Research-Proposal-Parts (G5)

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan
Solana North District
Solana Fresh Water Fishery School
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, theoretical and conceptual
framework, statement of the problem, scope and limitation, significance of
the study and the definition of terms used.
Introduction
Artificial Intelligence (AI) tools have become increasingly prevalent in
educational settings, including at SFWFS, and it is essential to understand
the perception of Grade 11 (G11) students regarding their usage. This study
aims to comprehensively explore the perspectives of G11 students in SFWFS
on AI tools, shedding light on their experiences and insights. By
investigating their perception, this can gain valuable knowledge about the
role of AI in education and its impact on student learning outcomes.
The perception of Grade 11 (G11) students in SFWFS regarding AI
tools is an important area of study in the field of education. This research
aims to comprehensively understand the perspectives of G11 students on
the usage of AI tools in their learning environment. By investigating their
perception, this can gain valuable insights into the impact of AI tools on
Address: Iraga, Solana, Cagayan

CP No.: +639264433199
Solana Fresh Water Fishery School [email protected]
Page: 1
student learning outcomes and the overall effectiveness of integrating AI into
the educational curriculum.
Hence, the aim of this study is to identify potential areas of
improvement in the implementation of AI tools in education. By investigating
the students' perception, we can gather valuable feedback on the usability,
accessibility, and effectiveness of AI tools, allowing educators to make
informed decisions and optimize the integration of AI in the curriculum.
Theoretical Framework
Social Cognitive Theory (SCT), developed by Albert Bandura,
emphasizes the interaction between individuals, their behavior, and their
environment. It suggests that students' perceptions of the usefulness and
worthlessness of Artificial Intelligence (AI) tools in academic performance can
be influenced by their observations of how these tools are used by others. If
students observe instances where AI tools do not contribute significantly to
academic performance or fail to meet their expectations, they may develop
beliefs about their uselessness and worthlessness. The theory also highlights
the role of observational learning, where students observe others using AI
tools and evaluate the outcomes. If they witness instances where AI tools do
not lead to improved academic performance or meaningful support, they
may form a perception of their uselessness and worthlessness. Reciprocal
determinism in theory suggests that individuals are influenced by both their

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environment and their own behavior. Students' perceptions of AI tools can
be shaped by their observations as well as their personal experiences and
interactions. The theory can be applied to research on students' academic
performance and their perceptions of uselessness and worthlessness,
emphasizing the role of self-efficacy, outcome expectations, and
environmental factors. Interventions aimed at improving academic
performance should focus on enhancing students' self-efficacy, providing
positive outcome expectations, and creating a supportive and motivating
learning environment.
Conceptual Framework
The concept of reciprocal determinism in SCT suggests that
individuals are influenced by both their environment and their own behavior.
In the context of A.I tools, students’ perceptions can be shaped not only by
their observations but also by their own experiences and interactions with
these tools.
Artificial intelligence is based on the principle that human intelligence
can be defined in a way that a machine can easily copy it and execute tasks,
from the simplest to those that are even more complex. Researchers and
developers in the field are making surprisingly made good progress in
copying activities such as learning, reasoning, and perception, to the extent
that these can be concretely defined.

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Some believe that innovators may soon be able to develop systems
that exceed the capacity of humans to learn or reason out any subject.
According to "Chung kwan lo" in his study of understanding of
ChatGPT’s capabilities across subject domains and how it can be used in
education. ChatGPT has the potential to serve as an assistant for instructors
(e.g., to generate course materials and provide suggestions) and a virtual
tutor for students (e.g., to answer questions and facilitate collaboration).
Artificial Intelligence (A.I.) stands at the forefront of modern
technological advancements, promising to revolutionize various facets of
human existence, including education. This study delves into the nuanced
perspectives and experiences of students, unraveling the complexities
surrounding the perceived uselessness and worthlessness of A.l. in shaping
academic outcomes.
The reason why the topic of our research title is Perceptions of G11
students on Solana Fresh Water Fishery School (SFWFS) regarding ai tools.
Because some of the other students in SFWFS in Gr11 HUMSS are using ai
tools in their school activities.

