A PHENOMENOLOGICAL STUDY OF CHATGPT IN SCHOOL-RELATED

ACTIVITIES UNDERSTANDING THE EXPERIENCES OF MMCL SENIOR

HIGH SCHOOL STUDENTS WHO USE CHATGPT FOR WRITING
ACTIVITIES

A Qualitative Research

Presented to

The Faculty of the Senior High School Department

Mapúa Malayan Colleges Laguna

In Partial Fulfillment

of the Requirements for the Subject

RES106 – Research Project

Camangon, Ric Matheus L.

Del Rosario, Shiela Mae C.
Hernandez, Kyrsten Leira A.
Lopez, Jaiaxcsel A.
Manglapus, Rob Thomas R.
Pasia, Raymond Victor Q.
Piñol, Karl Miguel C.
Requillo, Jarel T.

i
 March 2023

ABSTRACT

Title of the Research: CHATGPT IN SCHOOL-RELATED ACTIVITIES

UNDERSTANDING THE EXPERIENCES OF MMCL SENIOR HIGH SCHOOL
STUDENTS WHO USE CHATGPT FOR WRITING ACTIVITIES

Authors: CAMANGON, RIC MATHEUS L.

DEL ROSARIO, SHIELA MAE C.
HERNANDEZ, KYRSTEN LEIRA A.
LOPEZ, JAIAXCSEL A.
MANGLAPUS, ROB THOMAS R.
PASIA, RAYMOND VICTOR Q.
PIÑOL, KARL MIGUEL C.
REQUILLO, JAREL T.
Track: Academic/Technical-Vocational-Livelihood
Strand: ICT
Adviser: JORGIA CHRISTINE PERALTA
Date of Completion: May 2023

This research explores a study about the experience of senior high school students
from various strands who use ChatGPT for writing activities conducted in Mapua Malayan
Colleges Laguna. The study focuses on understanding the impact of Artificial Intelligence,
particularly ChatGPT, on the student’s learning ability and their academic growth. It also
highlights the concerns about being over dependent on Artificial Intelligence potentially
misusing it by the students. The objective of the study also includes determining student’s
writing capabilities before they use ChatGPT and after, while probing their experiences
and point of view for using it while also recognizing the impact on their writing ability,
academic standing, and understanding of the subject. The research design adopts a
Phenomenological Research approach, employing purposive sampling and conducting
one-on one semi structured interviews with senior high school students (8) at Mapua
Malayan Colleges Laguna. Most of the interviewees indicated that it depends on how
dependent the student is on AI be it positive or negative. Overall, the research paper serves
as a detailed and a comprehensive research plan that focuses to explore and understand the
impact of Artificial Intelligence, Particularly ChatGPT, on the students’ academic
performance and learning experience.

Keywords: Artificial Intelligence, writing ability, academic writing, senior high school students, ChatGPT

ii
ACKNOWLEDGEMENT

The successful culmination of this research project owes its accomplishment to the

concerted endeavors of every member of the research team. These individuals dedicated

numerous hours to bringing this study to completion. The researchers extend their heartfelt

appreciation to all those who helped them guide their journey in conducting this study. The

researchers are filled with joy and gratitude as they conclude the final phases of their

research.

Special thanks go to our research adviser Ms. Jorgia Christine Peralta, who provided

mentorship and guidance throughout the entire research process, and for the continued

support and patient assistance that were pivotal in helping the researchers attain the

intended objectives of their study.

The researchers also want to acknowledge the support of their family and friends who stood

by them during the demanding phases of their research endeavors. Their unending support

was a huge help to the researchers to keep their motivation high for the period of this

research.

Lastly, the researchers would like to acknowledge the senior high school students of Mapua

Colleges Laguna from their respective strands, who were willing to give out their input for

the researchers to use in their study. The researchers greatly appreciate all the time they

put aside to answer our questions and for helping the researchers complete their research.

iii
TABLE OF CONTENTS

Pages

TITLE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND

Introduction 1

Literature Review 1

Conceptual Framework 10

Objectives 10

Statement of the Problem 11

Significance of the Study 12

Scope and Limitation of the Study 14

Definition of Terms 14

2 METHODOLOGY

Overview / Introduction 16

Research Design 16

Population and Sampling 16

Respondents of the Study 17

Research Instrument 17

iv
 Data Gathering Procedure 17

Data Analysis 18

Ethical Considerations 19

3 RESULTS AND DISCUSSION

Results 20

ChatGPT usage regarding to the user's writing and academic

26
capability.

ChatGPT and it's similarities with other Artificial

27
Intelligence tools.

The potential of ChatGPT towards Filipino Senior High 27

School Students.

The positive and negative paths ChatGPT can offer

regarding over-dependency. 28

4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary 30

Findings 31

Conclusions 32

Recommendations 32

REFERENCES 34

v
APPENDICES

A Letter of Request to the Respondents 36

B Sample Questionnaire 38

C Transcription of Interviews 39

D Curriculum Vitae 57

vi
 THE PROBLEM AND ITS BACKGROUND

Introduction

Artificial Intelligence has become so advanced in recent years that it has affected

people’s livelihoods, doing heavy tasks in just a matter of seconds, knowing every answer

that you ask it, and continues to learn and adapt as more days go by. However, if people

overly rely on any Artificial Intelligence software, they will stop figuring out how to solve

questions or do things on their own (Pfeifer, 2023), which can be a hindrance to the

development of students’ learning capabilities. ChatGPT, one of the countless Artificial

Intelligence software, is a threat to education since students can use it to write essays, solve

mathematical problems, and many more in less than 5 minutes. This affects how the student

chooses to write reports and might hinder the student from academic growth. This study

mainly focuses on showing the effects of Artificial Intelligence on students, figure out what

teachers, and school institutions can do to lessen the use of Artificial Intelligence when it

comes to academic studying, critical thinking and lessen the dependency of each student

towards Artificial Intelligence, most especially ChatGPT.

Literature Review

The advancement of Artificial Intelligence has become very prevalent in recent

years to the point that it is now being used for generating content and art, things the public

assumed were works solely exclusive to humans. One such type of content is literature,

may it be academic literature, or creative literature. This advancement of technology has

caused people, workers, and students alike, to use generative AI, such as ChatGPT, to make

literature. The public has started to argue whether the use of Generative AI is a positive

1
tool or a hindrance to the development of a person’s writing capabilities. This study mainly

focuses on showing the ways Artificial Intelligence is used in literature and the effects of

using it from the perspective of Senior High School students. This review will provide

more insight into previous research and studies that are relevant and are necessary to give

context to the present study.

The researchers formulated the topics to be reviewed in literature and organized them in a

systematic order. This review will expound on how previous technological advancements

before AI affected the creation of literature and the opinions of writers of said literature.

Then, this review will explain and summarize the recent developments of Generative AI.

Lastly, this review will help the researchers analyze the current opinion of the public

regarding the use of Generative AI. The existing literature and studies used by the

researchers serve to gain a deeper apprehension in the potential uses and negatives of

Generative AI and to understand what the current knowledge is for the three topics.

The researchers aim to make a notable contribution to the current understanding on the

effects of Generative AI on literature and elaborate on how students use AI for their

literature while taking in consideration past literature regarding the aforementioned topics,

Past Usage of Technology for Literature, the recent developments of Generative AI, and

the current public perception on the use of Generative AI.

Past Usage of Technology for Literature

Technology is constantly advancing, constantly changing. Since then, these

advancements in technology have significantly impacted the way writers write, edit, and

publish their work. For example, back when digital typing started to be more prevalent, the

2
writer’s community questioned whether using this advancement and typing using a

keyboard or writing with a pen and paper was better for writing literature (Steen, 2017).

Technology has and will always bring both positive and negative changes to the literary

world. People in turn will always be at odds to whether they would accept or fight back

changes to the industry they are a part of. Writers can now produce and edit their work

more efficiently, and social media platforms allow them to promote their work and engage

with readers. The accessibility of literature has improved, but there are also challenges such

as the digital divide and the potential loss of critical thinking and problem-solving abilities.

Overall, technology has become an integral part of the way literature is created and

presented, influencing the very production and reception of literary works (Borstelmann,

2024). In the topic of Academic literature, the use of technology and the internet has made

the creation of literature significantly easier by allowing students to access what they need

whenever they need it (Grand Canyon University, 2023). The impact of digital technology

has forced scholars to re-evaluate various aspects of literature, such as what really is the

role of the reader, the value of true information, and what authenticity is when it comes to

literature. This invites a re-evaluation of traditional ideals concerning reading, writing, and

teaching literary texts (IPL, 2024)

Regarding academic literature, the advancement of technology and the internet

revolutionized not only education, but also the capabilities of students to cheat. Students,

who back then were only armed with dial-up internet connections, explored the world of

online forums and databases. It became easier to find articles and essays that students could

just copy and plagiarize, then try to pass it off as their own paper, encouraged by the

3
computer’s capability to copy and paste text. (Amy Morin, 2021). Students also shared

exam answers from previous school years, and there are even instances that students

hacked into the school system itself to change grades. This era marked the rise of

sophisticated cheating techniques, as students became more tech-savvy (Lang, 2013).

Today, the advancement to smartphones and tablets brought cheating to the palm of

students' hands. The rising pressure to get the best grades in school, get into the best

college, and land the best paying job is a cycle that has made academic dishonesty increase

exponentially (Isakov, 2017). With the rise of messaging apps, students could discreetly

share answers during exams. Texting is one of the fastest ways for students to get answers

to test questions from other students in the room—it's become the modern equivalent of

note passing (Amy Morin, 2021). Moreover, they began using photo-sharing apps to snap

pictures of textbooks, formulas, and notes, blurring the line between learning and

deception. Educational apps meant for legitimate study also became a mask for cheating,

allowing students to access answer keys and solutions.

The COVID-19 pandemic brought another change that has an impact to the creation of

academic literature, specifically supporting the point that technology gives students more

avenues to cheat, and that was the shift to online learning. All around the world, education

systems shifted to remote learning, relying on video conference software like Zoom and

Google Meet for lectures and discussions, and online software like Canvas and Blackboard

Learning for the dissemination of assignments and exams. One of the side effects that has

yet to be thoroughly discussed is the increase in academic dishonesty among students. A

lot of universities around the world have been reporting substantially increased rates of

cheating and academic dishonesty since the shift to online learning (Basken, 2020).

4
Researchers attribute this to the ease of the option to cheat and the stress that the pandemic

and lockdown has caused to students (Arie, 2021). The students, especially in this new

generation that experienced schooling during the pandemic, have normalized the use of

technology in ways that are either questionable whether it is wrong, or actual cheating.

