ACLC COLLEGE OF COMMONWEALTH

Blk. 11 Lot 31 Lirio 1 Bldg., Commonwealth Ave., Brgy. Holy Spirit, Quezon City

LIVED EXPERIENCES OF SENIOR HIGH SCHOOL STUDENTS IN USING

AI-GENERATOR TOOLS IN LEARNING ENVIRONMENT
IN ACLC COLLEGE COMMONWEALTH

A Qualitative Research
presented to the Faculty of Senior High School
ACLC College of Commonwealth
Lirio1 Bldg., Commonwealth Avenue, Holy Spirit, Quezon City

in partial fulfillment of the requirements in

Practical Research 1

Bayog, Jemima P.
Mahinay, Ma. Clarisse Ann C.
Quilo, Elijah Philippe Jose F.

ABM 11-A

June 2024

ii
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APPROVAL SHEET

This thesis titled LIVED EXPERIENCES OF SHS STUDENTS IN USING

AI-GENERATOR TOOLS IN THE LEARNING ENVIRONMENT IN ACLC

COLLEGE OF COMMONWEALTH is prepared and submitted by JEMIMA P.

BAYOG, MA. CLARISSE ANN C. MAHINAY, and ELIJAH PHILIPPE JOSE F.

QUILO in partial fulfillment of the requirements in Practical Research 1 and is

recommended for acceptance and approval for Oral Defense.

MS. JANE M. MIRAFLOR

Research Adviser

Approved by the committee on Oral Examination on June 19, 2024.

________________________ _______

______________
MR. JOVER P. BERNABE DR. JOHN P. MARQUEZ
Panelist 1 Panelist 2

Approved and accepted in partial fulfillment of the requirements in Practical Research 1

MS. CAROLINE L. BANCORO

School Director
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ABSTRACT

Artificial intelligence (AI) is increasingly employed by a substantial number of

contemporary students to aid in diverse academic tasks. Owing to its functionalities,

numerous students depend on AI tools. Nonetheless, the excessive utilization of AI

presents several drawbacks, including the encouragement of indolence, reduction in

knowledge acquisition, and risks associated with plagiarism and the propagation of

misinformation. Therefore, this study aims to investigate the utilization of AI among

senior high school students, specifically examining their experiences and perceptions

regarding its advantages and disadvantages. Researchers employed purposive sampling to

collect responses from ten Grade 11 and 12 students during the academic year 2024 who

have utilized AI in their academic endeavors. These students were selected from ACLC

College of Commonwealth, and data were gathered through unstructured interview

questionnaires. The findings indicate that senior high school students had a positive

experiences with the use of AI, finding it beneficial for various academic tasks and time-

saving. However, participants also expressed concerns that AI contributes to a decline in

comprehensive knowledge acquisition and may propagate inaccurate information,

thereby impacting their learning environments. The outcomes of this study can thus serve

as a foundational reference primarily for senior high school students at ACLC College of

Commonwealth, promoting responsible AI usage. Furthermore, these findings may also

provide a framework for future research endeavors in this area.

Keywords: Artificial Intelligence (AI), Learning environment, Phenomenological study.

ACLC College Commonwealth
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iv
ACKNOWLEDGMENT

Firstly, the researchers extend their heartfelt gratitude to Almighty God for

granting the strength and knowledge to conduct this research. This paper would not have

been possible without the support and guidance of several key individuals.

The researchers are deeply appreciative of the esteemed School Director, Ma’am

Caroline Bancoro, for her unwavering support and for granting permission to conduct this

study. The researchers’ profound thanks also go to Research Adviser, Ma’am Jane M.

Miraflor, for her invaluable advice and dedicated instruction in the research subject.

Researchers also would like to take this opportunity to thank Sir Jover P. Bernabe

and Dr. John Marquez, the respected panelists, for their insightful comments and

constructive suggestions, which significantly enhanced the quality of this research paper.

Additionally, the researchers extend thanks to the Grade 11 and 12 participants

who generously dedicated their time to complete the interview questionnaires, thereby

contributing to the timely completion of this research project.

Lastly, the researchers acknowledge with gratitude the encouragement and

motivation provided by the teachers throughout this endeavor.

The researchers are incredibly grateful for this opportunity. May God bless us all.
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TABLE OF CONTENTS

Title Page…………………………………………………………………………….…….i

Approval Sheet…………………………………………………………………….……ii

Abstract…………………………………………………………………...……………....iii

Acknowledgment…………………………………………………………………..…..…iv

Table of contents………………………………………………………….……………….v

Chapter 1: The Problem and Its Background………………………………………...….1

Introduction……………………………….………………………………….1

Background of the Study…………………….……………………………….2

Statement of the Problem………….……..……………..……………………4

Significance of the Study………………………………………………….....4

Scope and Delimitation……………….………………………………………..5

Definition of Terms…………………………………………………………….6

Chapter 2: Review of the Related Literature and Studies……………………………….8

Foreign Literature……….…………………………………………………..8

Local Literature………….………………………………………………….9

Synthesis of the Literature and Studies……...……………………………..12

Theoretical Framework……….……………………………………………13

Conceptual Framework…………………………………………………….14

Chapter 3: Research Methodology…………………………………………………...…..16

Research Design……………………………………………………………16
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vi

Research Locale of the Study…………………………………………..…..17

The Sample and Sampling Technique………..……………………...….….17

The instrument…….…………………………………………….…………18

Data Collection Procedure…………………………………………………18

Data Analysis……………….……………………………………………..19

Ethical Consideration……….……………………………………………..20

Chapter 4: Presentation of Results and Findings……………………………………..

