1

CHAPTER I

INTRODUCTION

Background of the Study

Artificial Intelligence (AI) integration in education has gained significant

attention in recent years. As educational institutions embrace digital advancements,

AI-powered tools and applications are becoming more prevalent in academic

settings (Walter, Y., 2024). These tools, such as intelligent tutoring systems, AI-

assisted writing programs, and personalized learning platforms, aim to enhance

students' learning experiences, improve efficiency, and support academic

performance (Eltahir et al., 2024). This study seeks to explore the perceptions of

Grade 11 students at Almeria National High School regarding the use of artificial

intelligence (AI) in their academic performance.

AI technology is increasingly embedded in secondary education, offering

various advantages such as personalized learning, automated assessments, and

real-time feedback (Zheng et al., 2023). AI-driven platforms like ChatGPT,

Grammarly, and adaptive learning systems provide students with tailored guidance,

allowing them to improve their writing, critical thinking, and problem-solving skills

(Schei et al., 2024). These systems are designed to adapt to individual learning

needs, making education more accessible and effective (Djokic et al., 2024).

Furthermore, AI tools help bridge learning gaps by offering real-time explanations

and personalized recommendations, which can be particularly beneficial for

students who struggle with traditional teaching methods (Shahzad et al., 2024).

Despite these advantages, concerns regarding AI in education persist. While

AI-enhanced learning can improve academic outcomes, the potential drawback

 2

includes increased dependency on technology, ethical concerns, and disparities in

accessibility (Selwyn, 2019). Issues such as data privacy, algorithmic biases, and the

digital divide pose challenges that need to be addressed to ensure equitable access

to AI-driven educational tools (Charles & Charles, 2024). Moreover, some educators

and students fear that over-reliance on AI could hinder the development of critical

thinking and problem-solving skills, as students may become passive consumers of

information rather than active learners (Baksa et al., 2024).

This study addresses a significant gap in the literature regarding the localized

impact of AI in high school settings. While numerous studies have explored AI's role

in higher education and professional training, fewer have examined its application in

secondary education—especially in senior high schools like Almeria National High

School. Understanding students' perceptions in this specific context can offer a

better understanding of how AI influences their academic performance, learning

strategies, and overall engagement in schoolwork (Chan & Hu, 2023).

Furthermore, AI is transforming the way students interact with knowledge.

Research has shown that AI-supported learning environments can boost student

engagement, motivation, and self-efficacy, which are essential components of

academic success (Oyeyemi et al., 2024). However, ethical considerations

regarding AI use in education, including concerns about academic integrity,

plagiarism, and the ethical use of AI-generated content, must also be considered

(Mireku et al., 2024).

Overall, this study seeks to contribute to a broader understanding of how AI

can foster an improved academic environment. By focusing on the perceptions of

Grade 11 students, the research aims to provide a grounded perspective that

supports evidence-based recommendations for the effective integration of AI in

 3

educational settings, thereby enhancing overall academic performance. The

findings will be valuable to educators, school administrators, and policymakers

seeking to implement AI-driven learning tools effectively while addressing potential

challenges and ethical concerns.

Statement of the Problem

The purpose of this correlational study is to determine the relationship

between the demographic characteristics and the levels of academic, social,

financial, and emotional readiness of Grade 12 students at Almeria National High

School during the academic year 2025–2026 in order to provide insights into the

formulation of targeted readiness programs for senior high school learners

transitioning to higher education.

Specifically, this study aims to attain the following objectives:

1. Determine the demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Grade Level, Strand and Section

d. Average Monthly Family Income

2. Ascertain the self-perceived level of preparedness of the respondents on

the following domains:

a. Academic

b. Social

c. Financial

d. Emotional

3. Identify whether there are significant differences in the respondents’ levels

 4

of readiness when grouped according to their demographic profile;

4. Examine the relationship among the four dimensions of college readiness:

academic, social, financial, and emotional.

Framework of the Study

This study on the perception of Grade 11 students with the application of

artificial intelligence (AI) toward their academic performance is aligned with

multifaceted theoretical frameworks.

Theoretical. Artificial intelligence (AI) is changing education by allowing

students to interact with learning materials in ways that were never possible before.

The use of technology is transforming education by providing personalized adaptive

learning platforms and writing assistants powered by AI. However, the effectiveness

of AI in academics is dependent on how well students perceive it and whether they

are willing to integrate it into their learning habits. This study links theories to improve

understanding of these perceptions, each with its perspective on AI adoption,

 5

cognitive engagement, and learning efficiency.

Venkatesh et al. (2016) Unified Theory of Acceptance and Use of Technology

(UTAUT2) established the beginning of AI adoption in education. This theory

considers other factors relevant in the context of Artificial Intelligence (AI) such as

enjoyment (hedonic motivation) and habit, building upon its earlier foundation.

Students are more likely to embrace the use of AI tools if they find them engaging

and easy to incorporate into their learning activities. The motivation for using AI is

not solely driven by external factors, as internal learning strategies are also crucial,

connecting this theory to Self-Regulated Learning.

Students' ability to manage their learning is emphasized by Zimmerman et. al.