The Recent Developments of Generative AI

Generative AI is a type of Artificial Intelligence that uses algorithms to help it

create new content, such as text, images, audio, and videos. In recent years, generative AI

has advanced significantly, from simple chatbots people can talk to for fun to having the

potential to significantly impact various domains, such as business, healthcare, and even

creative industries. The main players of the Generative AI development are OpenAI, a U.S.

based artificial intelligence research organization founded in December 2015, with their

language model being the GPT language model, and Google with their language model

Bard. The technology works by the user giving a prompt, which can be in the form of text,

an image, a video, or other inputs, and then generating new content in response to the

prompt. For text, the AI, being pre-trained on a vast corpus of text from the internet, uses

the patterns, grammar, and semantics of human language it learned to generate an answer

(Schroeder, 2023). The AI language model is then continually refined and updated based

on user feedback and evolving technologies. Each iteration aims to enhance the model's

capabilities, making it better at understanding context, generating coherent responses, and

providing helpful information to users (Nick Patience, 2023).

The improvements of said language models have been happening at a surprising rate. GPT-

3.5, the version of the GPT language model released in 2022., has already demonstrated its

5
incredible potential across various domains. Now, OpenAI has released GPT-4 in 2023,

and has advanced more than ever before. Unlike most generative AI tools that specialize

in simulating one “mode” of expression – language, visuals, or sounds, for example, the

newest AI language models gear towards being “multi-modal” generative AI. The coming

version of OpenAI’s ChatGPT will be capable of understanding and interpreting images,

as well as taking voice commands and talking back to people using voice commands (Marr,

2023). Generative AI has started to automate manual processes, improve existing

workflows, and has clearly had a lasting impact on domains such as software development,

drug design, product development, and supply chain management. Technology can now

create photorealistic art, design physical products, write music and suggest new drug

compounds to test (Lawton, n.d.). Generative AI has also shown the potential to bring about

significant changes in how businesses operate. According to Forrester, generative AI will

be a key driver of business transformation, enhancing employee and customer engagement

and empowering organizations to think big and move fast (Afshar, 2023). The development

of generative AI has also led to the emergence of new career fields focused on the

development of these types of technology. One such career is prompt engineering, which

focuses on crafting precise and clear prompts to guide the generation of content by AI

systems (Schroeder, 2023).

In conclusion, generative AI has advanced to the point of it being poised to revolutionize

various industries and business by automating the mundane work done in these industries,

enabling the automated creation of content, previously required to be done by a human.

While technology offers numerous benefits, it also presents challenges that need to be

carefully addressed as it becomes more integrated into various aspects of society and

6
business. An example is that the fast rise of generative AI has made some people concerned

about the quality of results, potential misuse and abuse, and its impact on existing business

models (Lawton, n.d.)

The Public’s perception of the use of Generative AI

The public’s opinion on the use of AI in literature is complex, with differing views

across demographic groups. According to a survey conducted in Britain, a majority of

people viewed AI in a positive light, but they still expressed concerns about some uses

(Modhvadia, 2023). On one hand, AI-generated content can be seen as a threat to content

creators, including writers, as it is a cheaper option than hiring actual humans, it has the

potential to replace human writers in the workforce. In 2016, a novel generated by AI was

submitted to the Hoshi Shinichi Literary Awards and it almost won (Romero, 2021). The

novel was titled “The Day a Computer Writes a Novel.” The entry passed the first round,

but Satoshi Hase, a judge of said event said, “there are still some problems [to overcome]

to win the prize, such as character descriptions (Lewis, 2016).” This happened before the

existence of GPT-3, which is a more advanced Generative AI model, capable of better

writing than previous models. There is the potential that this could replace human writers,

leading to job loss and a decrease in the value of human creativity and expression, arguably

things that are clearly seen in the art industry nowadays with the advancement of AI image

generation. (Snyder, 2023). There are also concerns about the quality of the data gathered

that is used to build AI models (Romero, 2021). Due to AI relying on algorithms, there is

the potential for only one side of information to be gathered and the gathered data being

7
biased, and a lack of equity in decision-making processes (Miguel A. Cardona, Artificial

Intelligence and the Future of Teaching and Learning, 2023).

The public is also torn regarding the quality of literature Generative AI produces. On one

hand, Generative AI relies on data and algorithms from previously made literature.

Therefore, literature made by AI, in its current state, can’t capture the intended tone or be

as authoritative and informative as literature solely made by humans (Hetler, 2023).

Specifically, when it comes to Creative Literature, due to AI being incapable of feeling

emotions and truly experiencing life, AI-generated content lacks the emotional depth,

authenticity, and human connection that is essential to storytelling (Snyder, 2023).

Generative AI, unlike humans, cannot also generate new ideas, or at least be creative

enough to mix given ideas, as it relies on ideas from past data, making it difficult to cover

the latest trending topics and ideas, as the AI won’t have data to gather from about said

ideas (Hetler, 2023).

Another side to consider is the legal conversations regarding the ownership of the generated

content. A news report about a high school in Florida was posted in the New York Post,

after cheating allegations rose, with the professors stating that the students used ChatGPT

to complete assignments and are potentially going to face severe consequences (Algar,

2023). When AI is used to write texts, especially for academia there is a risk of introducing

errors, biases, and misleading information (Hoover, 2023). Due to AI relying on gathered

data, it is also debated on who the generated content really belongs to, and whether the

content is plagiarized or not.

On the other hand, there are also arguments promoting the use of AI in literature. Because

of its access to the whole of the internet it has potential to enhance the writing process. For

8
example, Generative AI is a good tool for suggesting keywords or prompts that can help

overcome writer’s block. It could also help create detailed outlines to be used as a guide

for actual writing (Hetler, 2023). In the topic of education, AI can help instructors and be

used to generate and provide feedback and formative assessments for activities that

students pass (Modhvadia, 2023). Additionally, AI-generated content can be produced

much faster than human-written content, making it a more efficient option for writing jobs

(Hetler, 2023).

Overall, the use of AI in literature is a complex and nuanced issue, with arguments for and

against its use. While AI has the potential to enhance the writing process and provide

valuable feedback in educating people in creating literature, there are concerns about the

quality and authenticity of AI-generated content, the potential for bias and lack of equity,

and the potential for job loss and a decrease in the value of human creativity and expression.

Conclusion

The review of the related literature discusses the impact of artificial intelligence

(AI) on literature. It focuses on generative AI and its impact from the view of Senior High

School students. It begins by indicating the historical impact of technology on literature, it

highlights the positive and negative changes by digital typing and the internet. The review

highlights the substantial improvements in generative-AI, it also showcases the latest

language models which are ChatGPT3.5 and GPT-4, which have the potential to transform

a lot of industries and automate manual work. It also addresses the public’s insights of

generative AI in literature, showing multiple views on its potential to replace human

9
writers, concerns about data quality and bias, and the complex legal and ethical

implications of AI-generated content.

Conceptual Framework/Theoretical Framework

The theory the study is derived from is the “Theory of Reasoned-Action.” The

theory of reasoned action (TRA; Ajzen and Fishbein, 1980) maintains that volition and

intention predict behavior. According to TRA, if people evaluate the suggested behavior

as positive (attitude) and if they think others want them to perform the behavior (subjective

norm), this results in a higher intention (motivation), and they are more likely to perform

the behavior. A high correlation of attitudes and subjective norms to behavioral intention

and to behavior has been confirmed in many studies (Sheppard et al., 1998). However,

results of some studies gesture to a limitation of this theory: behavioral intention does not

always lead to actual behavior. A counterargument against the strong relationship between

behavioral intention and actual behavior led to the evolution of the theory of planned

behavior, a model which includes the impact of non-volitional factors on behavior.

Objectives

This study was conducted with the primary goal of formulating solutions and

countermeasures to prevent students from using ChatGPT for school-related activities.

Formulating a solution requires gaining an understanding of all the factors that would affect

the learner and the learner’s decision whether to use or not use ChatGPT to cheat on writing

10
activities. Therefore, it is important to gather information on the experiences of learners

who have used ChatGPT to find patterns on the learners’ behavior.

1. To determine the different situations and writing capabilities of students who have used

ChatGPT for writing activities.

2. To analyze the learners’ experiences on the activity to find patterns and reasons why

said learners would use ChatGPT.

3. To identify the effects the learner’s use of ChatGPT have on the learner’s academic

standing, writing capability, and understanding of the subject.

Statement of the Problem

As a transformative force in modern education and technology constantly taking

over, Artificial Intelligence, ChatGPT being the most popular example, revolutionized the

way students approach writing and literature, especially serving as an academic task. By

exploring the experiences and opinions of Senior High School students, the researchers can

come up to a conclusion whether ChatGPT is shaping the future of education or a problem

to students and instructors.

The specific research questions include the following:

1. What are the capabilities of the learners of writing prior to their use of ChatGPT?

2. What are the experiences of the students on the subject and activity they are using

ChatGPT for?

11
3. How has ChatGPT affected the learner’s writing capability?

Significance of the Study

This study aims to understand the experiences of learners and find patterns on why

they would use ChatGPT for school-related activities, specifically for activities involving

writing. This study aims to offer a dual perspective. On one hand, it highlights the

tremendous potential of ChatGPT as a tool for enhancing education. Acknowledging the

positive impact, students can leverage AI to reinforce learning techniques. On the other

hand, the study serves as a warning note, emphasizing the importance of responsibility and

ethical use of AI. This information empowers Learners to navigate the dynamic landscape

of AI in education with a balanced and knowledgeable approach.

To writers: May this study hold in its attempt to explore the viewpoints of seasoned

authors, revealing the complex implications of writing and any useful applications that

might emerge during interviews. The study aims to shed light on the benefits of writing

that extend beyond its immediate results, such as improving communication abilities,

encouraging critical thinking, and stimulating creativity, by examining the perspectives of

experienced writers. Furthermore, knowing how seasoned writers view the practical

applications of writing can offer priceless insights into how writing ability translates into

success in a variety of professional contexts, including interviews. In addition to adding to

our knowledge of the importance of writing for both professional and personal growth, this

12
study has useful ramifications for those who want to use their writing skills to their

advantage when interviewing. Thus, filling the vacuum in the field of writing studies

between theory and practice.

To educators: May this study reside in its examination of the ways in which students use

Artificial Intelligence and the ways in which this has the potential to influence how they

view the moral and practical applications of AI. Knowing how students engage with AI

offers important insights into educational practices and public attitudes regarding AI

integration, in addition to illuminating current trends in technology adoption. Additionally,

this study aims to promote critical thinking and educated decision-making among the

younger generation on the ethical, social, and educational implications of AI technologies

by allowing students to express their ideas on the appropriateness of using AI. The ultimate

goal of this research is to add to the current conversation around AI ethics and education

by providing insightful advice on how to encourage the ethical use of AI in educational

settings for teachers, legislators, and technology developers.