SOP 1 ……………………………………………………………………………

SOP 2 ……………………………………………………………………………

Chapter 5: Summary, Conclusions, and Recommendations …………………………

Summary of Findings ………………………………………………………..

Conclusions ………………………………………………………………….

Recommendations ……………………………………………………………

List of Tables
Table 1 ……………………………………………………………………………..
Table 2 ……………………………………………………………………………..

List of Figures
Figure 1 …………………………………………………………………………..
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Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Artificial intelligence (AI) has emerged as a groundbreaking technology with the

potential to revolutionize numerous industries, including the field of education. In recent

years, there has been a significant increase in the interest and focus on understanding how

AI can impact and transform the learning experiences of students. These advancements

aim to enhance the way students learn, engage, and achieve success in their educational

endeavors. Artificial intelligence refers to computer programs that have the ability to

perform activities that are usually associated with human intellect, like object

identification, voice interpretation, and natural language generation. Artificial

intelligence also refers to the process of helping robots to function and operate like

humans in order to automate activities as well as discover faster solutions to issues

(Glover, 2024).

According to the definition, artificial intelligence was developed to be able of

acting like a human but in a form of robots or programs to make human activities easier.

Technology is a fact of life, ranging from basic cell phones to highly advanced artificial

intelligence computers, and it has an impact on our daily routines and lives (Queiroz &

Simonette, 2022).

According to the news of GMA Network (January 2024), the Department of

Education and several universities believed that the use of AI was unavoidable. It is

becoming more and more prevalent in our daily lives, and that its use is spreading at a
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rapidly pace. Artificial intelligence has become increasingly popular in education as a

result of technological advancements. In today's generation, technology becomes

unavoidable and AI is deeply integrated into our daily lives, such as in human interaction,

and especially in Education. Artificial Intelligence (AI) is believed to be able to help

humans learn better and achieve educational goals more effectively (Fitria, 2021).

AI-generator tools can be a powerful resource for students, helping them to be

more productive, creative, fulfilling all of their academic needs and providing support

when needed. Students' learning experiences and abilities will definitely get better with

the support of AI Tool. According to Briones on the Third National Assembly of

Education Leaders (NAEL) last September 24 in Marriott Hotel, Pasay City. She said that

the rise of artificial intelligence has changed the way people learn as educational

materials have become accessible to all through smart devices and computers.

Based on the foregoing discussions, the researchers decided to conduct a study to

explore the experiences of SHS Students with regards on the use of AI tools in their

learning environment in ACLC College of Commonwealth. In addition to this, the

present study aimed to explore such as the perception of SHS Students regarding the

advantages and disadvantages on using AI tools.

Background of the Study

Learning environments are venues where individuals acquire knowledge. These

can encompass physical spaces such as classrooms, schools, or workplaces; virtual spaces

like digital platforms; or hybrid spaces combining both physical and digital elements
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(Williams & Clint, 2021). AI has the potential to enhance these learning environments.

According to Sylvia (2023), AI not only increases student engagement but also boosts

their motivation to learn. By personalizing education, AI creates unique, tailored

experiences that cater to individual students' needs and learning styles, thus transforming

the educational landscape. Personalized learning, facilitated by AI, significantly improves

student engagement and motivation, which are crucial for academic success

(Nomerovska, 2023). Furthermore, AI supports skill development by acting as a tutor,

enhancing foundational aspects of learning such as problem-solving and research, thereby

fostering productive and analytical students.

Given these advantages, Fitria (2021) asserts that technology is unavoidable, as

AI aids in more effective learning and achievement of educational goals. However,

overreliance on AI can negatively impact the learning environment. Vernersson (2023)

stated that excessive dependence on technology might diminish critical thinking and

problem-solving skills, which are essential to the learning process. It emphasized that it is

crucial to strike a balance between leveraging AI as a tool and preserving traditional

educational methods. Additionally, incorporating AI in educational settings prepares

students for the evolving world (Peters, 2023).

This proposed research study aims to explore the lived experiences of Senior High

School (SHS) students using AI-generator tools in the learning environment of ACLC

College of Commonwealth. It seeks to identify the factors prompting their use of AI in

education.
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Statement of the Problem

The main objective of this study is to explore the experiences of SHS Students

regarding the Use of AI-Generator Tools in their Learning Environment in ACLC

College of Commonwealth.

