoz National High School instructors and students. Offering

academic and Technical-Vocational-Livelihood (TVL) tracks, the school consists of two

grade levels, Grade 11 and Grade 12.

Every academic track—STEM, GAS, ABM, and HUMSS—was taken into

consideration throughout the subject selection procedure. The awareness that every

academic course implies unique pathways with possible consequences for the adoption of

AI technology served as the driving force behind this decision. The research endeavors to

obtain an in-depth understanding of students' perspectives regarding the use of AI

technology in various educational situations by incorporating all academic tracks.

On the other hand, a restricted approach was utilized for the Technical-Vocational-

Livelihood (TVL) Track, choosing only the Information and Communications

Technology (ICT) strand. Practical factors aiming at maximizing time efficiency and

resource utilization drove this strategic choice. Incorporating all TVL strands would

create additional practical challenges and expenses, which could hinder the study

endeavor's efficiency. Additionally, the viewpoints and views of students enrolled in the

ICT strand are especially relevant given the study's specific focus on AI technology. Their

technological proficiency and skills closely match the goals of the study, thus their

contributions will be crucial to producing insightful results.

17
 In summary, the research on the perception of AI technology among students and

faculty at Munʂoz National High School utilized a purposive sample technique to choose

subjects, motivated by the requirement to find a balance between practical issues and

comprehensiveness. Through the integration of all academic tracks and a targeted focus

on the ICT strand within the TVL Track, the study seeks to offer a comprehensive

comprehension of AI technology perception in the educational setting, utilizing the

perspectives of instructors and students alike.

Table 1: Shows the selected strands and the total number of grade 11 and 12

Table 1: Selected Strands

Strand Grade 11 Grade 12 Total

STEM 132 144 276

ABM 201 127 328

HUMSS 526 534 1,060

GAS 69 60 129

ICT 54 70 124

TOTAL 982 935 1917

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 Research Instrument

The research instrument utilized in this study is primarily derived from the work

of Mendoza et al. (2023). This instrument has been modified and tailored to suit the

specific requirements and objectives of this research, ensuring a comprehensive

exploration of perceptions regarding AI implementation in academic settings. The

research instrument is composed of seven parts

Demographic Information Gathering

This section serves as the foundational stage of the instrument, encompassing

variables like age and gender. By collecting demographic data, the study aims to identify

potential correlations between these factors and participants' perceptions of AI in

academia.

Awareness and Usage of Artificial Intelligence

Delving deeper, this part of the instrument focuses on understanding participants'

familiarity with AI and its incorporation into their daily lives and academic activities. It

aims to quantify the level of engagement and usage patterns of AI tools among students

and professors.

Influence of AI Tools on Academic Performance

This segment evaluates participants' perceptions regarding the impact of AI tools

on academic success. It assesses factors such as the frequency, duration, and the number

of AI tools used in academic activities and their perceived influence on academic

performance.

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Comprehensibility of AI-Generated Outcomes and Understanding of AI Models

Here, the instrument aims to gauge participants' understanding and perception of

AI-generated outcomes in academic contexts. It explores the comprehensibility of these

outcomes and assesses participants' knowledge about AI models utilized within academia.

Ethical Considerations Surrounding AI Use

This section addresses ethical concerns related to the implementation of AI in

academia. It aims to understand participants' perspectives on ethical usage and the

necessity for measures to ensure respectful and ethical AI deployment in academic

settings.

Evaluation of AI's Benefits in Specific Fields of Study

Focusing on the perceived benefits of AI within specific academic fields, this part

investigates participants' perspectives on the importance of evaluating AI's contributions

within their areas of study.

Perceived Improvement in Accuracy and Reliability

Lastly, this section explores participants' perceptions regarding the enhancement

of accuracy and reliability of outcomes facilitated by AI compared to traditional methods

in academic contexts.

20
 Data Gathering Procedure

Before administering the research question in the students of MNHS MAIN –

SHS, formal permission is requested from the Office school principal. This step ensures

that the research is conducted with the necessary authorization and support from the

university administration. Upon securing approval, the researcher, in collaboration with

teachers facilitates the administration of the questionnaire to the identified respondents.

Clear instructions are provided, emphasizing the importance of honest and accurate

responses for the success of the research. Subsequently, the collected data undergoes

encoding and thorough analysis. This meticulous process is integral to extracting

meaningful insights from the gathered information.

Statistical Treatment

For the research question no. 1, the mean, median and the mode of the

responses in each question is determined to know if in what range in the Likert scale will

in include.

The Equation 1 shows the formula for the arithmetic mean

__
X = ΣX/N

where: __
X = the Mean

ΣX = the sum of all the score

21
 N = number of respondents or sample size

Table number 1: shows how the Likert scale will be interpret

Scale Mean Equivalent Corresponding Remarks

5 4.30 – 5.00 Very Positive

4 3.50 – 4.20 Positive

3 2.70 – 3.40 Neutral

2 1.90 – 2.60 Negative

1 1.00 – 1.80 Very Negative

For the research questions no. 2 and 3, the Spearman’s rank correlation is use to

assess the strength and the direction of the relationship between the perceptions of the

students and the professor, and also the relationship between the key determinants of

TAM; PU and PEOU to the Attitude and Behavioral Intention of the user.

The equation 1 shows the formula for the Spearman’s rank correlation

2
6ΣD
ρ = 1−
N ( N 2−1 )

where:
ρ = Spearman’s rank correlation
Di = difference between the ranks of the corresponding pairs
N = is the number of corresponding pairs

Figure 2: Shows how the Spearman’s rank correlation value will be interpret

22
 Spearman’s rank correlation is used for each question in the Likert scale to assess

respondents' answers related to Perceived Usefulness (PU) and Perceived Ease of Use

(PEOU). This is done to evaluate the two determinants of Technology Acceptance Model

(TAM) and to correlate them with Attitude and Behavioral Intention regarding the use of

AI in education. Meanwhile, the arithmetic mean, median, and mode are employed for

the overall analysis of students' and professors' perceptions. By calculating the central

tendency of the groups' perceptions, the direction and strength of the correlation can be

determined.

Research Paradigm

Independent Variable Dependent Variable

1. Socio Demographic
Profile
a. Age
b. Sex
c. Educational Level Perceptions of Students and
Teachers
2. Perceive Ease of Use
3. Perceive Usefulness

23
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