To future researchers: This report contributes insightful information about Senior High

school students’ opinions on AI, how they use it for writing-related activities, and why they

use AI for school-related purposes. The study also provides information of what are the

short-term effects it had on their grades. Future researchers can use this foundation to go

deeper into the ethical considerations, educational benefits, and potential downsides

13
associated with the integration of AI into educational settings. The study serves as a catalyst

for further exploration of this emerging subject.

Scope and Limitation of the Study

This study focuses on investigating patterns, providing solutions and circumstances

regarding the use of ChatGPT in school related activities, particularly writing and literature

activities. The study will gain insights to their experiences and habits towards ChatGPT

from Grade 11 and 12 Senior High School Students. However, due to the current

limitations that the researchers are facing, the sample size is narrowed down to (8) number

of participants and the Research Locale only being limited inside Mapua Malayan Colleges

Laguna for the researchers’ accessibility.

Definition of Terms

● Artificial Intelligence (A.I) - The theory and development of computer systems able

to perform tasks that normally require human intelligence, such as visual

perception, speech recognition, decision-making, and translation between

languages.

● Bard – Bard is an AI chat created by Google. It is a conversation-generating

artificial intelligence program based on the LaMDA family of large language

models.

● Character.ai - It is a neural language model chatbot that can generate human-like

text responses and participate in contextual conversations.

14
● ChatGPT - Also known as a "Chat Generative Pre-Trained Transformer", is a

powerful artificial intelligence bot developed by OpenAI. It attempts to imitate

human text and can perform various roles in healthcare and health research.

● Engine - A software that facilitates automated processes, in which different

software elements work interactively to minimize human intervention.

● Generative AI - Generative AI is a type of artificial intelligence technology that can

produce various types of content, including text, imagery, audio, and synthetic data.

● Google - It is a fully automated search engine that obtains information about

someone or something on the World Wide Web.

● Internet - An electronic communications network that connects computer networks

and organizational computer facilities around the world.

● OpenAI – Is an AI research and deployment company. It is a research laboratory

created in 2015 to develop artificial general intelligence that is available to

everyone.

● Perplexity.ai - It is a chatbot and intelligent search engine that uses artificial

intelligence, natural language processing, and machine learning to offer exact and

complete responses to user inquiries.

● Plagiarism - The process of presenting work or ideas from another source as your

own, with or without consent of the original author, by incorporating it into your

work without full acknowledgement.

● Software - The programs and other operating information used by a computer.

15
 ● Technology - Inventions related to or associated with computers and devices with

a central processing unit, such as the hardware and software of computers, the

Internet and storage devices.

● Quillbot - A paraphrasing and summarizing tool that helps millions of students and

professionals cut their writing time by more than half using state-of-the-art AI to

rewrite any sentence, paragraph, or article.

METHODOLOGY

This chapter will explain the research methodology employed by the researchers.

It will explain the approach and design utilized, the population and sampling, respondents,

research instrument, data gathering procedures, data analysis, and the statistical treatment

used to answer the research questions.

Research Design

The researchers have employed Phenomenological Research, as the study will

make conclusions based on patterns seen in the experiences of students who use

Generative A.I. and students who avoid using it.

Population and Sampling

The researchers will employ Purposive Sampling for the research study. The

research will require three students who use generative AI for school assignments, each

16
differing in a strand and subject. If the quota of any of the samples aren’t met, samples

from the opposite will be increased to meet the quota.

Respondents of the Study

The respondents of this study would be divided into two sample groups. The first

group are students who use Generative A.I. for school-related activities. The second group,

on the other hand, consists of students who did not use Generative A.I. All of the

respondents are Senior High School students currently studying in Mapua Malayan

Colleges of Laguna.

Research Instrument

The researchers will be conducting a One-on-one Semi-structured Interview with

the respondents of the study. The interview consists of questions developed based on the

study’s objectives. Therefore, the interview can be divided into three sections. The first

section of questions is designed to give context on what the participant’s previous

experiences on writing literature is. The second part of questions focuses on finding out

what instances the participant used Generative AI for creative or academic literature.

Lastly, the last set of questions tackles if ChatGPT hinders the learner’s writing capability.

Data Gathering Procedures

1. Conduct a pre-survey on all SHS students to identify who has used any Generative

AI for creating literature.

17
 2. Profile students who have used Generative AI, and a small number of students who

don’t use Generative AI.

3. Schedule an interview with the students

4. Conduct and record the semi-structured interviews.

5. Transcribe the interviews for future analysis.

Data Analysis

Once the data was transcribed, it was then coded, analyzed, interpreted, and

verified. The process of transcribing the interviews can help the researcher to gain more

understanding of the subject from repeatedly listening to and reading the transcribed

interviews. Coding the data began once all the data was fully transcribed (see appendix

three). The codes applied are keywords which are used to categorize or organize text and

are considered an essential part of qualitative research (Sarantakos, 1998). The data was

then analyzed, categorized, and organized into themes and further sub-themes which

emerged through the coding process. The themes which emerged were assigned a specific

code accordingly. The next stage involved interpreting the data by identifying any recurring

themes throughout and highlighting any similarities and differences in the data. The final

stage involved data verification, this process involves a process of checking validity of

understanding by rechecking the transcripts and codes again, thus allowing the researcher

to verify or modify hypotheses already arrived at previously (Sarantakos, 1998).

18
Ethical Considerations

The purpose of the study and the interview will be stated to the participant before

asking for their consent. The interview will be conducted face to face, therefore not being

anonymous, but the research paper will hide the participants’ name, grade level, strand,

and any information to keep the participants’ anonymity. Participants will only be

interviewed if he/she consents to recording and transcribing said interview.

RESULTS AND DISCUSSIONS

This chapter discusses the results gathered by the researchers from the (8)

participants chosen for this study. These data were used as a reference to answer the

research’s main questions and objectives. The insights were then utilized to learn more

about the student’s behavior and their association between their education and ChatGPT.

During the initial interview, the researchers asked the participants if they have

experience and background with academic writing. Half of the respondents are familiar

and have an average experience with writing.

PARTICIPANT A : “For me, I write quite often as my subjects mostly require us to

write like essays or short paragraphs, something like that. But I write on, let's say like a

daily basis.”

19
 PARTICIPANT D : “I’m not the most experienced person when it comes to writing

pero I atleast know what the basics in writing, I know how to make sentences with the right

grammar and punctuation marks.”

PARTICIPANT F : “nagsusulat ako solely for academic purposes para mapasa ko

requirements.”

On the contrary, a minority of the participants are much more experienced in

writing compared to the others.

PARTICIPANT C : “I have been writing since I was a child, so I have plenty of

experience writing things like essays, stories and reflection papers and what not - As I

mentioned I write a lot of essays, reflection papers for school and original stories and

journaling.”

PARTICIPANT E : “ I mean, experiences sa writing, s’yempre through acads, pero

I also do lyrical poetry kasi nga I also write music of my own.”

PARTICIPANT H : “I’m like very used to writing, especially like uhh- fictions and

like- for journalism because I’m actually part of the school paper, and I’m very… I’m very

very versed into writing as well, like I’ve been joining competitions and winning them

proudly.”

20
 For the second question, the participants were then asked if they have an insight

regarding ChatGPT and if they use it, part of the participants who admitted using ChatGPT

said that they utilize it for getting ideas and recommendations for their academic writing

or academic works.

PARTICIPANT D : “I use ChatGPT sometimes when I need ideas about something

because there are times I get mental blocked.”

PARTICIPANT F : “Usually pag nagamit ako ng Ai ang like for guide lang talaga,

like “how to write a position paper” , “how to write an introduction for your position

paper” ganon lang.”

PARTICIPANT H : “I just use ChatGPT to like get some inspirations when I have

like writers block cuz like sometimes.”

Similarly, half of the participants have stated that they only use it to correct their

grammar, or to add in missing contexts that they have missed to what they have written.

PARTICIPANT B : “Me and my friend we were working on a part of a project

together and they had to paraphrase a paragraph and also shorten it at the same time so
uhm they decided to use a paraphrase web, and shorten it a bit to finish their task quickly.
“

21
 PARTICIPANT E : “ I made it check my grammar kasi very ano ‘ko don– I’m very

meticulous about what I write and then I made it phrase uh—my redundant sentences—to

make it flow easier.”

Meanwhile, a minority of the participants admitted to using a different Artificial

Intelligence Engine to ChatGPT which is "Character.ai" and "Perplexity AI" for their
academic writings.

PARTICIPANT B : “…I'm pretty sure I've never heard of ChatGPT or what it could

possibly do, Or I just stayed in character.ai uhm, but if ever I did heard about it before

then I still wouldn't use it because there were times that I wanted to say something that is

heartfelt or it came completely from my heart or from my own understanding.”

PARTICIPANT E : “...introduced me to something called Perplexity A.I. and sinabi

niya sa’kin, it’s basically like ChatGPT except may reliable sources siya since sinestate

niya ‘yung mga references doon. So, ‘yun nga tinry ko siya pero I’m still very reluctant to

use A.I. para ireplace ‘yung original work ko.”

For the third question, the participants were asked if ChatGPT can hinder one’s

learning and writing capability. Minority of the participants believe that using ChatGPT

22
can hinder a person’s learning and writing improvement depending on how reliant they are

on ChatGPT.

PARTICIPANT D : “I think it will hinder a person’s learning and at the same time

it can be a benefit but it differs from one’s perspective because it also depends on their

discipline whether they will be dependent or not, if they use it for learning where you can

get ideas from it then the person will improve. But if you ARE just dependent to the point

where you copy and paste the answers from ChatGPT, they won’t learn anything therefore

hindering the person’s capabilities to learn.”

PARTICIPANT G : “Yes, I think na-hinder na niya yung abilities nila kasi, as I’ve

said nag-rerely lang sila don tapos parang inaasa lang nila yung buong sagot without

thinking sa ChatGPT.”

On the contrary, minority of the participants have stated that using ChatGPT can

polish someone’s writings but does not hinder one’s writing capability.

PARTICIPANT A : “I think that it definitely helps my works, although I don't think

it really hinders or improves my works. Well, it improves it on a scale of polishing it, but I

don't think it improves my writing skill or worsens it.”

23
 PARTICIPANT C : “I don’t think chatgpt hinder’s a person learning and writing -

I don’t think it helps me improve my writing nor does it hinder, it's just a miracle that you

can use if you’re stuck and you can use it for assistance, personally I doesn’t affect my

learning and writing improvement because I’m not too reliant on it.”

Furthermore, the majority of the participants agreed that using ChatGPT can

improve one’s writing capability and academic performance, but it also depends on the

user’s dependability to Artificial Intelligence.

