USE OF AI IN EDUCATION:

PERCEPTIONS OF SENIOR HIGH

SCHOOL STUDENTS AT ACLC
COLLEGE OF ORMOC CITY, INC.
Group 2
BACKGROUND OF THE STUDY
Artificial Intelligence (AI) is increasingly being integrated into education, providing tools
that enhance learning, teaching, and assessment processes (Zawacki-Richter et al.,
2019).
• Some student’s express concerns about over-reliance on AI, fearing it might
reduce their ability to think critically and independently (Selwyn, 2019).

• However, perceptions of AI among students are shaped by factors such as

accessibility, usability, and potential impacts on their academic performance
(Holmes et al., 2021).

• Studies have shown that senior high school students are often intrigued by AI
but remain hesitant due to a lack of awareness and misconceptions about its
role in education (Nguyen & Tran, 2020).

• Moreover, fear of technological failure, privacy issues, and limited understanding of

AI capabilities contribute to mixed perceptions among students (Yang & Evans, 2022).
RATIONALE
• The researcher observed that many senior high students at ACLC College of Ormoc
perceive AI tools as highly advanced and beneficial for education.However, this perception
may create a tendency to rely heavily on these tools, particularly in activities requiring
critical thinking pr communication. Such dependency could potentially affect the
development of essential skills and limit students’ ability to engage in independent
problem-solving, which are crucial for their academic growth and overall learning
experience.

• No studies have been conducted to explore the relationship between students’

perceptions of AI as a highly advanced educational tool and it’s impact on their confidence
and active engagement in classroom activities.

• The researcher aims to conduct a study to asses the relationship between senior high
school students’ perception of AI tools as highly advanced and their potential over-reliance
on these technologies in educational settings. Based on the findings, recommendations or
intervention strategies will be proposed to promote balanced use of AI tools, ensuring they
 complement students’ learning processes without diminishing their confidence,
independence, or critical thinking skills.

RATIONALE
• According to Holmes(2020), the integration of AI in education involves the
use of advanced technologies to facilitate personalized learning experience,
automate administrative tasks and enhance student engagement. This
approach aims to improve learning outcomes by adapting to individual
student needs and providing real-time feedback.

• As stated by Johnson and Kumar (2021), the perception of AI in education is

influenced by factors such as accessibility, user experienced, and percieved
usefulness. Understanding these perception is critical to addressing
challenges and ensuring that AI tools effectively support both teaching and
learning processes.
STATEMENT OF THE PROBLEM
This study aims to explore how senior high school students at ACLC College of Ormoc perceive the use of

AI in education. Moreover, it aims to address the following points:

1. What are students’ perceived advantages and disadvantages on the use of AI in education?

2. What are the perceived challenges of senor high school students regarding the use of AI in education?

3. What is the overall perception of senior high school students at ACLC College of Ormoc regarding the

use of AI in education?
THEORETICAL-CONCEPTUAL FRAMEWORK

PROCESS

- Descriptive Correlation OUTPUT

INPUT design
- Identified the
- Hand out questionnaires
perceptions
The perceptions, for the data gathering
between Senior
opinions, and High School
- Data collection
views of generative Students Culture
(Survey questionnaire)
AI from Students and generative AI
- Data Analysis:
Examine the relationship - Educate students
between Senior High on the proper use
School Students and of generative AI
generative AI

Figure 1: The Conceptual Framework

 Situation What triggers the
problem?

What was going

Thoughts
through your mind?

What was going on Bodily

Emotions What were your feelings?
Sensations
in your body?

What did you do?

Behaviors
How did you react?

Figure 2: Theoretical Framework Behavioral Cognitive Theory

 CONCEPTUAL
Word-of-mouth FRAMEWORK
Personal needs Past experiences

This study uses the Input-Output framework, wherein we take in the input, in this
case, is the perceptions, opinions, and views of generative AI from students. This data will
be collected and processed through questionnaires handed out to all participants. Once
all participants have completed the questionnaires, all of the data will undergo Data
Analysis where we will examine the relationship between Senior Highschool Students and
generative AI. The output of this framework will reward us with the identified perceptions
between Senior Highschool students’ culture and generative AI. As well as educate the
Value Needs/expectation Students’
studentsPropositioning
on the proper use of generative AI. Perceptions

Figure 3: User Satisfaction Model Framework

 Theoretical Framework

This theory comprises a set of concepts centered on the idea of

“metaconsciousness”. It elucidates the ways in which both internal and external factors
affect mental processes associated with learning. Internal elements, such as our
concentration levels and potential distractions, can significantly influence our cognitive
learning experiences. Additionally, external influences, including the societal importance
attributed to the knowledge we gain and the recognition we receive from others during
the learning process, also play a crucial role in shaping our cognitive development. Key
processes such as attention, observation, retrieval from long-term memory, and
categorization are vital to cognitive learning. Cognitive Learning Theory has its origins in
psychology and is deeply rooted in the early traditions of Western philosophy. Influential
thinkers in this domain include Descartes, Plato, John Dewey, William James, and Jean
Piaget, whose contributions have profoundly impacted our comprehension of the
relationship between cognition and learning.
 PROPOSED METHODS

STATEMENT OF THE PROBLEM METHOD: Quantitative Research

DESIGN: Descriptive-Survey
RESPONDENT: Senior High School Students
ENVIRONMENT: ACLC College of Ormoc Inc.
INSTRUMENT: Foreign language and a researcher made questionnaires

DATA GATHERING
PROCEDURE: Consent and implementing survey

DATA ANALYSIS: Descriptive statistics

SIGNIFICANCE OF THE STUDY
This study provides valuable insights into how students perceive the integration of AI in their education, which

can help educators and policymakers design AI tools that meet students' needs and preferences. By exploring students'

experiences and attitudes toward AI, the research can lead to improvements in teaching methods and learning outcomes.

The findings can inform educational policies, helping institutions like ACLC College of Ormoc make informed decisions

about implementing AI technologies. The study also addresses any concerns or misconceptions students might have

about AI, fostering a more positive learning environment. It contributes to the broader field of AI research by providing

real-world data on its application in education, guiding developers in creating more effective AI tools. This research is

crucial for enhancing the educational experience, guiding policy, and preparing students for future challenges and

opportunities brought by technological advancements.

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Thank you.