Tab 1
REGION III –CENTRAL LUZON
SCHOOLS DIVISION OF NUEVA ECIJA
DR. JOSE LAPUZ SALONGA HIGH SCHOOL
Factors Affecting Grade 11 Student's Perception Towards Artificial Intelligence
A Quantitative Research Study
Presented to
Senior High School Faculty
Dr. Jose Lapuz Salonga High School
San Antonio, Nueva Ecija
In the Particular Fulfillment of the Requirements for Practical Research II
De Leon, Audrei Castillo
Elamen, Earl Martin Odulio
Erandio, Jasmine
Fajardo, John Lester Alamban
Faustino, Mariane Aligora
Garcia, Mae Saira Reyes
Mamangon, Mark Jhayric
Matios, Rose Marie Castillo
Miranda, Rheaven Sicat
Punzalan, Raja Castillo
Santos, Eariel Vennedict B.
Santos, Tyron Mesina
Villaflor, Dimple Yatar
July 2025
Chapter 1
Introduction
The role of Artificial Intelligence (AI) in education is evident as we enter a new digital
world as schools. Alike, with overall changes in attitudes toward education, AI is also affecting
traditional learning (learning without the restrictions of traditional classroom-based learning) by
automating basic tasks, producing individual lesson plans, and allowing students greater
accessibility and engagement with study programs (for example - smart tutoring systems,
automated grading, and data analysis) to improve educational performance. AI tools will add
layers to student learning experiences and optimize educational goals. But as schools adapt their
educational processes and think about exploring these digital technologies, it will be the student
perspectives and attitudes toward AI tools that will help determine its success and usage in
classrooms.
Research indicates that the acceptance of AI in education is strongly influenced by the
students' confidence in using technology and their experience with digital technologies.
Zawacki-Richter et al. (2019) asserted that the willingness of students to accept the use of AI is
related to their experience of use of technology and their self-efficacy beliefs in their ability to use
smart systems. Holmes et al. (2022) found students showed a positive disposition towards
financial and work-related courses where the learning context matched their technology
acceptance of the accessibility and usability of the AI tools.
In the Philippines, there is an increasing interest in AI-powered learning technologies.
Schools in the country are looking into AI platforms for language lessons, assessments, and
administrative tasks.Baybay and Sabater (2022) undertook a study that showed students in Metro
Manila who used AI-powered learning apps are able to engage and cognitively perform better
when the tools are easy to navigate and are user-friendly. Similarly, Villanueva and Roxas (2023)
found that Filipino senior high school students with a basic understanding of AI develop
confidence and a willingness to use AI tools, which demonstrates that a foundation is needed in
order for students to feel comfortable and trust AI tools.
However, the difficulty remains that students continue to shy away from using AI
because they perceive it to be complicated. In the growing trend of AI, while the challenge
remains for students to realize their readiness to use the technology, the crux of the challenge is in
how students perceive these tools emotionally and mentally at both a cognitive and affective
level. Davis (1989) recognizes this by introducing the Technology Acceptance Model (TAM), a
framework that assists in understanding the ways people utilize technology. Within TAM,
Perceived Ease of Use (PEOU) is an integral part that conveys how much effort a user believes
they must undertake to use a system. PEOU has important implications for adopting AI for
students in terms of their feelings of confidence and comfort in using such tools in their studies.
The present study aims to investigate Perceived Ease of Use (PEOU) as well as the
factors that shape PEOU among Grade 11 learners, including user-related criteria, specifically
artificial intelligence (AI) literacy and self-efficacy, system-related variables such as interface
clarity and system complexity, and external factors such as social pressure and accessibility of
training. Understanding how those concepts influence PEOU is essential for supporting a
successful transition to the adoption of AI within education sectors. Furthermore, it ensures that
the digital innovations provided match the aspirations and capabilities of students.
Additionally, through establishing a deeper understanding of the underlying variables
contributing to educational factors such as PEOU, this study aims to assist educational institutions
in creating educational environments where learners do not simply have access to an AI system
but also deem the AI system as beneficial and easy to use. For example, by supporting targeted
measures such as a curriculum that continues to be updated to support the implementation of AI,
user-faced design, and a properly supported teacher, schools can enhance the student experience
in relation to AI. These measures are particularly important for building digital resilience and
fostering the technology skills of Filipino learners.
Overall, this research aims to contribute to the burgeoning literature on AI in education
by providing information regarding how high school students perceive technology. The changes
digital tools have achieved in educational environments mean that understanding and enhancing
perceived ease of use will be instrumental for fair, effective, and sustaining AI integration within
the Philippine Education system.