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In this matter, the paradigm of the study is presented bellow so that
readers will have an overall view on the structure of the study.
FEEDBACK
FIGURE1; THE PARADIGM OF THE STUDY
Statement of the Problem
This study aims to the perceptions of Grade 11 (G11) students in
SFWFS on AI tools, because they are too reliable on using AI on their school

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activities, and many of students in SFWFS are using AI tools. They are not
using their critical thinking potential because they have using AI.
To meet this goal, this study seeks to answer the following questions;
1. What are the main reason students use AI tools in their academic
activities?
2. What AI tools are commonly used by the students?
3. How do AI tools benefit students who struggle with academic Activities?
Scope and Limitation
Significance of the Study
The study focused on the stories of artificial intelligence (A.l) in its
worthlessness and uselessness in academic performance of G11 students in
Solana Fresh Water Fishery School (SFWFS). In this matter, the results of
the study will be beneficial to the following:
DEPED. They are benefited because they are the one who manages to
improve the technology in our country and artificial intelligence is a part of
technology. They assist and monitor the significance of artificial intelligence
in our daily life whether it is helpful or harmful especially on students who
usually rely on artificial intelligence in our daily life.
Community. The community can benefit by analyzing vast amounts
of data to understand individual community members' preferences and

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interests. With this information, Al-powered platforms could deliver
personalized content and communication, ensuring that each community
member receives relevant information, updates, and messages.
Parents. Parents can benefit by providing personalized learning
experiences for children, adapting to their individual needs and progress.
These apps can also offer insights to parents about their child's strengths
and areas that may need more attention.
Teacher. The teacher can benefit through Al tools can help create
educational materials, lesson plans, and interactive multimedia content,
helping them develop engaging and effective resources of teaching for their
students.
Students. Students can benefit by providing immediate assistance
and adapting to diverse learning styles, these systems empower students to
grasp complex concepts more effectively. The continuous interaction with Al
fosters a dynamic learning environment, boosting student confidence and
overall academic performance.
Researchers. Researchers benefit from study results as they provide
a foundation for further investigation and advancement in their respective
fields. By building upon existing knowledge, researchers can push the
boundaries of understanding, develop new theories, and contribute to
scientific progress and innovation.

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Future researchers. The results of a study serve as valuable
resources for future researchers, providing a basis for new inquiries and
building blocks for the development of theories and methodologies. This
continuity in knowledge accumulation ensures that progress and innovation
can continue to flourish over time, benefiting society as a whole.
Definition of Terms
Al tools - is a software application that uses artificial intelligence algorithms
to perform specific tasks and solve problems. Al tools can be used in a
variety of industries, from healthcare and finance to marketing and
education, to automate tasks, analyze data, and improve decision-making.
Artificial intelligence- it refers to a software used by the students in their
academic performance. Also, it refers to the simulation of human intelligence
processes by machines, especially computer systems.
Chat GPT- is a chatbot developed by Open Al and launched on November
30, 2022. Based on a large language model, it enables users to refine and
steer a conversation towards a desired length, format, style, level of detail,
and language.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes some related literature and studies of foreign
and local which are presented in the following paragraphs.
Artificial Intelligence as a tool for learning
Artificial intelligence (AI) Literacy is recognized as a new set of
competencies that enable people to use Al effectively and ethically in
everyday life. In K 12 education, educators have employed different
pedagogical strategies to foster students Al literacy, such as using digital
story writing (DSW) as an inquiry based pedagogical approach. This
approach addresses literacy development by Improving language and
technological abilities across disciplines. A study conducted in Hong Kong
recruited 82 primary students to participate in a three months DSW
program to learn Al. The study found that the participating students were
able to propose authentic scenarios, apply their new knowledge of Al, and
think up meaningful Al-driven solutions in their digital stories Overall, DSW
as an inquiry effectively fosters students Al literacy in using and applying Al
knowledge to solve real life problems. This pedagogy has the potential to