PARTICIPANT C : “It can go two ways kase eh, if you become too dependent on

AI intelligence obviously its gonna change for the worse because you’re gonna get lazier

you're gonna rely too much on its capabilities, in those scenarios where you just slap the

question in chatgpt then they just send them to their professors. If you use it wisely it can

greatly improve your performance naman because I think it’s a double edged sword it’s a

matter of how you use it and how much you use it.”

PARTICIPANT D : “I think In a bigger picture, AI can bring a big change when it

comes to academic performance because it depends on the performance, it can lower your

grades and make it higher, like I mentioned earlier it depends on your perspective on how

this can change you, whether you’ll be dependent or not. I think that’s the biggest factor.”

24
 PARTICIPANT E : “it’s definitely situational, Kung yung tao na tatanungan mo is

like a very lazy person na dedepende na talaga sa A.I., lahat ng gawa niya s’yempre

nakakahinder ‘yon, kasi ‘di ba magiging dependent na siya sa isang- isang- bagay na dapat

magagawa niya sa sarili niya.”

After the interview, the researchers gathered and discussed the participant’s

answers. Then, they were able to answer the questions and the main points of this research

regarding their capability of writing prior to their use of ChatGPT, their reasons and

experiences on why they used or did not use it, and what are its impacts to their writing

and academic capability.

To summarize the results from the interviews, Grade 11 and 12 Senior High School

Students mostly share the same responses and behavior towards their opinions towards

ChatGPT and its impact on their writing capabilities. Regardless of their capability in

writing, they use ChatGPT to get some insights and guidance, as well as checking grammar

and adding missing contexts, and as a tool for proofreading. Some students also used

similar engines to ChatGPT such as Quillbot, for paraphrasing, character.ai, for using

fictional characters and scenarios, and Perplexity.ai, which is an Artificial Intelligence

Engine that works similarly to ChatGPT but provides sources and references across the

web. They have also agreed that ChatGPT does not serve as a hindrance to the learner's

writing capability, if they use it in a regulated manner, not relying on the engine and only

25
serving as a guide to schoolworks. Overall, the use of Artificial Intelligence engines,

ChatGPT being the common example of it, is totally up to the user whether they use it as

a guide, paraphrasing and proofreading tool, or if they will totally rely on its answers and

use it for their schoolworks.

The correlation of the learner's writing experience with their Artificial Intelligence

usage

The connection between highly experienced writers who do not use ChatGPT and

individuals who are inexperienced in writing is not necessarily straightforward. Highly

experienced writers have developed their skills through years of practice, formal education,

self-taught learning, and exposure to diverse writing tasks. They may rely on their

extensive knowledge of language, storytelling techniques, and genre conventions. In

contrast, individuals who are inexperienced in writing may lack confidence, struggle with

organizing ideas, and face challenges in expressing themselves fruitfully. While

experienced writers may not use ChatGPT as a primary tool for their projects, it can still

serve as a useful resource for brainstorming, generating ideas, or overcoming writer’s

block. On the other hand, inexperienced writers might find ChatGPT particularly helpful

in providing guidance, suggesting improvements, and offering insights to enhance their

writing skills. As said by Hetler (2023), Generative AI could also help create detailed

outlines to be used as a guide for actual writing. Ultimately, the connection between the

two groups is complex, and the impact of ChatGPT on writing proficiency varies based on

individual needs, preferences, and the specific context in which writing is taking place.

26
ChatGPT and it's similarities with other Artificial Intelligence tools

The information gathered from the interviews made the researchers more aware of

other Artificial Intelligence software that may or may not affect an individual's writing

capability. They spoke briefly on an AI software called "character.ai," a chatbot service

used for generating human-like text responses. The AI software “Perplexity AI” was also

mentioned, which provides answers alongside with reliable sources and references. The

software Quillbot was also mentioned, an online writing platform reliant on AI, that is

used for paraphrasing, grammar checking, and generally serving as a tool for writers

instead of a one-and-done solution for writing activities. This shows that disregarding

ChatGPT, there is a market for artificial intelligence tools to help with writing activities.

Nevertheless, the researchers have observed that the reasons the participants used these

types of AI software still mirror the gathered reasons a participant would use ChatGPT.

They use it for correcting their grammar or paraphrasing on short notice. This can help

the researchers advance the research further and find the underlying psychology of why

an individual would use Artificial Intelligence, like ChatGPT, in their writing.

The potential of ChatGPT towards Filipino Senior High School Students for

academic writing

The Introduction of ChatGPT into the field of education presents an innovative

prospect, with the potential to completely alter Senior High School student’s educational

27
experiences. As the answers of the majority of the participants provide insights into the

various ways Senior High School students use ChatGPT for homework and activities, it

helps students polish their writing so that their schoolworks are coherent and clear and

makes content reduction and paraphrasing more impactful. This enables students to shorten

information without affecting accuracy, which is helpful for academic writing. The data

gathered from the interview provides insights on the complex world of Senior High School

students' interactions with ChatGPT. Although, teachers must provide advice to students

on how to utilize the tool appropriately and ethically and find a balance between efficiency

and development of skills, even while it provides helpful support for grammar correction

and content enhancement. Teachers can minimize ChatGPT’s beneficial impacts on Senior

High School students’ academic journeys by encouraging a thoughtful approach (Cardona,

2023).

The positive and negative paths ChatGPT can offer regarding over-dependency

Based on the data gathered, it is up to the student how their writing and learning

capability will be impacted, whether it be positively or negatively. If a student becomes

too dependent on ChatGPT, or Artificial Intelligence in general, it can change their

mentality and they will rely on its capabilities too much. For example, a student can take a

question from their assessment and prompt it to ChatGPT, asking it to answer the question,

and the student can just copy and paste the generated answer to their assessment (Amy

Morin, 2021). If you put it in the perspective of academic writing, students can prompt

their ideas to ChatGPT, and it will give them a template and the context they need to make

28
their academic writing. With this, students will always resort to using ChatGPT instead of

using their academic and writing skills, they would not be able to learn from their

assessments or activities, and if professors found out the student has used ChatGPT for the

said work, they are going to face severe consequences (Algar, 2023). However, if students

use it wisely and are not over-dependent on it, it can greatly improve their performance

with just any small task given to the AI such as polishing, paraphrasing, and analyzing.

They can use ChatGPT as a guide, and at the same time, they can learn how to perform

their tasks and activities.

29
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter would summarize the research problem and the actions taken by the

researchers, would conclude the paper by means of presenting the findings, and would give

recommendations based on the limitations of the researchers during the conduct of the

study.

Summary

The researchers’ objective is to identify what makes students want to use ChatGPT,

by looking for participants that fit the criteria of whether they have experience on using

ChatGPT as a means of Passing the required academic tasks with little to no work, to see

how students utilize ChatGPT if it improves their academic skill or hinders it. The

researchers employed a phenomenological research design to explore the experiences of

students who use and avoid Generative AI (Generative A.I.) for schoolwork. They used

purposive sampling and interviewed three students from different strands who use

Generative A.I. and three who don't, all from the same high school. The researchers

conducted semi-structured interviews focusing on the participants' prior writing

experiences, use of Generative A.I., and its potential impact on their writing skills. After

transcribing the interviews, they analyzed the data by identifying the situation, allowing

them to understand the students' lived experiences with Generative A.I.

Findings

30
● What are the capabilities of the learners of writing prior to their use of

ChatGPT?

Some of the learners were capable on their own, maintaining enough

experience to compose academic writings, knowing the basics of writing with

correct grammar and proper use of punctuation marks. Some other participants

excelled at writing by not only being able to write academic essays but also able to

work on their personal projects such as writing lyrical poetry and stories.

● What are the experiences of the students on the subject and activity they are

using ChatGPT for?

The students utilize ChatGPT to guide them on various academic tasks, by

asking questions to the AI they can easily get ideas and recommendations instantly,

one of them stated that they have used it to learn how to write a position paper,

specifically the introduction for a position paper. While some students use it to get

some inspiration and/or ideas when they feel mentally blocked.

● How has ChatGPT affected the learner’s writing capability?

Majority of the learners agreed that it depends on the person whether they

want to improve on their writing skills or not as some students will solely rely on

31
 ChatGPT and hinder their growth which can be problematic as it is very accessible

to most students.

Conclusions

In conclusion, this qualitative research shows the insights derived from

interviewing Grade 11 and 12 Senior High School Students regarding the impact of

ChatGPT on learners' capabilities, which indicate that regardless of the interviewee's

writing background, a significant proportion of the respondents expressed a consensus that

ChatGPT has the potential to enhance one's writing capabilities. However, several

participants voiced concerns about the potential detriment to critical thinking and

independent problem-solving skills if learners were to depend solely on artificial

intelligence for answers. In essence, the research findings emphasize that the impact of

ChatGPT is dependent on learners' conscious decisions regarding its role in their

educational endeavors.

Recommendations

● For writers or students to use AI-generated Ideas as a source of inspiration,

it is important to maintain a balance between AI-generated content and their

own creativity. May they use it moderately and use it to spark some ideas

and enhance their creativity and always strive to put personal originality

into their writing process.

32
● Parents should set moderate and appropriate guidelines for the use of AI

tools and balance the approach to AI usage of their children. While it is

beneficial, it's crucial to cultivate a well-rounded education that includes

traditional learning methods, rather than using it excessively. Emphasizing

human interaction and critical thinking alongside AI technology.

● Schools should provide guidance on using AI responsibly, ethically, and

moderately. May schools teach students about the potential biases and

limitations of AI. Schools can offer development training for teachers to

enhance their understanding of AI and how to make use of it in class to

enable them to guide students in using AI as a learning tool responsibly and

moderately.

● For aspiring researchers to be mindful of the ethical consideration and

limitations when using AI in their studies and make sure that AI is employed

to complement their research efforts. Researchers should also strive for

transparency and use AI moderately in research, encouraging them to use

open dialogue and collaboration to address concerns and improve

technology.

33
 REFERENCES

Afshar, V. (2023, November 20). Generative AI advancements will force companies to

think big and move fast. ZDnet. https://www.zdnet.com/article/generative-ai-is-
forcing-companies-to-think-big-and-move-fast/

Algar, S. (2023, February 16). ChatGPT cheating scandal erupts inside elite program at
Florida high school. New York Post. https://nypost.com/2023/02/16/chatgpt-cheating-
scandal-erupts-at-florida-high-school/

Amy Morin, L. (2021, October 22). How Teens Use Technology to Cheat in School.
verywellfamily. https://www.verywellfamily.com/how-teens-use-technology-to-cheat-at-
school-4065364

Arie, R. (2021). Academic Dishonesty and COVID-19: A Biological Explanation.