Specifically, this study seek to answer the following questions:

1. What are the experiences of SHS Students in using AI Tools in their learning

environment?

2. What are the perceptions of SHS students in using AI-generator tools?

Significance of the Study

The main objective of this study was to provide significant understanding into

how SHS students in the ACLC College of Commonwealth experienced the use of AI-

generator tools in their learning environment.

This study will be beneficial to the following:

For Students: In this study, the students will provide insightful information about

how AI tools assist them with their academic tasks. The application of artificial

intelligence will benefit students in order to improve their academic performance and

assist them in terms of their academic needs. They will also provide comprehensive

details on the benefits of utilizing AI and the drawbacks of continuously utilizing AI

tools.

For Teachers: They can provide insights into how Senior High School (SHS)

students use Artificial Intelligence (AI) in their learning processes. Understanding these
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interactions allows teachers to tailor their instructional methods to better align with

students’ technological skills, thereby enhancing teaching effectiveness and student

engagement. It highlights the potential for AI to personalize learning experiences, foster

critical thinking, and prepare students for future careers by integrating real-world

problem-solving activities into the curriculum. Moreover, the findings can inform

curriculum development and professional growth, ensuring teachers are equipped to

navigate and leverage AI in education, ultimately fostering a culture of lifelong learning

and digital literacy.

For Future Researchers: Future researchers can make use of this qualitative

study as a basis, since it provides helpful understanding into the usefulness of AI and how

it could perform personalized tasks for individuals with excellent results.

Scope and Delimitation

The main goal of this study is to investigate how SHS students in the ACLC

College of Commonwealth experienced and use AI-generated learning resources. It seeks

to fully understand the viewpoints of the students regarding the advantages,

disadvantages, and overall impacts for them of using AI-generator tools into their

educational processes. The study will look into how students experienced about these AI-

powered tools being used in their academic activities, such as writing, problem-solving,

and creation of tasks.

The study is limited to the ACLC College of Commonwealth and does not aim to

generalize the findings to a broader population of students. The research focuses only on
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the Experiences of SHS students and does not include the Perspectives of faculty, college

students, administrators, or other teachers within the ACLC College of Commonwealth.

Furthermore, the study will not explore the wider implications of AI technology in other

sectors of the economy, such as in health care, the food industry, banking, and many

more. Instead, it concentrates primarily on how SHS students in ACLC College of

Commonwealth use AI-generator tools for learning. Lastly, this study is qualitative in

nature and does not involve quantitative measures or statistical analysis. Only the

students' responses regarding their experiences and perceptions on the use of AI-Tools

will be gathered, no further examination or collection of marks or scores of each students

will take place.

Definition of Terms

AI-generated learning resources: This refers to the educational materials created

by artificial intelligence. These can include things like personalized study guides,

quizzes, tutorials, or interactive lessons produced using AI technology.

Artificial Intelligence (AI). It refers to robots or programs designed to emulate

human behavior, performing numerous tasks to facilitate human activities and reduce the

effort required for both physical and cognitive tasks.

Learning Environment. This refers to a setting or context in which learning

takes place. This includes the physical space, resources, or virtual space, and the social

and cultural atmosphere that influence how students learn.

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Lived Experiences. It refers to the personal knowledge and insights that students

gain through their own life events and activities. It is the understanding and perspective

that come from directly experiencing things rather than just hearing about them or

reading about them.

Personalized learning. It refers to an educational approach that tailors instruction

to fit the individual needs, interests, and abilities of each student. It aims to provide a

customized learning experience that helps each learner to gain knowledge and succeed.
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Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature, synthesis of the literature,

the conceptual framework, and theoretical framework

Foreign Literature

Artificial intelligence (AI) in education has the potential to transform students'

educational experiences. AI-generated tools can create various types of content, including

text, images, audio, and code, functioning as digital assistants for academic tasks. These

tools also include chatbots that answer student inquiries and offer individualized learning

experiences (Lin, Huang, & Lu, 2023). Additionally, AI tools can provide intelligent

tutoring.

According to Ahmed and Edublogger (2023), an AI Intelligent Tutoring System

(ITS) delivers personalized learning experiences, adapts to individual learners' needs,

assesses difficulty levels, and provides immediate feedback to enhance understanding and

engagement. This emphasize that AI-based tutoring systems offer one-on-one assistance,

address student concerns, clarify concepts, and help with challenging subjects which

foster productivity and creativity, meet academic needs, and offer essential support,

significantly improving students' learning experiences and abilities.

Ebuena (2023) stated that students generally support the use of AI in education,

believing it can enhance education quality, reduce school workload, and effectively

assess learning. This indicates that AI tools are efficient, helping students complete tasks
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quickly, and are often freely accessible online, providing support when teachers are

unavailable.

Furthermore, Araya & Vall (2023) recommends that students use AI technology

to minimize errors and save time, allowing them to focus on specific tasks. AI algorithms

can expedite schoolwork and facilitate decision-making processes. Tools like Chat GPT

mimic human interaction, enabling conversational exchanges and immediate responses.