Review of Related Literature
Understanding students’ perceived ease of use (PEOU) of artificial intelligence (AI)
tools is essential to explaining how students develop attitudes toward the technology. This section
documents current research which provides evidence for the variables of influence on students’
perceptions, particularly within the contexts of the Technology Acceptance Model (TAM). The
selected literature highlights how user characteristics, system design, and external supports
influence students’ perceptions of AI usability. This constitutes essential information that will
inform educators, developers, and institutions about the use of AI tools in future design and
implementation practices that are reflective of students’ capacities and expectations.
Perceived Ease Of Use
Perceived Ease of Use (PEOU) refers to the extent to which a person perceives using
technology as free of effort (Davis, 1989). In accordance with the context of AI in education,
PEOU portrays how easy and accessible they believe AI systems to be. PEOU is often affected by
many factors but can generally be grouped into three categories; user-related, system-related, and
external factors.
Current publications indicate that students are more likely to embrace AI tools when
they believe they are easy to use and require little effort to learn and use. For example, Park and
Lee (2023) found enjoyment and simplicity of the interface to significantly influence PEOU as
well as intention to use the AI systems. Furthermore, Maqbool, Rizwan, and Khan (2024) stated
that students with higher AI literacy feel that it is easier to use them especially when they are
integrated into their academic workflow.
User-Related Factors
One key factor in PEOU is Technology Receptiveness. Those students open to
technology are relatively less likely to see difficulties. Bervell and Umar (2021) analyzed
students' technology use behaviours and found that those who had high technology readiness,
would adopt AI tools with little behavioural resistance. Similarly, Xu et al. (2023) examined
students' attitudes toward creative digital innovation, and concluded that students having
proactive attitudes to digital innovation had higher PEOU when introduced to AI-assisted learning
platforms.
Another factor is AI Literacy. In situations where students are aware of how AI uses
data, they are less likely to feel anxious about the unknowns. Alimisis et al. (2022) found students
who had basic AI knowledge were more engaged with AI tools and had less trouble using those
tools. And Maqbool et al. (2024) found that AI-literate learners required less assistance engaging
with systems, and were more comfortable adjusting their use of systems when needed.
Trust in AI Systems relates to ease of use as it diminishes hesitation. Ahmad and Ayub
(2023) concluded that students who saw AI systems as dependable were more likely to attempt to
use them comfortably. Chen et al. (2021) suggested that perceived transparency and consistency
build users' trust in AI's performance and the usability ratings would be better.
Self-Efficacy, the extent to which a person believes they can perform a task, relates
directly with perceived ease. Zhou and Liang (2022) found that high school students with greater
digital self-efficacy had smoother experiences while using AI tools. Lin and Wang (2023) related
students' tech skills to their self-efficacy, indicating that students with higher confidence in their
tech skills experienced less of a learning curve when using AI tools, along with a greater degree
of independence when deciding about their own learning and experiences.
Emotional Factors affect students' perceptions of usability based on their use of
enjoyment and optimism. Park and Lee (2023) found that students who enjoyed the interaction
they had with AI systems felt cool with their usability and perceived them as easy to use. Alqarni
and Salloum (2024) found that students holding optimistic views of AI adoption perceived AI
systems to be less overwhelming, and easier to use, while they viewed them as more intuitive.
System-Related Factors
System Complexity can limit the perception of ease with the technology. Hong and
Huang (2023) noted that students who used overly feature-rich AI systems were more prone to
stop using the tool. Li and Cheng (2022) reported that simple, straightforward design was highly
correlated with positive usability ratings.
Clear Interface is key with new users. Tan and Ismail (2023) found that having
well-labeled icons and logical menus made the AI platforms easier for students to navigate.
Ramos et al. (2024) advanced the idea that organized UI designs improved first-time user
experiences and lowered cognitive load.
Seamlessness of Workflow has an impact on how easily the AI fits into a student's
academic workflow. Yusof and Ariffin (2023) documented that AI tools that were embedded into
existing digital systems (e.g., LMS), led to greater student satisfaction and perceptions of ease of
use. Duan and Su (2024) further established that being able to smoothly align with students' study
behaviours effectively eliminated frustration and encouraged continued use.
Reliability and function impact the feeling of ease and assurance. Ong and Teo (2024)
observed that students were less likely to engage with the tool if there were frequent
crashes. Das and Menon (2022) found that systems that functioned quickly, and without errors,
led to a smoother usage experience overall, which facilitated trust.
External Factors
Social influence has an impact on how students perceive AI tool usability. In a research
study by Farooq and Khan (2024), peer use was a strong influencer to improve students' perceived
ease-of-use. Huang and Li (2021) indicated that students who were awkward about AI systems
became familiar with use in classrooms and normalized use with classmates.