Brandeis University. https://www.brandeis.edu/writing-program/write-now/2020-
2021/arie-rotem/index.html

Basken, P. (2020, December 23).Universities say student cheating exploding in Covid

era. Times Higher Education. https://www.timeshighereducation.com/news/universities-
say-student-cheating-exploding-covid-era

Cardona, M., Rodriguez, R., & Ishmael, K. (2023). Artificial Intelligence and the Future
of Teaching and Learning. Office of Educational Technology.

Grand Canyon University. (2023, April 3). How Using Technology in Teaching Affects
Classrooms. Grand Canyon University. https://www.gcu.edu/blog/teaching-school-
administration/how-using-technology-teaching-affects-classrooms

Hetler, A. (2023, September 21). Pros and cons of AI-generated content. TechTarget
Network. https://www.techtarget.com/whatis/feature/Pros-and-cons-of-AI-generated-
content

Hoover, A. (2023, August 17). Use of AI Is Seeping Into Academic Journals—and It's
Proving Difficult to Detect. Wired. https://www.wired.com/story/use-of-ai-is-seeping-
into-academic-journals-and-its-proving-difficult-to-detect/

Isakov, M., & Tripathy, A. (2017). Behavioral correlates of cheating: Environmental

specificity and reward expectation. PLOS ONE, 12(10), e0186054.
https://doi.org/10.1371/journal.pone.0186054

Lang, J. M. (2013). Cheating Lessons. Harvard University Press.

34
Lawton, G. (n.d.). What is generative AI? Everything you need to know. TechTarget.
https://www.techtarget.com/searchenterpriseai/definition/generative-AI

Lewis, D. (2016, March 28). An A1-Written Novella Almost Won a Literary Prize.
Smithsonian Magazine. https://www.smithsonianmag.com/smart-news/ai-written-
novella-almost-won-literary-prize-180958577/

Marr, B. (2023, October 2). The 10 Biggest Generative AI Trends For 2024 Everyone
Must Be Ready For Now. Forbes.
https://www.forbes.com/sites/bernardmarr/2023/10/02/the-10-biggest-generative-ai-
trends-for-2024-everyone-must-be-ready-for-now/?sh=71a916d01c6e

Modhvadia, R. (2023, June 6). How do people feel about AI? Ada Lovelace Institute.
https://www.adalovelaceinstitute.org/report/public-attitudes-ai/

Nick patience, A. J. (2023, October 25). Generative AI: Latest breakthroughs and
developments. S&P Global Market Intelligence.
https://www.spglobal.com/marketintelligence/en/news-insights/research/generative-ai-
latest-breakthroughs-and-developments

Romero, A. (2021, August 8). 5 Reasons Why AI Is a Threat to Writers. Medium.

https://towardsdatascience.com/5-reasons-why-ai-is-a-threat-to-writers-493350dfae2a

Schroeder, R. (2023, April 26). Generative AI Is Only as Good as the Prompt You Give
It. insidehighered. https://www.insidehighered.com/opinion/blogs/online-trending-
now/2023/04/26/generative-ai-only-good-prompt-you-give-it

Snyder, C. (2023, February 9). Leave Robots out of Literature: The Pitfalls of Chatbots
and AI Writers. The College Voice. https://thecollegevoice.org/2023/02/09/leave-robots-
out-of-literature-the-pitfalls-of-chatbots-and-ai-writers/

Steen, S. v. (2017). The Effect of Keyboard-Based Word Processing on Students With

Different Working Memory Capacity During the Process of Academic Writing. . EFFECT
OF WORD PROCESSING ON WRITING AND IMPACT OF WORKING MEMORY,
40.

The Effect Of Modern Technology On Literature | ipl.org. (n.d.). Www.ipl.org.

https://www.ipl.org/essay/Modern-Technology-The-Internets-Effect-On-Literature-
FJXWXQAYNR

35
 APPENDICES

Appendix 1

Letter of Request to the Participants

Interview Consent Form

As part of the preparations to engage in this research study, it is important that you
read and understand all the conditions stated in this consent form.

Research Title :
CHATGPT in School-Related Activities : Understanding the Experiences of
MMCL
Senior High School Students who use CHATGPT for Writing Activities

Purpose of the Study :

This study aims to understand the experiences of learners and find patterns on why
they would use ChatGPT for school-related activities, specifically for activities involving
writing. This study aims to offer a dual perspective. On one hand, it highlights the
tremendous potential of ChatGPT as a tool for enhancing education. Acknowledging the
positive impact, students can leverage AI to reinforce learning techniques. On the other
hand, the study serves as a warning note, emphasizing the importance of responsibility and
ethical use of AI. This information empowers Learners to navigate the dynamic landscape
of AI in education with a balanced and knowledgeable approach.

Procedures of Data Collection :

The researchers will be conducting a One-on-one Semi-structured Interview with
selected Senior High School students who are currently studying in Mapua Malayan
Colleges Laguna whilst recording it, with the phone’s voice recorder. The researchers will
then transcribe the gathered data from the interview and will be organized for easier
analysis and referencing. The interview consists of questions developed based on the
study’s objectives. Therefore, the interview can be divided into three sections. The first
section of questions will focus on the background of the participant itself. The second

36
section would focus on their usage of CHATGPT and its output. The third section will
focus on the effects of using CHATGPT on different aspects of the participant.

Confidentiality and Anonymity :

● Participation in this interview will be anonymous and strictly voluntary.
● The data collected will only be accessed by the researchers and supervisors.
● The researchers will not identify the participants by name in any reports using
information obtained from this interview.
● The participant’s contact information used for research purposes will be
discarded upon the completion of the study.
● Any information given by the participant will not be used against the participant.

Withdrawal of Consent :
Your decision to participate in this interview is strictly voluntary and with consent.
You have the right to decline at any given time. If you ever decide to withdraw your
participation from this study, you can inform the researchers via e-mail and other
messaging applications. Any data and answers collected from you will be discarded and
will no longer be utilized in the research study. By agreeing to this consent form, you are
confirming that you have read and fully comprehend the content for this interview and are
willing to participate in this study. I have read and fully comprehend the terms and
conditions stated above. All my concerns and questions have been properly addressed by
the research group. I acknowledge that I can request a copy of the transcript or other data
to ensure the effectiveness of any agreement made about confidentiality, and I also
acknowledge that I can withdraw from this interview at any given time.

____________________________________________________
Participant’s signature over printed name, Date signed

____________________________________________________
Parent of Participant’s signature over printed name, Date signed

37
 Appendix 2

Sample Questionnaire

1.) What are the capabilities of the learners of writing prior to their use of ChatGPT?

What is your experience with writing?

What types of writing have you done in the past? Kindly share them.

2.) What are the experiences of the students on the subject and activity they are using
ChatGPT for?

Do you use ChatGPT?

(if yes on 2.1) What are the reasons why you used ChatGPT for a specific subject or
activity?

(if no on 2.1) If not, what are the reasons why you don't use ChatGPT for a specific
subject or activity?

Share an example of a writing project or task you have completed in the past? What were
the requirements or objectives of that task?

3.) In what way has ChatGPT impacted the learner's writing capability?

If you happen to use ChatGPT, do you think that using CHATGPT is hindering a person's
learning and writing improvement?

(if yes on 3.1) If it does, how so?

(if no on 3.1) If not, why?

Does using Artificial Intelligence bring change to someone's academic performance?

(if yes on 3.2) If so, in what way?

(if no on 3.2) If not, why?

38
 Appendix 3

Transcription of Interviews

RESPONDENT A - HUMSS 12
December 8, 2023.

Interviewer: Hello interviewee. I'm glad that you accepted this interview. Welcome.
We're excited to learn about more about your experiences with ChatGPT. Let's start with
SOP one. How capable are the learners in writing prior to their use of ChatGPT? Can you
share your experience with writing.

RESPONDENT A : For me, I write quite often as my subjects mostly require us to

write like essays or short paragraphs, something like that. But I write on, let's say like a
daily basis.

Interviewer: Okay, what types of writing have you done in the past? Could you share
some examples?

RESPONDENT A : I've done nonfiction and fiction, some things like personal essays or
sometimes it's a topic about something like a social issue or I've also written fan fiction
works which I enjoy writing from time to time.

Interviewer: Okay, now on to Sop two. What are the experiences of the students on the
subject and activity they are using ChatGPT for? What are the reasons why you use
ChatGPT for a specific subject or activity?

RESPONDENT A : For me, But I don't use it solely to write my works because I feel
like that's not really from me anymore. I use it more as a tool to help correct what I write
and improve it rather than use it as a basis.

Interviewer: Okay, can you share an example of a writing project or task you have
completed in the past? What were the requirements or objectives of that task?

RESPONDENT A : Okay, so I had the task for our philosophy subject and we had to
write an essay about our personal experiences and some things that revolve around

39
solving something. But basically we needed it to be 1000 word essay and I had a lot of
words that I used there that were mainly filler. So I asked ChatGPT if it could remove
some of those filler words, and I also asked if it could give me more ideas on what I
could add to that. And yes, that's what I mainly used it for.

Interviewer: Okay, now onto SOP three. In what way has Chat GPT impacted the
learners writing capability? Do you think that using ChatGPT is hindering your learning
ability and writing improvement? If it does, how so? If not, why?

RESPONDENT A : I think that it definitely helps my works, although I don't think it

really hinders or improves my works. Well, it improves it on a scale of polishing it, but I
don't think it improves my writing skill or worsens it necessarily because I mainly use it
as an output device and I mainly get the ideas from what I gather myself or what I come
up with, so I have a neutral stance on it being worse or better for me.

Interviewer: Okay, well, that ends this interview. Thank you for answering my questions
and goodbye, audience.

RESPONDENT B - STEM 12
December 9, 2023.

Interviewer: Uhmm go okay, what is your experience with writing?

RESPONDENT B : Uh with my exp- i- to be honest I have not that much experience in

writing, Because uhm ver- when I write a novel for fun I still have to look up in the
internet for deeper or professional words to put in the- ano, in the book.

Interviewer: Hmmm, so what types of writing have you done in the past, and if you can
could you kindly share them?

RESPONDENT B : Uhm the only writing I've done was in Wattpad, and I think that's
how far I've gotten into writing I don't know if you could count character.ai as writing.

Interviewer: Okay, uh Do you use ChatGPT? What are the reasons why you used
ChatGPT for a specific subject or activity? If not, what are the reasons why you don't use
ChatGPT for a specific subject or activity?

RESPONDENT B : Uhm, most probably I've- before then id- I'm pretty sure I've never
heard of chatGPT or what it could possibly do, Or I just stayed in character.ai uhm, but if

40
ever I did heard about it before then I still wouldn't use it because there were times that I
wanted to say something that is heartfelt or it came completely from my heart or from my
own understanding.

Interviewer: Uh, if you can, Could you share an example of a writing project or task you
have completed in the past? Ano yung requirements or objectives of that task?

