Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Nueva Vizcaya
Solano High School
Solano, Nueva Vizcaya
Assessing Grade 11 Students’ Perception and Adaptability Regarding Artificial
Intelligence in Education
A Research Paper Submitted
In Partial Fulfillment
of the Requirements
in Practical Research
Dumelod, Mariane Angel V.
Perez, Nathaniel Jake S.
Tiongson, Kristina Lawrence D.
Student Researchers
Michell B. Tallungan
Research Teacher
April 2025
Table of Contents
Table of Contents ..................................................................................................... 1
Chapter I ....................................................................................................................... 2
The Problem and Its Background ............................................................................ 2
Rationale of the study .............................................................................................. 2
Statement of the Problem ......................................................................................... 4
Hypothesis................................................................................................................ 4
Significance of the study .......................................................................................... 5
Scope and Delimitation ............................................................................................ 5
Conceptual Framework ........................................................................................ 6
Definition of terms ................................................................................................... 7
References ................................................................................................................ 8
1
Chapter I
The Problem and Its Background
Rationale of the study
Artificial Intelligence (AI) is becoming more and more prevalent in many areas
of life, including education. Artificial Intelligence (AI) is widely being evaluated as
one of the great tools in the toolbox for improving practices, processes and even
paradigm in education. (Zhai et al., 2021). The use of these intelligent technologies in
schools present special chances to improve education, simplify educational tasks, and
enhance learning. In addition to enhancing the learning experience, artificial
intelligence can speed up students' understanding and capability of difficult concepts.
(Hamid et al., 2023). Students benefit from AI given that it provides both interactive
learning approaches and personalised tools to help with fast-paced and beneficial
educational experiences. However, in order to successfully integrate artificial
intelligence into students' education, their perspectives are important. (Chan & Hu,
2023). Similarly, Students should also adapt themselves with AI and adopt the
technologies. Students who have good impressions of AI also tend to be more open to
using AI in their study, allowing this group to be more familiar in its use in education.
They are much closer to technology, which helps them work with AI tools better,
minimize technology anxiety, and adopt a positive attitude towards digital innovations
introduced via AI. In this way they help shape the major use of the AI in education
around what means something to them, which is undeniably better. (Marrone et al.,
2024).
2
According to Caucheteux et al. (2024), the learner's perspective provides a clear
aspect through which the representation of AI capabilities tends to impact the subjective
beliefs and expectations of students regarding learning augmentation. The majority of
grade 11 students find these innovations to be quite significant within the educational
process in which they are incredibly thrilled about their involvement and experiences.
The results on how students perceive AI tools and adapt to using them will help in
determining how well they will adapt to changes. The purpose of this study is to
investigate students' present understanding, engagement, and challenges to accepting
these new technologies.
This study is important as it gives comprehensive details of how students view
the usefulness of the AI tools and whether the tools meet their needs and the challenges
they face. According to a survey conducted by Silva, Godwin, and Jayanagara (2024),
AI-driven personalized learning enhances student motivation and academic
performance by tailoring content to individual learning needs. The rapid development
of artificial intelligence significantly affects educational analytics and personalized
learning in the current scope, offering both new opportunities and challenges for
adaptive education. One advantage AI-generated content provides to students is that it
gives concrete recommendations on ways to write better at a deeper level, for example,
helpful advice along with concepts that can help to sustain their arguments. Students
believed they would perform well in class and get good grades as a result of producing
better work. (Fisch-Ferguson & Anthony, 2024).
This study focuses on clarifying students' impressions and adaptation towards
AI in education in respect to those concerns that Grade 11 students might have. Majority
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studies in this field involve developing AI tools; very few study the challenges these
tools approach to meet within students or the challenges that students might face while
using them. Thus, the research undertakes to fulfill this gap, considering students'
perceptions, engagements, and challenges towards AI-directed tools so as to provide
information in order for AI technologies to correspond with their needs.
Statement of the Problem
This research aims to assess the Grade 11 Students’ Perception and Adaptability
Regarding Artificial Intelligence in Education.
1. What are Grade 11 students’ perceptions of the role of AI in education,
including its perceived benefits and limitations?
2. What specific challenges do Grade 11 students encounter when using AI tools
for academic purposes?
3. How does the use of AI influence Grade 11 students’ academic performance
and engagement in the learning process, as measured by participation,
motivation, and academic outcomes?
Hypothesis
Grade 11 students perceive Artificial Intelligence in education as a valuable tool
that can enhance their learning experience.
4
Significance of the study
It was expected that the result of the study would help and benefit the following:
The Students will be part of this study by giving critiques. They will be the
respondents in this study and can also obtain knowledge on how to use AI-tools.
The Teachers will be informed about the student’s readiness and attitudes
towards AI.
The School Administration will implement rules and regulations about the
proper use of AI.
The Government will develop policies for integrating AI into the curriculum
in a way that promotes inclusivity and accessibility.