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support students in scaffolding their Al understanding, particularly for
young children.
Many studies explore the potential benefits and challenges of
integrating Al technologies into educational settings. These studies examine
how Al cam enhance teaching and learning processes, improve student
engagement, and personalize education experiences Research also delves
into people's perceptions of Al, including their attitudes, beliefs, and
concerns about its usefulness and effectiveness in various domains,
including education Understanding these perceptions can shed light on the
factors influencing acceptance and adoption of Al technologies in
educational contexts Studies investigate the relationship between technology
use, including Al, and academic performance. They explore how different
technologies impact student learning outcomes, achievement, and
educational experiences.
THEME 2
In recent years, the integration of artificial intelligence (AI) tools in
education has gained significant attention. AI tools have the potential to
revolutionize the way students learn and engage with educational content.
However, it is important to understand the perceptions of students towards
these AI tools, particularly among Grade 11 students, as they are at a
crucial stage of their academic journey. This review aims to explore the

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existing literature on the perceptions of Grade 11 students regarding AI tools
in education.
Attitudes towards AI Tools, research conducted by Smith and
Johnson (2019) found that Grade 11 students generally held positive
attitudes towards AI tools in education. The study revealed that students
perceived AI tools as innovative and helpful in enhancing their learning
experience. The students acknowledged the ability of AI tools to provide
personalized feedback, adapt to their individual learning needs, and promote
self-directed learning.
Perceived Benefits of AI Tools, a study by Chen et al. (2020) explored
the perceived benefits of AI tools among Grade 11 students. The findings
indicated that students recognized several advantages of AI tools, including
improved understanding of complex concepts, enhanced critical thinking
skills, and increased engagement in the learning process. The students
appreciated the real-time feedback provided by AI tools, which helped them
identify areas of improvement and track their progress.
Concerns and Challenges, despite the overall positive attitudes
towards AI tools, some concerns and challenges were identified among Grade
11 students. In a study conducted by Lee and Kim (2021), it was found that
students expressed concerns about the overreliance on AI tools, potential
loss of human interaction, and the accuracy of AI-generated content.

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Students also highlighted the need for proper training and support to
effectively utilize AI tools in their learning.
Influence on Academic Performance, the impact of AI tools on the
academic performance of Grade 11 students was investigated by Wang and
Li (2022). The study revealed a positive correlation between the use of AI
tools and academic achievement. Students who actively engaged with AI
tools demonstrated higher levels of motivation, improved understanding of
subject matter, and increased performance in assessments.
The Pas and Cons & Artificial Intelligence
Based on a journal of educational management and learning (July
2023). The Artificial intelligence (AI) has emerged as a powerful technology
that has the potential to transform education This study aims to
comprehensively understand student’s perspectives on using Al within
educational settings to gain insights about the role of AI in education and
investigate their perceptions regarding the advantages, challenges, and
expectations associated with integrating Al into the learning process. We
analyzed the student responses from a survey that targeted students from
diverse academic backgrounds and educational levels. The results show
that, in general, students have a positive perception of Al and believe Al is
beneficial for education. However, they are still concerned about some of the
drawbacks of using Al. Therefore, it is necessary to take steps to minimize

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the negative impact while continuing to take advantage of the advantages of
AI In education.
As schools become increasingly reliant on Al-powered solutions, there
is a risk that teachers and students may become too reliant on technology.
In the long run, this dependence could result in the neglect of important
traditional teaching methods and the development of critical thinking and
problem-solving skills.
According to R. Singh (Dec 15,2023). The Artificial intelligence can be
a great tool in education, but there are some disadvantages. One
disadvantage is that students lose the ability to practice and learn social
skills because they don't come into contact with real people during class
time.
Ikhlaas Gurrib (2023) The recent high performance of ChatGPT on
several standardized academic tests have thrust the topic of artificial
intelligence (AI) into the mainstream conversation about the future of
education. As deep learning is poised to shift the teaching paradigm, it is
essential to have a clear understanding of its effects on the current
education system to ensure sustainable development and deployment of Al
driven technologies at schools and universities. This research aims to
investigate the potential impact of Al on education through review and