RESPONDENT B : Uhm, this was last year in research. Me and my friend we were
working on a part of a project together and they had to paraphrase a paragraph and also
shorten it at the same time so uhm they decided to use a paraphrase web, and shorten it a
bit to finish their task quickly.

Interviewer: Hmmm… Okay. If you happen to use ChatGPT someday, do you think that
using CHATGPT is hindering a person's learning and writing improvement? If it does,
how so? If not, why?

RESPONDENT B : Uhm, in a way yes and also no, because it kinda depends on how
you use chatgpt from what I've heard, physically from adults. They don't use it for
academic performance, nor to write a formal paper. They often use it as a software to
search things up such as brownies ingredients or types of pies and other sorts of things.

Interviewer: Okay uh,.. *ineligible speaking*

RESPONDENT B : It’s okay

Interviewer: So, Does using Artificial Intelligence brought change to someone's

academic performance? If so, in what way, If not, why?

RESPONDENT B : Uhm, yes. It did brought a huge academic performance to my

friends, because from what I've witnessed and heard from them they've used ai to
paraphrase someone else's work and claiming that they did it themselves without i-ha-uh
getting caught whatsoever.

Interviewer: Okay that is all for the ano today,,- *ends recording*

RESPONDENT C - HUMSS 12
December 9, 2023.

Interviewer : What is your experience with writing?

41
RESPONDENT C : I have been writing since I was a child, so I have plenty of
experience writing things like essays stories and reflection papers and what not.

Interviewer : What types of writing have you done in the past? and kindly share them.

RESPONDENT C : As I mentioned I write a lot of essays, reflection papers for school

and original stories and journaling.

Interviewer : Do you use ChatGPT? What are the reasons why you used ChatGPT for a
specific subject or activity? If not, what are the reasons why you don't use ChatGPT for a
specific subject or activity?

RESPONDENT C : I haven't used ChatGPT, but I have used something similar like
quill Bot, I only use it for subjects that use analyzation, if hindi ko maintindihan ng
content I use it to do a summary of the contents I put in. For subjects na maraming
analysis especially in social sciences.

Interviewer : Share an example of a writing project or task you have completed in the
past? What were the requirements or objectives of that task?

RESPONDENT C : Sa philosophy, yung mga reflection paper ni sir, he gives you a

bunch of questions where you basically ask that question to yourself and answer it, ayun
yung isa sa writing project na pinagawa samin.

Interviewer : If you happen to use ChatGPT someday, do you think that using
CHATGPT is hindering a person's learning and writing improvement? If it does, how so?
If not, why?

RESPONDENT C : I don’t think chatgpt hinder’s a person learning and writing, yun
nga I mentioned earlier na I used Quillbot which is a similar app to ChatGPT where you
can ask to rephrase your sentences paragraphs and ask for summaries as such, I don’t
think it helps me improve my writing nor does it hinder, its just a miracle that you can
use if you’re stuck and you can use it for assistance, personally I doesn’t affect my
learning and writing improvement because I’m not too reliant on it.

Interviewer : Does using Artificial Intelligence brought change to someone's academic

performance? If so, in what way, If not, why?

42
RESPONDENT C : It can go two ways kase eh, if you become too dependent on AI
intelligence obviously its gonna change for the worse because you’re gonna get lazier
youre gonna rely too much on its capabilities, in those scenarios where you just slap the
question in chatgpt then they just send them to their professors. If you use it wisely it can
greatly improve your performance naman bc I think it’s a double edged sword it’s a
matter of how you use it and how much you use it.

RESPONDENT D - ABM 12
December 9, 2023.

Interviewer : What is your experience with writing?

RESPONDENT D : I’m not the most experienced person when it comes to writing pero
I atleast know what the basics in writing, I know how to make sentences with the right
grammar and punctuation marks.

Interviewer : What types of writing have you done in the past? and kindly share them.

RESPONDENT D : Essays, poems and that’s pretty much it.

Interviewer : Do you use ChatGPT? What are the reasons why you used ChatGPT for a
specific subject or activity? If not, what are the reasons why you don't use ChatGPT for a
specific subject or activity?

RESPONDENT D : I use ChatGPT sometimes when I need ideas about something

because there are times I get mental blocked where I get ideas from ChatGPT but im not
in favor when you can just get stuff from chatgpt because you will be too dependent on it.

Interviewer : Share an example of a writing project or task you have completed in the
past? What were the requirements or objectives of that task?

RESPONDENT D : Lately research I used it to form a sentence and I paraphrased it,

making my work easier, I got answers from it but not exact answers.

Interviewer : If you happen to use ChatGPT someday, do you think that using
CHATGPT is hindering a person's learning and writing improvement? If it does, how so?
If not, why?

43
RESPONDENT D : I think it will hinder a person’s learning and at the same time it can
be a benefit but it differs from one’s perspective because it also depends on their
discipline whether they will be dependent or not, if they use it for learning where you can
get ideas from it then the person will improve. But if you ARE just dependent to the point
where you copy and paste the answers from ChatGPT, they won’t learn anything
therefore hindering the person’s capabilities to learn.

Interviewer : Does using Artificial Intelligence brought change to someone's academic

performace? If so, in what way, If not, why?

RESPONDENT D : I think In a bigger picture, AI can bring a big change when it comes
to academic performance because it depends on the performance, it can lower your
grades and make it higher, like I mentioned earlier it depends on your perspective on how
this can change you, whether you’ll be dependent or not. I think that’s the biggest factor.

RESPONDENT E - ABM 12
February 20, 2024

Interviewer : Okay, my name is Jarel Requilo. I'm here with Matheus Camangon.
(laughs) Tapos, uh, we’re conducting an interview for our qualitative research about the
use of artificial intelligence, particularly generative AI for literature—academic or
creative literature.
I’m here with one of the participants, he will remain anonymous for the research. Pero for
this interview, his name is ______. Anong apelyido mo?

RESPONDENT E : _______. (laughs)

Interviewer : _________, oo. Hindi namin ilalagay ‘yon sa ano- sa-naka ano ‘yon-
nakablangko ‘yon, ‘wag ka mag-alala, mag hello ka nalang.

RESPONDENT E : Hello.

Interviewer : Ang lakas ng ano– ang lakas ng– ang ano dito, ang ingay dito. Dapat pala-
okay lang ‘yan, sige.
So yung- oo nga, ‘di okay lang. Ili- lapit nalang. So ‘yung... for background check lang.
Taglish naman ‘to.

RESPONDENT E : Ah okay.

44
Interviewer : Ikaw bahala, oo.

RESPONDENT E : ‘Di completely english?

Interviewer : Oo.

RESPONDENT E : Sige, sige, sige.

Interviewer : Before– before ‘yung mga instances na gumamit ka ng AI, ano ‘yung
experience mo sa writing?

RESPONDENT E : I mean, experiences sa writing, s’yempre through acads, pero I also

do lyrical poetry kasi nga diba I have a background in music. So, it’s not necessarily ano-
parang nakapaligid lang in an academic background. I also do it in my spare time, like
lyrics pero hindi lang lyrics. I also write music of my own; I compose, and 'yon, that’s
my background when it comes to writing.

Interviewer : P’wedeng magbigay ka pa ng like- ng- i-broaden out mo pa, ano pa ‘yung
specific na nagawa mo na ng mga meron ka maibibigay na examples.

RESPONDENT E : Okay, so, if yung– kung– kung gusto niyo ng samples. Sige, lyrical
poetry, ‘yun nga, nagsusulat ako ng sarili kong songs, which hindi ko sasabihin ngayon
kasi nahihiya ako. Pero ‘yon uhm- writing music too. Not necessarily writing as in letters
pero ‘yun nga, nagco-compose ako ng own music. I can make my own songs and
compose them sa sarili ko. Siguro gano’n din sa beats, I also sample and ‘yon. Pretty
much, musically, I also write.

Interviewer : So, yeah. Mukhang pasok naman doon sa requirements. Gawang literature
naman nga- oo- so–… tuloy tuloy ba ‘yon? Okay, kakaba ka (laughs) kani- kailan pa yan
namatay.

Interviewer : Okay, so... yung- pwede mo ba ibigyan kami ng- pwede mo ba ikwento,
ano ‘yung instance na meron ka nabanggit sa’kin ng naghahanap ako ng participant.

RESPONDENT E : Oo.

Interviewer : Bakit- ano ‘yung instance na gumamit ka ng artificial intelligence for

literature?

45
RESPONDENT E : Okay, sige. Kasi ganito ‘yan, mer- ‘yung sister ko, parang napansin
na ‘yun nga-parang palong-palo akong magsulat ng original ano– parang– original
literature na dapat kong ipapasa, and then she introduced me to something called
Perplexity A.I. and sinabi niya sa’kin, it’s basically like ChatGPT except may reliable
sources siya since sinestate niya ‘yung mga references doon. So, ‘yun nga tinry ko siya
pero I’m still very reluctant to use A.I. para ireplace ‘yung original work ko. So, what I
did is I made a-a-na gumawa ng bullet points, and then I’m gonna surround my whole
ano, original literature based sa points na ibinigay niya. And then, after that, na nasulat ko
na siya, ano—basically, I made it check my grammar kasi very ano ‘ko don– I’m very
meticulous about what I write and then I made it phrase uh—my redundant sentences—to
make it flow easier.

RESPONDENT E : So, it’s not necessarily cheating for me. It’s just– parang asking for
help to ano, improve my writing, ‘yon.

Interviewer : Okay. Man, uhm, may maibibigay ka bang background, ano ‘yung specific
na activity na ‘to.

RESPONDENT E : (clicks tongue)

Interviewer : Tanda mo ba?

RESPONDENT E : Okay, naalala ko ‘yung specific activity na ‘yon. Sabihin ko ba?

Interviewer : Sige lang.

RESPONDENT E : Sige, redacted naman pangalan ko diba? Okay, it’s a- (laughs) Philo
paper ‘yon.

Interviewer : (laughs)

RESPONDENT E : Okay– tapos ano–

Interviewer : Sinong prof?

RESPONDENT E : Si sir Lo. (laughs)

Interviewer : (laughs)

46
RESPONDENT E : Si sir Lo ‘yon tapos- sabi nga maganda naman sulat ko tapos sabi ko
kung maganda bakit two mistakes. Ta’s sabi niya, dinaan niya daw sa A.I. checker, and
yun nga nabuking ako.

Interviewer : Ahhhh.

RESPONDENT E : Kasi nga, I used it to paraphrase ‘diba, yung—so basically, hindi ko

na siya sentence—sentence na siya mula sa sentence na sinulat ko via A.I. Kaya na ano
ako dahil sa paraphrase–

Interviewer : Nahuli rin. (laughs)

RESPONDENT E : Nahuli ako ‘don. Pero yun nga inexplain ko na original work
naman, ‘yon, pinaraphrase ko lang kasi nga yung ibang sentences ko is redundant and
repeating, kaya ayon.