The Future Researchers can use this research as a reference for future
qualitative and quantitative studies on similar topics. This study could give an idea on
how to use AI-tools.
Scope and Delimitation
The purpose of this study is to evaluate students' perception and adaptability to
the use of artificial intelligence in education. The research activities will focus on
students' perspective on technology as a tool for learning. This study focuses on
students' perceptions of the role of AI in learning, the challenges they face when using
AI tools such as personalized learning platforms, and how these tools affect their
academic performance, participation, and motivation.
The study does not include other grades, schools, teachers, and administrators.
This research addresses primarily on technological AI tools that are now integrated into
education. Moreover, it does not address advanced, non-educational AI technologies.
5
Conceptual Framework
INPUT PROCESS OUTPUT
This study seeks
Grade 11 The researchers to explore Grade
students will conduct an 11 students’
demographic interview with perceptions and
profile and prior the grade 11 adaptability
exposure to AI. students. regarding
Artificial
Intelligence (AI)
in education.
Figure 1: Paradigm of the study
The conceptual framework utilizes the Input-Process-Output (IPO) model to
explore Grade 11 students’ perceptions and adaptability regarding Artificial
Intelligence (AI) in education.
The input is about the students demographic profile (age and gender) and their
prior exposure to AI. The process involves conducting interviews with each of the grade
11 students to gather data, enabling the researchers to gain insights and achieve the
study’s objectives. The output includes the result of the interviews, specifically the
perceptions and adaptability of the grade 11 students regarding Artificial Intelligence
(AI) in education.
6
Definition of terms
To better understand the study, the following terminologies are defined:
Artificial Intelligence (AI) is the simulation of human intelligence in machines
programmed to think and learn. In education, AI tools are applied to enhance teaching
and learning experiences.
Perception describes how students understand, interpret, and form opinions
about the use of AI in educational settings.
Adaptability is the ability of Grade 11 students to adjust to and effectively
utilize AI tools in their learning processes.
Educational Technology refers to tools and platforms, including AI, designed
to improve teaching methods, facilitate learning, and streamline educational tasks.
AI-Driven Tools are applications or systems powered by artificial intelligence
that support learning activities, such as personalized learning platforms, chatbots, and
automated grading systems.
Engagement pertains to the level of interest, motivation, and active
participation of students when using AI tools in their education.
Academic Performance refers to the measurable outcomes of a student’s
learning process, including grades, test scores, and class participation, influenced by
the use of AI.
Challenges are the difficulties or obstacles students face when interacting with
AI tools, such as accessibility issues, technical problems, or understanding how to use
the tools effectively.
Personalized Learning in this study signifies a teaching approach facilitated
by AI that customizes educational content and pacing based on the unique needs and
abilities of each student.
7
References
Anthony, J., & Fisch-Ferguson, J. (2024). Generative AI: Student perception on
ChatGPT Prompt feedback in Post-Secondary Online Education. The
Proceedings of the World Conference on Social Sciences and Humanities., 1(1),
1–15. https://doi.org/10.33422/shconf.v1i1.495
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: perceptions,
benefits, and challenges in higher education. International Journal of
Educational Technology in Higher Education, 20(1).
https://doi.org/10.1186/s41239-023-00411-8
Hamid, H., Zulkifli, K., Naimat, F., Yaacob, N. L. C., & Ng, K. W. (2023). Exploratory
study on student perception on the use of chat AI in process-driven problem-
based learning. Currents in Pharmacy Teaching and Learning, 15(12), 1017–
1025. https://doi.org/10.1016/j.cptl.2023.10.001
Marrone, R., Zamecnik, A., Joksimovic, S., Johnson, J., & De Laat, M. (2024).
Understanding student perceptions of artificial intelligence as a teammate.
Technology Knowledge and Learning. https://doi.org/10.1007/s10758-024-
09780-z
Silva, G., Godwin, G., & Jayanagara, O. (2024). The impact of AI on personalized
learning and educational analytics. International Transactions on Education
Technology (ITEE), 3(1), 36–46. https://doi.org/10.33050/itee.v3i1.669
Urmeneta, A., Romero, M., Petre, V., Ȃveanu, G., Lepage, A., Collin, S., Alexandre,
F., Comte, M., Lagarrigue, A., Viéville, T., Durampart, M., Bonfils, P., Galy,
I., Camponovo, J., Tressols, F., Boulord, C., Borgne, Y. L., Corieri, P.,
Caucheteux, C., . . . Girard, M. (2024). Creative applications of artificial
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intelligence in education. In Palgrave studies in creativity and culture.
https://doi.org/10.1007/978-3-031-55272-4
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J., Yuan,
J., & Li, Y. (2021). A Review of Artificial Intelligence (AI) in Education from
2010 to 2020. Complexity, 2021(1). https://doi.org/10.1155/2021/8812542