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analysis of the existing across three major axes: applications, advantages,
and challenges.
According to Dianne Adlawan (January 19, 2024). One of the biggest
cons of Al in education are that it can dehumanize the learning experience.
With Al algorithms generating content and deciding the pacing of the
lessons, students may miss out on the nuanced approach that a human
teacher can offer. Additionally, Al algorithms can perpetuate bias, meaning
that they may fail to provide an inclusive and diverse curriculum that is
tailored to the needs of every student.
Luke Munn (2023). As the awareness of Al's power and danger has
risen, the dominant response has been a turn to ethical principles. A flood of
Al guidelines and codes of ethics have been released in both the public and
private sector in the last several years. However, these are meaningless
principles which are contested or incoherent, making them difficult to apply:
they are isolated principles situated in an industry and education system
which largely ignores ethics, and they are toothless principles which lack
consequences and adhere to corporate agendas. For these reasons, I argue
that Al ethical principles are useless, failing to mitigate the racial, social, and
environmental damages of Al technologies in any meaningful sense. The
result is a gap between high-minded principles and technological practice.
Even when this gap is acknowledged and principles seek to be

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operationalized, the translation from complex social concepts to technical
rulesets is non-trivial. In a zero-sum world, the dominant turn to Al
principles is not just fruitless but a dangerous distraction, diverting
immense financial and human resources away from potentially more
effective activity. I conclude by highlighting alternative approaches to Al
justice that go beyond ethical principles thinking more broadly about
systems of oppression and more narrowly about accuracy and auditing.
Jeryl Shawn (2022), Asian Journal of Distance Education, 2023 While
ChatGPT has recently become very popular, Al has a long history and
philosophy. This paper intends to explore the promises and pitfalls of the
Generative Pre-trained Transformer (GPT) Al and potentially future
technologies by adopting a speculative methodology. Speculative future
narratives with a specific focus on educational contexts are provided in an
attempt to identify emerging themes and discuss their implications for
education in the 21st century. Affordances of (using) Al in Education (AlEd)
and possible adverse effects are identified and discussed which emerge from
the narratives. It is argued that now is the best of times to define human vs
Al contribution to education because Al can accomplish more and more
educational activities that used to be the prerogative of human educators.
Therefore, it is imperative to rethink the respective Len technology and
human educators in education with a future-oriented mindsets.
SYNTHESIS
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Many studies explore the potential benefits and challenges of
integrating Al technologies into educational settings. These studies examine
how Al cam enhance teaching and learning processes, improve student
engagement, and personalize education experiences Research also delves
into people's perceptions of Al, including their attitudes, beliefs, and
concerns about its usefulness and effectiveness in various domains,
including education Understanding these perceptions can shed light on the
factors influencing acceptance and adoption of Al technologies in
educational contexts Studies investigate the relationship between technology
use, including Al, and academic performance. They explore how different
technologies impact student learning outcomes, achievement, and
educational experiences.
In recent years, the integration of artificial intelligence (AI) tools in
education has gained significant attention. AI tools have the potential to
revolutionize the way students learn and engage with educational content.
However, it is important to understand the perceptions of students towards
these AI tools, particularly among Grade 11 students, as they are at a
crucial stage of their academic journey. This review aims to explore the
existing literature on the perceptions of Grade 11 students regarding AI tools
in education.
Based on a journal of educational management and learning (July
2023). The Artificial intelligence (AI) has emerged as a powerful technology

CP No.: +639264433199
Page: 16
that has the potential to transform education This study aims to
comprehensively understand student’s perspectives on using Al within
educational settings to gain insights about the role of AI in education and
investigate their perceptions regarding the advantages, challenges, and
expectations associated with integrating Al into the learning process. We
analyzed the student responses from a survey that targeted students from
diverse academic backgrounds and educational levels. The results show
that, in general, students have a positive perception of Al and believe Al is
beneficial for education. However, they are still concerned about some of the
drawbacks of using Al. Therefore, it is necessary to take steps to minimize
the negative impact while continuing to take advantage of the advantages of
AI In education.
As schools become increasingly reliant on Al-powered solutions, there
is a risk that teachers and students may become too reliant on technology.
In the long run, this dependence could result in the neglect of important
traditional teaching methods and the development of critical thinking and
problem-solving skills.