Hooper (2023) notes that AI helps students save time and generate unique and creative

ideas with minimal effort.

AI-powered writing tools can improve grammar, spelling, rewrite paragraphs, and

summarize content (Burkhard, 2022). However, these tools often require teacher

supervision to avoid misuse and plagiarism. Some students may avoid using these tools

due to concerns about inaccuracies or plagiarism. Kumar (2023) found that while AI-

generated responses to academic writing challenges were organized, accurate, and

creative, they often lacked depth and academic quality. Issues included word count,

improper references, and a lack of academic excellence. In the study of Robert, Frank,

and Potter (2024), it emphasize the need to balance AI-driven instruction with human

interaction to ensure meaningful learning experiences and prevent over-reliance on AI

technologies.

Local Literature

According to Estrellado and Miranda (2023), AI-driven systems have the

capability to analyze students' progress, identify their strengths and weaknesses, and
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recommend suitable learning materials and activities tailored to their individual needs.

This personalized approach allows students to feel secure in making mistakes, which is

essential for learning, and in receiving the feedback necessary for their development. The

authors argue that personalized learning through AI can significantly enhance student

engagement, motivation, and satisfaction in their education. They also suggest that

despite potential challenges, the Philippine education system can benefit from AI's

integration, improving classroom instruction.

The authors further emphasize that integrating AI into the Philippine educational

context presents numerous opportunities for enhancing the overall learning experience.

These opportunities include the development of new assessment methods, upskilling, and

the enhancement of assessment software, which can provide more accurate and timely

feedback to both students and educators. This may also prompt curriculum designers to

reevaluate educational practices, potentially improving or worsening educational

outcomes. Nevertheless, AI-driven tools are generally seen as augmenting educators'

ability to understand students' learning progress and tailor teaching strategies

accordingly. The authors stress the importance of digital ethics as AI becomes more

prevalent in education, highlighting the need for ethical guidelines to govern its use and

address the digital divide and existing inequalities.

Despite these advantages, concerns about AI persist. According to a report by

Pascual (2023) on ABS-CBN, the University of the Philippines (UP) has introduced

guidelines for the responsible and trustworthy use of AI in education. This follows a

survey revealing that while many Philippine educational institutions are adopting AI,
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there is a need for clearer guidelines on its acceptable use. The "2023 State of Student

Success and Engagement in Higher Education" study found that 46% of respondents have

light AI guidelines, 28% have strict guidelines, and the remainder have none. Ryan

Lufkin, Instructure's Vice President for Global Strategy, noted that students widely use

generative AI tools like ChatGPT for research, writing, and language learning, and

teachers find AI helpful for content creation and personalized learning. However, he

emphasized the need for clear boundaries and guidelines, as AI can sometimes provide

confidently incorrect answers. The UP guidelines aim to establish a framework for the

responsible development and use of AI in the Philippine education sector.

Moreover, Minette (2023) shared insights from Prof. Benjamin M. Vallejo Jr. of

the University of the Philippines Diliman, who highlighted the importance of the

responsible and ethical use of AI technology. Prof. Vallejo Jr. stressed that AI cannot

replace humans, as it requires human agency and control. Humans maintain ultimate

decision-making power over outcomes. He advised that AI systems should be

implemented with principles of responsible use that protect against potential abuse or

misuse. Students and educational institutions should select AI tools and platforms that

prioritize data privacy and human rights. While AI has many applications, its use must be

governed by ethical guidelines and human-centered principles to ensure it enhances

human abilities rather than replacing or diminishing them. By adopting this approach,

educational institutions like UP can leverage AI's benefits while mitigating risks and

upholding human agency and ethical standards. This balanced perspective is crucial as AI

becomes increasingly integrated into education.

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Synthesis of the Literature and Related Studies

Artificial intelligence (AI) has the potential to revolutionize education by

enhancing learning through innovative tools such as chatbots and Intelligent Tutoring

Systems (ITS). These systems offer personalized support, adapt to individual learning

needs, and enhance student engagement and satisfaction (Lin, Huang, & Lu, 2023;

Ahmed & Edublogger, 2023). AI tools like Chat GPT streamline task completion and

foster creative idea generation, particularly beneficial in environments where direct

teacher guidance is limited (De la Valle, 2023; Hooper, 2023). This emphasizes that AI is

really a helpful tool for students to use. Furthermore, Estrellado and Miranda (2023)

highlight AI's potential in education by analyzing student progress and recommending

tailored learning materials, thereby improving student development and motivation. Due

to the advantages of AI, students widely support AI for its capacity to elevate educational

quality and alleviate workload (Ebuena, 2023).

