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Conceptual Framework

Conceptual framework dosjrkennx

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23 views3 pages

Conceptual Framework

Conceptual framework dosjrkennx

Uploaded by

janemedame.04
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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This conceptual framework illustrates that the use of generative AI tools

(independent variable) is hypothesized to improve students' language proficiency,


reading skills, and literacy development (dependent variables). The effectiveness of
these tools may be mediated by factors such as student engagement with AI tools,
their attitudes toward AI-based learning, and the level of teacher support and
guidance. These mediating factors can either enhance or diminish the impact of AI
tools on students' learning outcomes.

Furthermore, the framework recognizes that access to technology, socioeconomic


status, and prior knowledge and skills act as moderating variables. These
moderating variables could influence the strength and direction of the relationships
between the use of AI tools and educational outcomes.

By clearly defining these relationships, this conceptual framework provides a


structured approach to investigating the role of generative AI tools in enhancing
language, reading, and literacy skills among Grade 12 students. The framework will
guide the research design, data collection, and analysis processes, ensuring that the
study effectively addresses its objectives and contributes to the broader
understanding of AI in education.
CONCEPTUAL FRAMEWORK

 Independent Variable:
o Use of Generative AI Tools - This refers to the integration of AI-
powered educational tools into the curriculum. These tools could
include language learning applications, AI writing assistants, and AI
reading comprehension aids that are designed to assist students in
improving their language, reading, and literacy skills. The independent
variable focuses on how much these tools are used and their
effectiveness in the learning process.

 Dependent Variables:
o Language Proficiency - This variable measures students' abilities in
grammar, vocabulary, and comprehension. It assesses how well
students can use language accurately and effectively in both written
and spoken forms.
o Reading Skills - Reading skills include comprehension, reading
speed, and critical analysis of texts. This variable examines how well
students understand and process written information and whether AI
tools help improve these skills by offering personalized learning
experiences and feedback.
o Literacy Development - Literacy development extends beyond basic
reading and writing to include digital literacy (ability to use technology)
and media literacy (ability to critically evaluate media content). This
variable explores whether generative AI tools contribute to broader
literacy skills necessary in a modern, digital world.

 Mediating Variables:
o Engagement with AI Tool - This refers to students’ perceptions and
comfort levels with using AI-based learning tools. Positive attitudes are
likely to enhance the effectiveness of these tools, while negative
attitudes may hinder their potential benefits. The study looks at how
student openness to AI affects their learning outcomes.

o Teacher Support and Guidance - The role of teachers is crucial in


guiding students on how to use AI tools effectively. This variable looks
at how much support and guidance teachers provide to ensure
students are using the AI tools in a productive way. It examines the
extent to which teachers influence the success of AI integration in the
classroom.

 Moderating Variables:
o Access to Technology - This variable assesses the availability of
devices and internet connectivity, which are essential for students to
use AI tools. It moderates the effectiveness of AI-based learning
because students with limited or no access to the necessary
technology will not benefit fully from these tools.
o Socioeconomic Status - Students’ socioeconomic backgrounds can
influence their access to technology and educational resources. This
variable examines how differences in family income, parental support,
and access to educational materials might affect the relationship
between AI tool usage and learning outcomes.
o Prior Knowledge and Skills - The existing proficiency levels of
students in language, reading, and digital skills can affect how well they
benefit from AI tools. Students who already possess strong
foundational skills may see greater improvements, while those with
lower proficiency levels might struggle more with using the AI tools
effectively.

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