Interviewer : Mmm, okay. So nahuli siya-nahuli ng A.I. checker. (laughs)

RESPONDENT E : (laughs)

Interviewer : Oy pero generative A.I. rin pala ang perplexity, ‘no? Ahh, okay. Tas pero
meron siyang—ay ang galing.

RESPONDENT E : With the references, ‘yon. Kaya, I use it more rather than ChatGPT.

Interviewer : So, sa experience mo, sa tingin mo yung paggamit ng generative A.I.

nakakahinder ba siya sa learning or nakaka- (clicks tongue) nakakaimprove ba siya don
sa writing mo- nakakahinder siya, sayo?

RESPONDENT E : Uhm, it’s definitely situational, ganito kasi ‘yan-depende sa taong

tinatanong mo ‘di ba. Kung yung tao na tatanungan mo is like a very lazy person na
dedepende na talaga sa A.I., lahat ng gawa niya s’yempre nakakahinder ‘yon, kasi ‘di ba
magiging dependent na siya sa isang- isang- bagay na he’s supposed—he can—na dapat
magagawa niya sa sarili niyang ano.

RESPONDENT E : Pero kung ‘yun nga tulad mo sakin na-hindi ko namang sinasabing
masipag akong mag-aral pero ayun–

Interviewer : (laughs) ‘Di wow.

47
RESPONDENT E : Pero at least ‘di ba, hindi ako–

Interviewer : (laughing) Mas natural ka ba?

RESPONDENT E : At least hindi ako basagulero- ha?

Interviewer : Nasa honoral ka ba?

RESPONDENT E : Honors? Highest ako ‘tol-ay joke lang! High lang, ‘tol, high lang.
(laughs)

Interviewer : (laughs) Ay, mabubuking kung sino ka!

RESPONDENT E : (gasp) Joke lang, ano pala ko—wizard’s scholar ako, wizard’s
scholar. (laughing)

Interviewer : (coughs) ‘Kala mo ano lang ‘yon (inaudible)

RESPONDENT E : Wait, ta-transcribe niyo ‘yan lahat?

Interviewer : ‘Di- 'di natin ta-transcribe ‘yung mga ‘to. Legit highest ka?

RESPONDENT E : Ha?

Interviewer : Highest ka?

RESPONDENT E : ‘Di! High lang.

Interviewer : Ah, with high- kinabahan- honoral ka?

RESPONDENT E : Oo, honoral ‘tol pero hindi gano’n kataas.

Interviewer : So… (short pause) ay- ayun, mukhang nasagot mo na naman ‘yung isang
tanong na bakit ‘yung acado- ano yung- musta ‘yung academic performance mo, anong
nangyari sa grades mo do’n. May isa ka bang mang—may ginamit mo pa ba ‘yong
ibang—'yung'artificial intelligence na ‘yon sa ibang activities, hindi?

48
RESPONDENT E : Hmmm… hindi ko naman siya ginagamit pero basically ginu–
parang google lang siya for me eh– parang if may information ako na hinahanap, do’n ko
lang siya ita-type, parang fun lang siya kasi parang talking to another person lang siya ‘di
ba. Instead of parang search engine lang sa Google, na ‘yun nga.

Interviewer : Maghahanap ka pa?

RESPONDENT E : Mhm. Pipindutin mo pa ‘yung link-tanungin mo na lang sa kan'ya,

pero I don't use it to replace my ano– academic writings. Mataas pride ko eh.

Interviewer : Ano, so in- in review lang, you see A.I. depende sa person pero kung ang
person naman is may good intentions at kung gagamitin niya as a tool ‘yung A.I., okay
siya?

RESPONDENT E : A.I. 's definitely a tool, pero it’s not a replacement para sa sarili
mong gawa, and yeah.

Interviewer : Ayun na, oo. ‘Yun, good luck Shiela! (laughs) Thank you, Shiela.

RESPONDENT E : Thank you, Shiela.

.

RESPONDENT F - HUMSS 12
February 20, 2024

Interviewer : Hello I am Jarel Requillo from ICT 1202 I1202 conducting research about
sa pag gamit ng chtgp- generative AI uhh for ummm academic or creative literature.
Umm meron po kaming interviewie ngayon they will be anonymous sa research paper
pero for now for organizations sake papakilala namin sya si —--------------- (Name of
participant)

RESPONDENT F : Hello po

Interviewer : Rinig ka ba? (laughs) Hala ang hina ng mic (laughs)

RESPONDENT F : (laughs) Hello po (louder tone)

Interviewer : (laughs) ano naman ito —-------------(Participant name) ahhh anonymous

kang nga so pwede ka mag sabi ng kung ano dito kaya kahit baka kasi matakot ka na
malaman ng profs na nagamit ka ng Ai or alam ba nila hindi?

49
Interviewer : Hindi? ok

RESPONDENT F : Hindi bakit ko sasabihin? (laughs)

Interviewer : Kasi meron kasi may alam eh meron kasi kase kami nainterview may alem
eh (laughs)

RESPONDENT F : Mmmm (laughs)

Interviewer : oo tindi dba?

Interviewer : sige umm ung first question… before non hingi muna tayo context sana
ano yung background mo sa writting? Like sa hilig mo ba talgang mag sulat or?

RESPONDENT F :Naur (Interviewer laughs) hindi ano siya nagsusulat ako solely for
academic purposes para mapasa ko requirements un yon.

Interviewer : Ahh so hindi talaga siya hilig mag ganun.

Interviewer : Pero ano masasabi mo sa experience mo kahit sa academics lang? Ano

masasabi mo sa writing skill mo or gusto mo ba siya gawin?

RESPONDENT F : Tech without AI?

Interviewer: Mmm (agrees) walang.. walang AI

RESPONDENT F : Before before ko naman before nung di ko pa alam Ai ok lang

naman siya ok naman siya nakakakuha naman ako mataas na score Mmm. (laughs)

Interviewer : Pero hindi- for solely for acads yon?

RESPONDENT F : Haa?

Interviewer : Solely for acads?

RESPONDENT F : Yahh

Interviewer : pwede mo ba ibigay sakin ano yung ispecific na… -hindi ilang beses ka na
nakagamit Ai for Literature?

50
RESPONDENT F : Ako.. um Hindi naman lagi ehh minsan lang siguro.. Ngayon
buwan? (laughs)

Interviewer : (laughs) gege yung buwan

RESPONDENT F : This month siguro mga three times pa lang…

Interviewer : Two weeks pa lang sa february……

RESPONDENT F : Ay wait wait (both laughs) mula nung nag start ung ano ano 2024
nalang three times pa lang

Interviewer : Ahh okok (laughs) kala ko.. (laughs)

RESPONDENT F : Sabi ngayon buwan tas narealize ko (laughs)

Interviewer : Two weeks pa lang (laughs)

Interviewer : Ok so ano ummm pero ano ung mga examples na ginamitan mo mag Ai?

RESPONDENT F : Usually pag nagamit ako ng Ai ang like for guide lang talaga usally
ang sinesearch ko lang tinan ko.. -huy kunwari kailangnan namin mag sulat ng position
paper kahit tinuro sya ehh hindi ko sya narerecall isearch ko yon like “how to write a
position paper” “how to write an introduction for your position paper” ganon lang.

Interviewer : Mmm

RESPONDENT F : Yah

Interviewer : So hindi mo ginagamit Ai like make me a position paper ganon ganon?

Participant: Yah

Interviewer : Ahh ok.. Ano ung masasa -ano ung example dun sa binangit mong
example dun sa position paper nakatulong ba yon para makagawa ka position paper?

RESPONDENT F : Nagamit naman namin sya once para sa ano namin para sa
theoretical framework namin sa research nagamit naman namin… nagawa naman yung
theoretical framework. Sana wag umabot kay maam (??) (laughs)

51
Interviewer : (laughs) hindi toh malalaman ni maam (both laughs) pero nung sinabi mo
na narrowed down na kung anong sections (laughs) kung alin sections ito (laughs) pero..
so talagang ginagamit mo lang sya as di as ano hindi mo sya ginagamit na parang lalagay
mo lang Ai tapos ung na bibigay mo.

RESPONDENT F : oo lalagay ko lang ung kailangan ko gawin tapos bibigayan nya ako
asnwer now…

Interviewer : Mmm parang ano ginawa mo lang siyang guide talaga

RESPONDENT F : ginawa ko siyang google (laughs)

Interviewer : Mmm (agrees) okok so kapag sa tingin mo ba pag gamit nito nakakahinder
ba toh sa learning ng isa? Sa writing ability ng isa.

RESPONDENT F : Sa point or like sakin mismo or pati sa iba?

Interviewer : umm sa point of view mo or pwede din kasama sa point of view din ang
iba

RESPONDENT F : sakin personally hindi sya nakakahinder kasi ginagamit ko lang

naman siya as guide and hindi ko totally pinapagawa dun yung kailangan gawin pero sa
iba sobrang dependent nila sa Ai medyo.. Wait lang -hindi nila mas na aano.. yung like
ung ano experience or yung mismong process kung pano gagawin kasi halos umm ano ba
umm yun nga (laughs) yun nga umm hindi sila mismo gumawa para hindi nangaling
sakinila mismo yung thoughts kung ano naman yung ginagawa sa Ai or kung ano
kailangan nila isulat.

Interviewer : Mmm so parang umm dahil yung sayo yung ideas mo nilalagay mo yun sa
guide na binibigay ng Ai.

RESPONDENT F : (agrees) parang kunwari sa lesson tas ung AI parang

pinagdudugtong ko sila like mas nagegets ko sya dahil sa Ai.

Interviewer : Mmm Okok. Ano yung naging effect neto sa academic performance mo?

RESPONDENT F : Napapadali ko yung pag cacram ko

Interviewer: (laughs) context context (laughs)

52
RESPONDENT F : Honestly ayan napapadali niya kasi usually hindi ko nagegets I
mean nagegets ko lesson namin pero may short term memory lost ako soo mabilis ko siya
nakakalimutan kahit basahin ko lang ung ppt minsan hindi ko pa magets kahit nandun
ung procedure pano mag rewrite ganito ganyan ginagamit ko pa din yung Ai kasi minsan
humihingi din ako example kaya mas nagegets ko siya.

Interviewer : Mmm ok so talaga learning tool… kasi yung Ai pwede dependent ka don
or pwedeng tool mo sya pero pwede learning tool yung sayo learning tool talaga..
Mm okok yun yan lang thank you —-------(Participant’s name).