However, despite AI's proficiency in tasks such as grammar correction, concerns

persist regarding the need for supervision to maintain academic integrity (Burkhard,

2022; Kumar, 2023). Maintaining a balance between AI-driven instruction and human

interaction is crucial to preserve educational standards and mitigate dependency on AI

(Robert, Frank, & Potter, 2024). Ethical considerations surrounding AI in education are

addressed through emerging guidelines that prioritize human autonomy and data privacy

(Pascual, 2023; Minette 2023). It highlights that clear guidelines are essential to

effectively integrate AI into education, ensuring its benefits while mitigating risks such as

misinformation.
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In conclusion, while AI holds promise for transforming Philippine education, its

implementation must adhere to robust ethical frameworks. This approach supports

improved educational practices, fosters collaboration between AI and human educators,

and ultimately enhances student success within a balanced learning environment.

Theoretical Framework

This study is anchored on the Multiple Intelligences theory by Howard Gardner.

Gardner proposed that each person had a unique set of "intelligences" in his 1983 book

Frames of Mind: The Theory of Multiple Intelligences (Cherry, 2023).

According to Howard Gardner's Theory of Multiple Intelligences, people have

more than one general intelligence; rather, they have a variety of unique forms of

intelligence. These categories emphasize a more comprehensive view of human potential

and include areas such as linguistic, logical-mathematical, musical, spatial, bodily-

kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. This theory

indicates that a student who is skilled at storytelling and public speaking may struggle to

solve mathematical problems. Therefore, this theory will help students in identifying their

areas of ability.

To support the present study, the Multiple Intelligences theory by Howard

Gardner was used. The use of AI-generator technology in education can be considered as

a way to deal with the different ways of learning and intelligences of SHS students. Like

a teacher or tutor, artificial intelligence (AI) can provide feedback on practice questions

and student learning activities as well as suggest content that needs to be reviewed (Fitria,
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2021). AI-generated resources, such as language models and content production tools,

can provide students individualized and flexible learning experiences that are tailored to

their specific needs and preferences.

Conceptual Framework

Figure 1: Paradigm of the Study

SHS Students's
the Use of AI-Generator
Experiences on
Tools
Learning Environment

This study utilizes the Independent Variable (IV) and Dependent Variable (DV)

Model. The independent variable in this study is the use of AI-generator tools. This is the

factor or condition that the researchers are focusing on and investigating. It also function

as potential indicators of the result under the DV.

The dependent variable in this study is the SHS Students' Experiences on

Learning Environment. Here, students can freely respond to questions with regard on

how using AI improves their learning experiences and helps them with their academic

tasks. This outcome variable is dependent on the use of AI-Generator Tools in the

Learning Environment of SHS Students.

The goal of this phenomenological study is to understand and analyze SHS

students' lived experiences regarding the use of AI-generator tools in their learning

environment in ACLC College of Commonwealth. Researchers are going to explore any

potential connections between the IV and DV.

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Chapter 3

METHODOLOGY

This chapter indicates the method of research design, locale of the study, the

sample and sampling technique, the instruments used, data collection procedure, data

analysis, and ethical consideration.

Research Design

The researchers employed a phenomenological design to gather the lived

experiences of senior high school students concerning the use of AI in their learning

environment. Phenomenological research, a qualitative methodology, aims to understand

and describe the fundamental essence of a phenomenon. It explores lived experiences to

gain insight into how individuals perceive them (Ho & Limpaecher, 2022).

This phenomenological study involved ten senior high school (SHS) students

from ACLC College of Commonwealth, selected through purposive non-probability

sampling technique to ensure that participants had relevant experiences on the use of AI

in learning. The use of unstructured interviews allowed for enabling the researchers to

delve deeply into participants' thoughts and feelings. These interviews were guided by

open-ended questions, focusing on "how" and "why" rather than "how many" and "how

much," allowing students to express their perceptions, experiences, and attitudes freely,

thereby providing rich qualitative data.

By employing the phenomenological design, researchers were able to efficiently

gather students' responses, capturing their personal experiences and views on the use of
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AI-generator tools in education. The data collected through these interviews were

analyzed to identify common themes and unique viewpoints, contributing to a

comprehensive understanding of student experiences and perceptions.

Research Locale of the Study

To investigate the experiences of senior high school students regarding the use of

AI generator tools in education, a research study was conducted at the AMA Computer

Learning Center (ACLC) College of Commonwealth in Quezon City. This study was

carried out during the second semester of the academic year 2023-2024.

The Sample and Sampling Technique

In this study, purposive sampling was employed as the sampling technique.

Purposive sampling is a non-probability sampling technique in which units are selected

based on specific characteristics required for the sample (Nikolopoulou, 2023). The

participants of the study are senior high school students from ACLC College of

Commonwealth who have used AI generator tools. These students were chosen to

provide responses that would address the study's objectives.

To capture a comprehensive understanding of the students' lived experiences, the

researchers aimed to include senior high school students who could offer in-depth and

reflective insights on the impact of AI tools in their learning. This approach ensures that

the study encompasses a well-rounded perspective on the usage and perceptions of AI

generator tools as student progress through high school. The researchers particularly
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sought to explore the experiences and views of senior high school students at ACLC

College of Commonwealth.