Facilitating conditions, such as support systems, help ease the beginning struggles.
Zhang and Fan (2023) pointed out that institutional support systems, including training modules
and an on-call support system, increased perceived ease. Likewise, de Guzman and Santos (2022)
found that helping Filipino students who had orientation sessions and help desk presence reported
the greatest ease with AI tools.
Perceived usefulness and ease of use is a separate Technology Acceptance Model
variable, however, User perception of ease of use is influenced by the interaction and overlap of
perceived usefulness. Yoon and Kim (2023) found that students who viewed the AI tools as useful
were more likely to brush off minor technical difficulties, thus inflating their perception of
ease-of-use.
Theoretical Framework
This research study builds off of a theory called the Technology Acceptance Model
(TAM), developed by Davis (1989) to provide an account of how users accept and use technology.
According to TAM, the two key beliefs of Perceived Ease of Use (PEOU) and Perceived
Usefulness (PU) affect a person's attitude towards technology, which affects their intention of use,
which in turn affects their frequency of use (TAM Model, revised). It is noted by Davis (1989)
that while PU is an important part of the model, this study focuses primarily on PEOU as the main
construct.
Perceived Ease of Use (PEOU) is defined as the degree to which a person believes
using a particular system would require no physical and mental effort. In education, PEOU
focuses on how easily a student interacts with AI tools and applications. If students feel that it is
easy to use an AI application, they will likely have a positive attitude towards the AI tool, which
may increase the probability that an educational value can be accepted and enacted in the future.
According to TAM, the moderating variable PEOU has a direct relationship to PU.
The concept being that if a technology is easy to use, it is more likely to be considered useful.
There is no investigation of PU as a variable, but the relevance of PU continues to validate the
important relationship between usability and educational value.
Overall, this model illustrates how perceived ease of use (PEOU) contributes to
attitude as both a direct impact on technology perception and an indirect influence on attitude
toward technology acceptance process. This study allowed for PEOU to look at students'
perceived behaviors, attitudes, and general perception of the use of Artificial Intelligence and how
perceived usability connected to acceptance of AI as a learning support tool to assess students'
perceptions of usability.
By using TAM with PEOU, this study sought to explore perceived ease of use and
high school students PEOU, readiness to use AI, behavior, and emotional reactions to assisting
technology and consider how that may relate to their academic experiences.
Research Paradigm
This study uses the Input-Process-Output (IPO) model to look at how different factors
affect Grade 11 students’ perceived ease of use (PEOU) of Artificial Intelligence (AI) tools. The
framework identifies the key variables, explains the data collection process, and describes the
perceptions of the respondents.
Statement of the Problem
The increasing presence of Artificial Intelligence (AI) in educational settings has led
to more interest in how Grade 11 view and use these technologies. This study is based on the
Technology Acceptance Model (TAM) and focuses on Perceived Ease of Use (PEOU), which
refers to how much effort students believe is needed to use AI systems. PEOU is not a standalone
idea; it is shaped by several factors related to the user, the system itself, and the surrounding
environment. To explore what influences Grade 11 ease of use with AI tools, this study highlights
the following important variables:
1.How may User-Related Factors affects Student's perception of AI in terms of;
1.1 Technology Receptiveness
1.2 AI Literacy
1.3 Trust in AI Systems
1.4 Self-Efficacy
1.5 Emotional Factors (e.g., enjoyment, optimism)
2.How may System-Related Factors affects Student's perception of AI in terms of;
2.2 System Complexity
2.3 Clarity of Interface
2.3 Workflow Integration
2.4 Reliability and Functionality
3.How may External Factors affects Student's perception of AI in terms of;
3.1Social Influence
3.2 Facilitating Conditions (e.g., training, support)
3.3 Perceived Usefulness
By identifying the factors that affect students’ perceived ease of using AI tools, this
study aims to give a clear understanding of usability in the educational use of AI. The findings are
meant to help create effective implementation strategies that focus on user-centered design,
accessible systems, and supportive environments for successful AI integration in senior high
school settings.
Scope And Delimitation
This quantitative study highlighted the determinants of the Perceived Ease of Use
(PEOU) of Artificial Intelligence (AI) tools by senior high school students. The study was
undertaken at Dr. Jose Lapuz Salonga High School in San Antonio in the province of Nueva Ecija
during the Academic Year 2025–2026 with Grade 11 students as the respondents of the study.