RESPONDENT G - STEM 12
February 21, 2024

Interviewer : Okay, SOP One, how capable are the learners in prior- in writing prior to
their use of ChatGPT?, a, what is your expertise in writing?

RESPONDENT G : Nag iba yung question?

Interviewer : Yeah, what is your expertise in writing?

RESPONDENT G : Uhmm, experience? Not much but like yung sa mga school stuff
lang.

Interviewer : Okay, what types of writing have you done in the past? And kindly share
them.

RESPONDENT G : Mmmmm, school stuff. (laughter)

Interviewer : Okay, SOP Two, what are the experiences of the students on the subject
and activity they are using ChatGPT for, if hinde- ay- if not, what are the reason why you
don’t use ChatGPT for a specific subject or activity?

RESPONDENT G : Uhhh, I don’t use ChatGPT cuz ayaw ko lang mag rely sa mga
resources tsaka para ma test ko rin sarili ko.

Interviewer : Can you share an example of a writing project you have completed in the
past and what were the requirements or objectives of that said task.

RESPONDENT G : Mmmm, last sem, we did persuasive writing tapos for a PBT siya.

53
Interviewer : Mhm, okay, last SOP is in what way has ChatGPT impacted the learner’s
writing capability? If you don’t- ay- wait lang, if you happen to use ChatGPT someday,
do you think using ChatGPTis hindering a person’s learning and writing improvement? If
it does, how so? If not, why?

RESPONDENT G : Yes, I think na hinder niya yung abilites nila kasi, as I’ve said nag
rrely lang sila don tapos parang inaasa lang nila yung buong sagot without thinking sa
ChatGPT.

Interviewer : Does using Artificial Intelligence brought a change to someone’s academic

performance? If so, in what way, If not, why?

RESPONDENT G : Yes, same reasoning lang don.

Interviewer : Mm, oki, that’s it for our uhh- interview today, thank you so much.

RESPONDENT H - STEM 12
February 21, 2024

Interviewer : What do you think of life?- No I’m joking- okay. To begin with, can we
please get your name, age and your section?

RESPONDENT H : Uhmm, my name is (Participant’s name), I am 17 years old and I’m

from H1201.

Interviewer : Thank you! And thank you also for participating in this interview. Now, to
begin with, what is your experience with writing?

RESPONDENT H : Like writing in general?

Interviewer : Yeah.

RESPONDENT H : Uhmm, as a HUMSS student, I’m like very used to writing,

especially like uhh- fictions and like- for journalism because I’m actually part of the
school paper, and I’m very… I’m very very versed into writing as well, like I’ve been
joining competitions and winning them proudly.

Interviewer : That’s good! That’s great, Uh, question number two is connected. Uhm-
What types of writing have you done in the past and kindly share them.

54
RESPONDENT H : I’ve also done like non-fictions, journalisms, I’ve done some poetry
as well, short stories, like- if you can name something, I’ve probably done that like- for
the duration of my life.

Interviewer : That is amazing, very nice. Now, do you use ChatGPT?

RESPONDENT H : Uhhh, honestly yes I do.

Interviewer : Now, if so, what are the reasons?

RESPONDENT H : I don’t use ChatGPT like as this main source like- parang yung
ginagamit ko na siya as like yung output ko mismo, I just use ChatGPT to like get some
inspirations when I have like writers block cuz like sometimes, when I ask my friends
kung ano.. kung- for some- for some inspiration or something- kung sa sarili ko lang. I
ask ChatGPT like- some stuff I can note take note off, but I don’t use it yung main
writing ko talaga, just inspirations and tips ganon. Yeah referencing

Interviewer : What are the reasons why you used ChatGPT for a specific subject or
activity?

RESPONDENT H : Uhh, just general tasks? Hindi kasama yung sa ChatGPT part?

Interviewer : Yeah

RESPONDENT H : Uhhhmm, sa like- sa like- not ChatGPT part uhh, like ano- mag
write lang, for example, yung sa entrep namin where we like going to describe our
product syempre galing rin naman yon sa mga utak namin, we just use our brains and our
brainstorming from our meetings, tas nilalagay namin don sa writing namin sa output na
yon. Then doon sa ChatGPT part, I think i remembered parang, it was like an essay about
parang, what’s that called again? Yun like, kasi sa ano siya, Philippine politics and
governments and we had to make a perfect president, which is parang mag sasabi kami
ng adjectives on like- what a perfect president should be, and- since you know like, hindi
ko naman pwede masabi lang sa Google na parang “adjectives for a president” tapos- ang
general lang ng mga nakita ko don. So I asked ChatGPT for like inspiration, tapos doon
ko medyo nakuha yung mga adjectives na fit para doon sa project namin na yon.

Interviewer : Interesting, alright for the last set of questions right?

RESPONDENT H : Okay.

55
Interviewer : Alright, do you think ChatGPT is hindering your learning and writing
improvement, and if it does, how so? Or not, why not?

RESPONDENT H : Uhhh, I don’t think so cuz umm, as a natural born- grabe naman sa
natural born di naman natural born (laughter) parang- as someone as like used to writing
from her own brain, uhh, I don’t think it hinders my learning naman, it actually kind of
improves it. Because like, of course like, ummm, for something to learn everyday from
using stuff, especially kung mag ssearch ka or like nagtatanong ka kay ChatGPT ng
things na di mo naman normally alam, so I don’t think it’s- it hinders my learning, kaya I
think, i think it should not be like ano- very much.. advocated to be used, but it’s not to
the point rin naman na wag mo na gamitin, just use it in like a moderate sense, ganon.

Interviewer : That’s true, I agree, like to the way you use it, you don’t necessarily have
to ask it to it- you know- do your thing. Finally, does using Artifical Intelligence in
general, not just ChatGPT, brought change to your academic performance? If so, in what
way, or if not, why not?

RESPONDENT H : Uhh yeah, cuz uhh one time, i was so ano- i was so concerned with
what- this one essay of mine, like- i- like- i- i don’t- i don’t want my friends to read it so i
asked an AI, or like ChatGPT nga, to grade the essay for me and I think I got a perfect
score from it cuz it graded it and i revised the criticism and like- yun nga- uhh- it affected
well naman since naka perfect score ako on that essay of mine

Interviewer : Well that’s good, for now, thank you for participating on this interview, it
was very much appreciated and yeah- that’s pretty much it.

56
 Appendix 4

Curriculum Vitae

Name : Ric Matheus L. Camangon

Contact Number : 0906-396-3387

Email Address : [email protected]

Address : Blk 5 lot 2 de lima subdivision brgy. Ibaba Sta rosa city

Date of Birth : December 11, 2005

Place of Birth : Sta Rosa City

Civil Status : Single

Religion : 7th day adventist

EDUCATIONAL BACKGROUND

Secondary : Holy rosary College / Mapua Malayan Colleges Laguna

Primary : Holy rosary College

57
SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

Name : Shiela Mae C. Del Rosario

Contact Number : 0995-278-9814

Email Address : [email protected]

Address : 372 Barangay Niugan, Cabuyao City, Laguna

Date of Birth : August 2, 2005

Place of Birth : Las Pinas, Metro Manila

Civil Status : Single

Religion : Catholic

EDUCATIONAL BACKGROUND

58
Secondary : Beaconhouse Angels in Heaven School, Inc. Cabuyao

Mapua Malayan Colleges Laguna

Primary : Beaconhouse Angels in heaven School, Inc. Cabuyao

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

Name : Kyrsten Leira A. Hernandez

Contact Number : 0917-680-9262

Email Address : [email protected]

Address : 109 Poinciana St., Sta. Rosa vil 1, BRGY Don Jose, Santa

Rosa City, Laguna

Date of Birth : April 28, 2005

59
Place of Birth : Sr. Luke’s Medical Center 279 E.Rodriguez SR. AVE,

Q.C.

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Secondary : Caritas Don Bosco School / Mapua Malayan Colleges

Laguna

Primary : Caritas Don Bosco School

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

Name : Jaiaxcsel A. Lopez

60
Contact Number : 0917-582-1398

Email Address : [email protected]

Address : 163 R. Lazaro St. Elepaño 1, Subd., Brgy. 3, Calamba City,

Laguna

Date of Birth : December 26, 2005

Place of Birth : Calamba City, Laguna

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Secondary : Colegio de San Juan de Letran Calamba / Mapua Malayan

Colleges Laguna

Primary : Colegio de San Juan de Letran Calamba

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

61
Name : Rob Thomas R. Manglapus

Contact Number : 0917-132-4425

Email Address : [email protected]

Address : Canyon Ranch Subd. Carmona Cavite

Date of Birth : April 3, 2005

Place of Birth : Al-Khobar, Saudi Arabia

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Secondary : Colegio San Agustin - Binan / Malayan Colleges Laguna

Primary : Colegio San Agustin - Binan

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

62
Name : Raymond Victor Q. Pasia

Contact Number : 0975-068-9463

Email Address : [email protected]

Address : Block 21, Lot 11, Genesis Street, Phase 1-C, San Lorenzo

South Subdivision, Sta. Rosa, Laguna

Date of Birth : September 30, 2005

Place of Birth : Lipa, Batangas

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Secondary : Emmanuel Christian School, Sta. Rosa, Laguna

Mapua Malayan Colleges Laguna, Cabuyao, Laguna

Primary : Marfeben Academy, Ibaan, Batangas

La Consolacion College Caloocan, Manila

Emmanuel Christian School, Sta. Rosa, Laguna

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

63
Title of the Publication : N/A

Publication Date : N/A

Name : Karl Miguel C. Piñol

Contact Number : 0917-132-4425

Email Address : [email protected]

Address : Ridgeview Estates Nuvali Canlubang Laguna

Date of Birth : November 2, 2005

Place of Birth : Bauan, Batangas

Civil Status : Single

Religion : Born Again Christian

EDUCATIONAL BACKGROUND

Secondary : Miriam College Nuvali / Malayan Colleges Laguna

Primary : Miriam College Nuvali

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

64
LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

Name : Jarel T. Requillo

Contact Number : 0908-390-2366

Email Address : [email protected]

Address : 26 Amapola Street, Ceris 1, Canlubang, Calamba City,

Laguna

Date of Birth : October 18, 2004

Place of Birth : Calamba, Laguna

Civil Status : Single

Religion : Jehovah’s Witness

EDUCATIONAL BACKGROUND

Secondary : Peniel Integrated Christian Academy

Victory Elijah Christian College

65
 Mapua Malayan Colleges Laguna, Cabuyao, Laguna

Primary : VECA Educational Center, Las Piñas

Christian Science Academy, Calamba

Calamba Institute - Canlubang

SEMINARS/TRAININGS ATTENDED

Name of Seminar/Training: N/A

Date of Seminar/Training: N/A

LIST OF ACHIEVEMENTS

Title of the Publication : N/A

Publication Date : N/A

66