The Instrument

Interview questionnaires serve as the primary instrument utilized by the

researchers to achieve the study's objectives. This instrument does not include predefined

response options. Instead, the questions are designed to explore the experiences and

perceptions of senior high school students regarding the use of AI. The interview format

requires participants to articulate their responses verbally, allowing them to express their

thoughts in their own words.

This approach facilitates data collection by enabling researchers to capture rich,

detailed information. Additionally, this instrument allows for a closer examination of

each student's responses, thereby enhancing the depth and quality of the data gathered.

Data Collection Procedure

In this qualitative research study, the objective is to comprehend the experiences

of senior high school students regarding the use of artificial intelligence (AI). The

researchers have selected ten senior high school students from ACLC College of

Commonwealth who have utilized AI in their educational activities. Interviews are

conducted during the students' free time at school, with informed consent obtained prior

to recording their responses. The researchers personally conduct the interviews, ensuring
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the accurate recording of the participants’ answers. Participants are encouraged to freely

share their experiences and viewpoints on the use of AI in their learning environment.

The collected responses are analyzed thematically to identify common themes.

The findings are presented in a tabular format, highlighting the main themes and various

experiences and perceptions of the senior high school students, along with an

interpretation of their responses. Throughout the research process, ethical considerations

such as confidentiality and informed consent are strictly adhered to, ensuring the

protection of participants' rights and privacy.

Data Analysis

Thus study utilized thematic analysis to analyze the data gathered. It is a method

used in qualitative research to identify, analyze, and report patterns (themes) within data.

It is a foundational method for qualitative analysis, offering a systematic approach to

coding and interpreting complex datasets (Braun & Clarke, 2006). To analyze the

experiences of senior high school students using AI generator tools through interviews,

the researchers transcribed the obtained data from the unstructured in-depth interviews

with the participating students’ qualitative data about their experiences. The transcribed

data from the interview recordings create textual data for analysis. This data were

reviewed to become familiar with the content and identify any initial patterns or themes.

Engage in an iterative process of open coding, closely examining the interview

data and assigning descriptive codes to capture the students' experiences, perceptions, and

the meanings they attach to the use of AI generator tools. Organize the codes into broader
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themes that represent the essence of the students' lived experiences, highlighting both the

similarities and differences among them.

Ethical Considerations

Conducting phenomenological qualitative research on the lived experiences of

senior high school students using AI generator tools involves several significant ethical

considerations. Researchers firstly obtain permission from participants before conducting

interviews and recording their responses. Participation are entirely voluntary, with no

pressure exerted on the students to answer the interview questions. The privacy and

confidentiality of student participants are rigorously protected, ensuring that their

personal information and responses remain secure and are not disclosed publicly.

Researchers are also mindful of potential power dynamics, recognizing that

students might feel pressured to participate or provide certain responses if the researcher

is perceived as an authority.
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Chapter 4

PRESENTATION OF RESULTS AND FINDINGS

This chapter provides a comprehensive tabular presentation of the participants'

responses, along with the identification of meaningful themes and insights. Furthermore,

it encompasses the analysis and interpretation of the data within the context of the study.

SOP 1: What are the experiences of SHS Students in using AI Tools in their learning

environment?

Table 1: Experiences of SHS in Using AI

Themes Responses

Happy, because I can finally do my school activities in a minute and AI

gives me a lot of information (P2).
Delighted
I feel so satisfied and happy about it, because AI is way too perfect,
they correct your grammar, give accurate answers, and you can ask AI
to anything you want (P3).

Masaya, kasi nakakatulong talaga ito sa mga estudyante para

mapadali yung paggawa nila ng mga activities tsaka para na rin mas
maintindihan nila yung mga bagay na nahihirapan silang intindihin.
(Happy, it really helps the students to make it easier for them to do
activities and also for them to better understand the things that they
have a hard time understanding)(P4).

Happy, because it saves a lot of time and effort (P6).

Masaya ako, kasi nakakatulong talaga yung AI sa akin sa paggawa ng

mga homework. (I'm happy, because AI really helps me in doing
homework)(P7).

Happy, because it is a helpful tool for me and it can do a lot of tasks

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like calculations on mathematics problem (P8).

I feel happy because AI is always available to help and give answers
(P9).

It helps me to save my time because when I'm using AI I finish my work

Helpful faster and it became easier and better (P1).

For me, I will describe my experience in using AI generator tools to

help my academic work is that AI is helpful, they can help you to do
everything, in my experiences the AI help me all my homework so to
help my academic work, AI can help you to generate ideas to your
research, AI can be your writing assistance, data analysis, and
learning language (P3).

More on maganda kasi may explanation siya so alam mo pano

nakukuha yung sagot. (More on it's good because it has an explanation
so you know how to get the answer) (P4).

Helpful, most of the time we are rushed to do or have lack of time to do

our school works that's why it becomes helpful for me to do my school
works because it gives immediate feedback (P5).

It’s good experience, because it helps me to learn in my own way by

giving a lot of information and explanation (P8).

As a student, AI tool is really helpful on my research because it

provides a simple understanding about it (P10).