The study sought to explore a number of internal and external factors that have an
impact on students' perception of ease of use of AI. The study examined user-related factors such
as openness to technology, knowledge of AI, trust in AI, self-confidence in relation to AI, as well
as emotions with respect to AI; system-related factors including complexity, clarity of interface,
integration, and reliability; and external factors such as social influence, support available, and
perceived usefulness.
The focus on student perceptions as Grade 11 represents only one aspect of the
Technology Acceptance Model, as well as not fully addressing perceived usefulness as a construct
or attitudes and behavioral intention. The study was also limited to one public school and one
academic year (Grade 11), therefore caution should be exercised before making generalizations to
other schools and year levels in the future.
Significance of the Study
This study is important because it offers insights into how senior high school students
view the ease of using Artificial Intelligence (AI) in educational settings. It focuses on factors
related to users, the system, and the environment. The findings are relevant for several key
groups:
Students
Students are the main beneficiaries of this research. It aims to uncover the elements
that affect their comfort and engagement with AI tools in learning. By identifying what makes AI
easier or more challenging for students, this study can guide efforts to create a more supportive
and effective digital learning experience. This can lead to increased motivation, participation, and
academic success.
Teachers
For educators, the research provides a way to better understand how their students use
AI systems. Insights from the study can help teachers choose or design AI-based tools that are
user-friendly and suit students’ abilities and attitudes. Additionally, teachers can use the findings
to improve instructional support, digital guidance, and classroom integration strategies.
AI Developers and Designers
This research is particularly relevant for those who create AI educational tools. By
showing the system and user interface factors that affect perceived ease of use, the study can help
guide the development of more intuitive, accessible, and suitable AI applications. Developers can
also use the results to improve the effectiveness of AI
systems based on user-centered design principles.
School Administrators and Policymakers
School leaders and education policymakers can use the findings to create policies and
allocate resources that support the effective use of AI in classrooms. Understanding what helps or
hinders ease of use can inform decisions about training programs, infrastructure upgrades, and
curriculum changes that encourage technology adoption.
Future Researchers
This study adds to the academic literature on technology acceptance in education by
focusing specifically on perceived ease of use and its influencing factors. Future researchers can
build on this work by examining different educational levels, comparing cultural contexts, or
introducing long-term perspectives. It also opens the door for further validation or refinement of
the Technology Acceptance Model (TAM) in AI-related education research.
Parents and Guardians
Though often overlooked, parents and guardians can benefit from this study as well.
Understanding how Grade 11 interacts with AI tools helps families provide the right support at
home, whether through encouragement, resources, or guidance in digital literacy.
In summary, this research has practical and theoretical implications across various
educational and technological fields. It ensures that integrating AI into education is both effective
and centered on students’ needs.
Definitions of Terms
AI Literacy
This describes students’ basic understanding of how AI systems work. It includes
knowledge about AI’s capabilities, limitations, and general functionality. This knowledge can
improve confidence and ease of use.
Artificial Intelligence (AI)
In this study, AI refers to computer systems and applications that can perform tasks
usually requiring human intelligence, like learning, problem-solving, and decision-making. It is
particularly relevant in educational settings to improve student learning and engagement.
Clarity of Interface
This describes how intuitive and user-friendly the design and navigation of an AI
system are. A clear interface reduces confusion and promotes ease of use.
Emotional Factors
These include positive feelings such as enjoyment, optimism, or curiosity. Such
feelings can boost students’ willingness to explore and use AI systems effectively.
Facilitating Conditions
This includes access to technical support, training, and resources that help students use
AI systems. Strong facilitating conditions improve usability and lower barriers to adoption.
Perceived Ease of Use (PEOU)
This term refers to the extent to which students believe using AI systems will require
little effort. In this study, PEOU is influenced by user-related factors, system-related factors, and
external factors, shaping students' overall view of AI in the classroom.
Perceived Usefulness (PU)
Although not a main focus in this study, PU is noted as an external influence. It refers
to the degree to which students think AI systems can improve their academic performance or
productivity.
Self-Efficacy
This represents a student’s belief in their ability to learn and use new technologies,
including AI tools. Higher self-efficacy is connected to a greater perceived ease of use.
Social Influence
This is the impact of peers, teachers, or influential figures on students’ willingness to
use AI. Seeing others successfully use AI may boost a student’s confidence to do the same.
System Complexity
This refers to how difficult or intricate an AI system seems. A more complex system
may lower perceived ease of use, while simplicity can enhance user engagement.
Technology Acceptance Model (TAM)
Developed by Davis in 1989, TAM is a theoretical framework used in this study to
explain how users come to accept and use technology. The model highlights factors like perceived
ease of use and perceived usefulness, with this study focusing only on perceived ease of use and
its influencing factors.
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