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Page: 17
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodologies used in the study.
This includes the research design, sources of data, data gathering procedure
and the treatment of data.
Research Design
This is descriptive qualitative research because it pertains to
perceptions of Students regarding on ai tools. It has an immense potential to
bring out positive changes and advancement. Qualitative data research will

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be collected through interviews to assess the perceptions of students
regarding on ai tools and the advantage of this in the education of students.
Specifically, this will employ Phenomenological research design
involves trying to understand and interpret the universal experience through
interviews with subjects and examining their perspectives about their
experience. A Phenomenology is a form of Qualitative research, which looks
in depth at non-numerical data and uses interview and recording devices.
Respondents of the Study
The respondents of the study will be 20 people at school specially
students who are using ai tools. The respondents determine through
purposive sampling technique. Purposive sampling refers to a group of non-
probability sampling techniques in which units are selected because they
have characteristics that you need in your sample.
Research Method
The researcher will use an Interview. The interview should be
structured. The interview is all about the perception of students on ai tools.
Research Instrument
This study the researchers will use an interview questionnaire The
interview questionnaire consists of three (3) different questions. The question
was develop based on the statement of the problem. The three (3) questions

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are related on the study, the question is all about the perception of students
on ai tools.
Data Gathering Procedure
To gather data on perceptions of Grade 11 students regarding ai tools
a data gathering procedure can be implemented. The procedure involves the
following steps:
First, a research design needs to be established. This includes
determining the target population, such as high school students, and
employing a random sampling technique to ensure a representative sample.
The sample size should be determined based on the desired level of
confidence.
Second, an interview should be developed to capture both quantitative
and qualitative data. The interview should include questions that explore
students' perceptions of regarding ai tools. It should also address their
understanding of A.I. tools potential benefits or drawbacks, and its impact
on their academic performance. The interview should be pilot-tested with a
small group of students to ensure clarity and validity of the questions. Once
the questionnaire is finalized, data collection can begin. The interview can be
administered enter electronically or in-person, deblending on the preferences
of the participants

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Lastly, unnamed and confidentiality should be assured to encourage
honest responses of respondents. A specific timeframe should be sees for
data collection to ensure efficiency. After data collection, the collected data
should be analyzed. Qualitative analysis, such as the main analysis, can be
used to analyze the responses to open-ended questions, identifying common
themes and categories related to students’ perceptions regarding on Al tools.
Data Analysis
This study will be treated through Thematic Analysis. Thematic
analysis is a qualitative method used to identify recurring patterns or
themes within qualitative data. It involves systematically coding and in
gaming data to uncover underlying meanings and generate insights into
search topics. This method is flexible and widely applicable across
disciplines, involving stages such as data familiarization, coding, theme
development, review, and interpretation. Thematic analysis can be
conducted to explore perceptions of the students in SFWFS on using AI
tools. By collecting qualitative data qualitative data from students. It can
uncover recurring themes related to these perceptions.

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REFERENCES
Chen, L., et al. (2021). The Impact of Al-Powered Educational Tools on Grade
11 Students' Academic Performance. Journal of Educational
Technology, 45(2), 78-95.
Almeida, M. R., & Ferreira, C. (2020). Artificial intelligence literacy and
storytelling in the school curriculum. Education and Information
Technologies, 25(6), 5297-5311.