The responses of the participants regarding the experiences of Senior High School

(SHS) students using AI tools in a learning environment reveal a positive reception.

Students expressed satisfaction with AI tools, noting that these tools facilitate their school

activities, save time, and reduce the effort required for academic tasks. AI tools enable
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students to complete their tasks more efficiently and offer additional features that support

their academic work, particularly in subjects they find challenging.

Senior High School (SHS) students' experiences with AI reveal that themes of

"delighted" and "helpful" prominently emerge. Many students express delight in the

interactive and engaging nature of AI tools, finding that these technologies make learning

more enjoyable and less monotonous. AI's ability to provide instant feedback and

personalized learning experiences significantly contributes to this sense of delight, as

students can see immediate progress and tailor their learning paths to suit their individual

needs (Luckin et al., 2016).

Additionally, the theme of helpfulness is evident as students utilize AI for a

variety of academic tasks, from complex problem-solving and research to organizing

study schedules and enhancing their understanding of difficult concepts (Holmes et al.,

2019). This dual experience of AI being both delightful and helpful underscores its

potential to transform educational experiences, making learning more effective and

enjoyable for SHS students.

In summary, participants find AI tools beneficial as they simplify school

activities, save time, reduce effort, and provide easily understandable explanations. These

advantages contribute significantly to students' overall happiness, particularly given their

heavy workloads and limited time for assignments. The overall experience of students

using AI tools for academic tasks has been excellent, helpful, and beneficial.
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SOP 2: What are the perceptions of SHS Students in using AI tools?

Table 2: Perceptions of SHS students in Using AI

Themes Responses

When it comes to education is AI is very helpful because I can

Provides more finally understand difficult lessons by giving simple and more
explanation explanation because of the chatbots (P2).

Nakakataas ng grades kasi tama ang mga binibigay nito at

nabibigyan ako nito ng maraming aral… More on learning,
makakakuha ka ng mga explanation o learnings pa na hindi mo
naiintindihan sa explanation ng teacher. (It increases grades
because what it give is correct and it gives me many learnings….
More on learning, you can get explanation or learnings that you
did not understand in the teacher’s explanation) (P4).

By giving me more explanation and examples that is more easier

to understand related on my studies (P9).
It helps me save my time by helping me to organize tasks and it
Saves time also makes me to do the task easier because it can do a lot of my
school works in different subjects (P1).

Napapadali yung pagsagot ko, hindi siya aksayado masiyado sa

oras at kaya nito gawin lahat ng activities. (It makes it easier for
me to answer, it does not waste much time and it can do a lot of
activities) (P7).

Save time because it do a lot of tasks (P8).

Students become Students will not learn anything if they rely too much on AI and
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dependent just gets the things it give without checking or reviewing it which
resulting to lack of can lead to mistakes (P2).
knowledge
For me, the negative effect is I don’t have any of knowledge about
everyday topic, because I always trust everything in AI (P3).

May mga AI kasi na ginagamit natin na which is hindi naman siya

yung tamang sagot or kumbaga parang umaasa kasi lahat ng
students. Kumbaga pag umaasa ka nang umaasa sa AI, wala ka
gaano matututunan kasi sagot agad yung nandyan tapos parang
hindi mo siya ma-rereview sa sarili mo na parang basta may
maisagot ka lang. (Because there are AIs that we use, which is not
the correct answer, or It seems that all students are relying on AI.
It’s like if you rely on AI, you won’t learn much because the
answer will be there immediately and then you won’t be able to
review it on yourself, as if you can only answer something.) (P4).

Students will not learn anything if they just rely on it and just get
the answer it gives (P6).

Hindi ka natututo parang nakaaasa ka dun sa AI, dun kana

naghahanap ng sagot mo. (You don’t learn to read like you’re
relying on AI. And you’re in AI looking for your answers) (P7).

When it gives wrong source and information sometimes (P2).

Spread of It spreads fake information (P5).

Misinformation
Minsan parang hindi ito direct magbigay ng sagot (Sometimes it
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doesn’t seem to give a direct answer) (P7)

I hope AI can improve their information by giving a more specific

info because sometimes it gives misinformation (P9).

AI sometimes struggle in giving correct answer and information

(P10).

Senior High School (SHS) students have mixed perceptions about using AI tools,

encapsulating both positive and negative themes. A prevalent positive theme is that AI

tools "provide more explanation," as students appreciate the detailed, on-demand

assistance these tools offer. AI-driven educational platforms can break down complex

topics into understandable segments, offering personalized explanations that cater to

individual learning paces and styles (Holmes et al., 2019). Another significant advantage

noted by students is that AI "saves time" by automating routine tasks such as

summarizing texts, solving equations, and organizing study schedules. This efficiency

allows students to focus more on critical thinking and understanding rather than getting

bogged down by time-consuming processes (Luckin et al., 2016). The perceptions of

senior high school students on the use of AI reveal several benefits. AI helps students

save time by simplifying tasks and providing clearer explanations.

Conversely, there are concerns that AI usage may lead to negative outcomes. One

critical theme is that students may "become dependent" on these tools, resulting in a lack

of fundamental knowledge and skills. Over-reliance on AI for answers can impede the

development of problem-solving abilities and critical thinking, essential for academic and
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personal growth (Holmes et al., 2019). Another troubling aspect is the "spread of

misinformation," as AI tools can sometimes provide incorrect or biased information,

which students might accept without verification. This issue highlights the importance of

developing digital literacy skills to critically assess the information generated by AI

(Nguyen et al., 2020). Among the drawbacks mentioned by the participants were a lack

of knowledge brought on by an over-reliance on AI, which keeps individuals from

learning independently. Furthermore, false information generated by AI is a source of

concern.

Moreover, the theme "More explanation" (P2, P4, P9), as shown in Table 2,

indicates that participants find AI helpful for offering more understandable explanations,

aiding in the comprehension of complex lessons. Similarly, the theme "Save time" (P1,

P7, P8) reflects the perception that AI helps organize tasks and manage schoolwork

efficiently. However, there are notable disadvantages, such as "Lack of knowledge" (P2,

P3, P4, P6, P7), also illustrated in Table 2, where participants highlighted that over-

reliance on AI can lead to a lack of knowledge, as students may accept information from

AI without reviewing or verifying it. Additionally, participants expressed concerns about

AI providing "Misinformation" (P2, P5, P7, P9, P10), including spreading false

information, citing incorrect sources, and struggling to provide accurate answers, which

negatively impacts academic work.

In summary, senior high school students have mixed perceptions about the use of

AI. While AI is seen as a helpful tool that provides explanations and saves time, it also
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presents negative effects on learning experiences and academic performance. This

underscores the need for responsible use of AI to mitigate its negative effects.
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Chapter 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusion derived in the conduct of the

study which is the lived experiences of SHS Students in using AI-Generator tools in the

learning environment in ACLC College of Commonwealth. It also provides

recommendation that can be pursued by the students and future researchers.

Summary

The findings indicate that participants had a positive experience using AI, as it

enhanced their learning environment and contributed to their academic tasks. The AI

facilitated easier understanding of subjects, corrected grammar, provided accurate

answers, and performed calculations, thereby enhancing overall satisfaction.

Additionally, participants found AI to be a helpful tool that saved their time, assisted in

various tasks, provided immediate feedback, and offered extensive information with

comprehensible explanations. They also perceived AI positively because it simplified

complex lessons, improved grades, and helped organize tasks efficiently.

However, the findings also highlight some negative effects of using AI in

education. Participants expressed concerns that overreliance on AI could hinder students'

learning, leading them to depend excessively on AI and preventing them from studying

independently and completing their own academic tasks. Moreover, AI occasionally

provided incorrect sources, information, and answers.

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Conclusions

Participants generally had a positive experience using AI in their educational

activities. The AI tools enhanced their learning environment, improved learning

outcomes, and increased engagement in subjects. These advantages led to greater

satisfaction, especially for students with heavy workloads. Hooper (2023) notes that AI

saves students time by generating unique and creative ideas. Participants valued AI's

ability to provide extensive information and organize academic tasks. Ebuena's (2023)

study also found that AI enhances education quality, reduces workload, and assesses

learning. These findings highlight AI's positive impact on students' educational

experiences.

However, concerns were identified about excessive use of AI in education. The

concerns aligned to the study of Robert, Frank, and Potter (2024) which noted that

overreliance on AI could lead to passive learning. They emphasized balancing AI-driven

instruction with human interaction for meaningful learning. Therefore, this study

underscores AI's dual role: as a tool for enhancing efficiency and a potential hindrance

undermining independent learning. The findings highlights that students should use AI in

a balanced manner, ensuring it supplements rather than replaces critical thinking and self-

study. Lastly, it emphasize the need for strategies that integrate AI into educational

practices while fostering independent learning and critical analysis skills.

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Recommendations

Based on the results and conclusions of the study, the following recommendations

are offered:

Due to the limited sample size of this study, it is recommended to future

researchers to increase the number of respondents. It was suggested that teachers, and

college students be included in this study. By incorporating the perspectives and lived

experiences of these additional respondents, the study can provide a more comprehensive

understanding of the use of AI, rather than relying solely on the response from senior

high school students. It is also recommended for future researchers to find out what types

of AI applications that students use, to better understand how these technologies help

them with their schoolwork.

AI can provide quick answers and solutions, offer simpler explanations, and

perform a wide range of tasks, which is appealing to students seeking to simplify their

workloads. However, it is advisable for students to use AI tools responsibly to mitigate

potential negative impacts. Excessive reliance on AI for completing assignments or

schoolwork is suggested to avoid in order to ensure that educators recognize the genuine

efforts and skills demonstrated by students. Additionally, by actively participating in their

assignments rather than depending heavily on AI, students can retain information better

and gain a deeper comprehension of the subject matter.

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Appendices