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Stahl BC, Rodrigues R, Santiago N, Macnish K (2022) A European agency for
artificial intelligence: protecting fundamental rights and ethical
values.
Compute Law Secure Rev 45:105661.
https://doi.org/10.1016/j.clsr.2022.105661
Li, H.; Gobert, J.; Dickler, R. Evaluating the transfer of scaffolded inquiry:
What sticks and does it last. In Artificial Intelligence in Education;
Isotani, S., Millán, E., Ogan, A., Hastings, P., McLaren, B., Luckin,
R., Eds.; Springer: Cham, Switzerland, 2019; pp. 163-168. [Google
Scholar] [CrossRef]
Zawacki-Richter, O.; Marín, V.I.; Bond, M.; Gouverneur, F. Systematic
review of research on Artificial Intelligence Applications in higher education-
Where are the educators? Int. J. Educ. Technol. Higher Educ. 2019,
16, 39. [Google Scholar] [CrossRef] [Green Version]

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Republic of the Philippines

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical and conceptual

framework, statement of the problem, scope and limitation, significance of

the study and the definition of terms used.

Artificial Intelligence (AI) tools have become increasingly prevalent in

educational settings, including at SFWFS, and it is essential to understand

aims to comprehensively explore the perspectives of G11 students in SFWFS

on AI tools, shedding light on their experiences and insights. By

role of AI in education and its impact on student learning outcomes.

The perception of Grade 11 (G11) students in SFWFS regarding AI

tools is an important area of study in the field of education. This research

aims to comprehensively understand the perspectives of G11 students on

the usage of AI tools in their learning environment. By investigating their

Address: Iraga, Solana, Cagayan

Solana Fresh Water Fishery School [email protected]

the educational curriculum.

Hence, the aim of this study is to identify potential areas of

improvement in the implementation of AI tools in education. By investigating

the students' perception, we can gather valuable feedback on the usability,

accessibility, and effectiveness of AI tools, allowing educators to make

informed decisions and optimize the integration of AI in the curriculum.

Social Cognitive Theory (SCT), developed by Albert Bandura,

emphasizes the interaction between individuals, their behavior, and their

environment. It suggests that students' perceptions of the usefulness and

worthlessness of Artificial Intelligence (AI) tools in academic performance can

be influenced by their observations of how these tools are used by others. If

students observe instances where AI tools do not contribute significantly to

academic performance or fail to meet their expectations, they may develop

the role of observational learning, where students observe others using AI

not lead to improved academic performance or meaningful support, they

may form a perception of their uselessness and worthlessness. Reciprocal

determinism in theory suggests that individuals are influenced by both their

Address: Iraga, Solana, Cagayan

Solana Fresh Water Fishery School [email protected]

be shaped by their observations as well as their personal experiences and

interactions. The theory can be applied to research on students' academic

performance and their perceptions of uselessness and worthlessness,

emphasizing the role of self-efficacy, outcome expectations, and

environmental factors. Interventions aimed at improving academic

performance should focus on enhancing students' self-efficacy, providing

positive outcome expectations, and creating a supportive and motivating

The concept of reciprocal determinism in SCT suggests that

Artificial intelligence is based on the principle that human intelligence

developers in the field are making surprisingly made good progress in

copying activities such as learning, reasoning, and perception, to the extent

that these can be concretely defined.

Address: Iraga, Solana, Cagayan

Solana Fresh Water Fishery School [email protected]

According to "Chung kwan lo" in his study of understanding of

ChatGPT’s capabilities across subject domains and how it can be used in

education. ChatGPT has the potential to serve as an assistant for instructors

(e.g., to generate course materials and provide suggestions) and a virtual

tutor for students (e.g., to answer questions and facilitate collaboration).

Artificial Intelligence (A.I.) stands at the forefront of modern

technological advancements, promising to revolutionize various facets of

perspectives and experiences of students, unraveling the complexities

surrounding the perceived uselessness and worthlessness of A.l. in shaping

students on Solana Fresh Water Fishery School (SFWFS) regarding ai tools.

tools in their school activities.