(2017) the role of self-efficacy and related beliefs in self-regulation of learning and

performance theory, which emphasizes goal-setting and self-monitoring as the key

elements. This theory is perfectly suited for tools powered by AI that provide real-

time feedback and adaptive learning paths. To truly enhance self-regulation, AI

demands students to be proficient in directing their cognitive resources, leading to

the Cognitive Load Theory.

The cognitive load theory to collaborative cognitive load theory by Sweller et.

al. (2018) proposes that AI tools can enhance the cognitive effort of students while

learning. Students can concentrate on understanding more complex concepts by

automating repetitive tasks such as grammar checking and summarizing, which AI

helps reduce extraneous cognitive load. By utilizing Zimmerman et. al. (2017) theory,

students who are actively engaged in their learning can benefit from AI without being

dependent on it. Lastly, Rogers et. al. (2019) theory on the spread of AI among

students is summed up in their book Diffusion of Innovations 1 Theory. Certain

individuals quickly adopt AI, with the help of early advocates who demonstrate its
 6

advantages. Others hesitate, hoping for confirmation from their peers or institutional

support. UTAUT2's emphasis on social influence is a factor in this process.

Furthermore, CLT suggests that students who effectively handle their cognitive load

may be able to use AI as models of how it can be used in education and help

disseminate its capabilities.

Together, these theories offer a comprehensive view of AI adoption in

education. UTAUT2 explore why students choose to use AI and continue using it.

Zimmerman et. al. (2017) theory highlights how AI supports self-directed learning.

CLT ensures cognitive effort is optimized, and the Diffusion of Innovations Theory

explains how AI spreads among students. By linking these theories, this study

provides valuable insights for learners, educators and policymakers to design more

effective AI-integrated learning experiences.

Students’ Perception of Academic Performance

Artificial Intelligence
 7

Figure 1. Illustration showing conceptualization of the study.

Importance of the Study

As a result of this study, practical recommendations will be offered for the

effective and ethical integration of AI in high school education. The results of the

study will be beneficial to the following:

School heads. Based on the findings of this study, school

administrators can make data-driven decisions regarding the integration

of AI into the curriculum. As a result, schools can implement policies to

ensure that students have equitable access to AI tools and address

concerns about dependency and misinformation regarding AI.

Teachers. Students' interactions with AI can help teachers refine

their instructional methods, integrating AI technologies in ways that

 8

complement traditional teaching approaches. It may also help address

potential challenges, such as academic dishonesty and the digital divide,

ensuring that AI tools are used responsibly and effectively in the

classroom.

Learners. This study will help students develop a deeper understanding of

how AI tools impact their learning experiences. By assessing the benefits and

challenges of AI applications like ChatGPT, Grammarly, and adaptive learning

platforms, students can make informed decisions about incorporating these tools

into their academic routines.

School administration. Using the research, administrators can develop long-

term strategies for AI adoption at their schools, aligning their technological advances

with educational trends.

Future researcher. Finally, the findings of this study could serve as a source

of inspiration for future researchers interested in conducting similar studies.

Scope and Delimitation of the Study

This study focuses on the perception of Senior High School students with the

application of artificial intelligence (AI) towards their academic performance.

Furthermore, it covers selected Grade 11 Senior High School students from all

strand and tracks available. This study limits at Almeria National High School

Baluarte Campus at Lo-ok, Almeria, Biliran in the School Year 2024-2025.

Definition of Terms

The key terms used in this study are defined as follows:

 9

Artificial Intelligence (AI). A form of technology and application used by

students nowadays for their school works. These can be ChatGPT, Grammarly, and

adaptive learning systems.

Academic Performance. The learning outcomes and grades of students after

integrating artificial intelligence in their studies.

Perception. The point of view of students with the application of artificial

intelligence towards their studies.

Application. Integration and various ways in using artificial intelligence in their

academic setting.

Learning Improvement. The results that can be gained while using artificial

intelligence (AI).

Review of Related Literature

The integration of Artificial Intelligence (AI) in education has gained significant

attention in recent years, transforming learning environments and influencing

students' academic performance. Various studies have explored students'

perceptions of AI in education, assessing its advantages, challenges, and ethical

implications. This section reviews relevant literature, categorizing findings into key

themes such as AI's impact on academic achievement, student perceptions, ethical

concerns, and the future of AI in education.

 10

Several studies have highlighted the role of AI in enhancing students'

academic performance. Oyeyemi et al. (2024) investigated the perceived effects of

AI tools on university students in Anambra State, revealing a strong positive

correlation between students' learning abilities and AI usage. Similarly, Zheng et al.

(2023) conducted a meta-analysis on AI's impact on learning achievement,

concluding that while AI had a minor effect on learning perception, it significantly

enhanced academic achievement. These findings suggest that AI-based tools, such

as ChatGPT and adaptive learning platforms, provide personalized guidance,

improving students' learning outcomes.

The study by Shahzad et al. (2024) further supports these findings by

examining the interplay between AI, social media, and academic performance. The

results indicated that AI and social media positively impact students' academic

success, with smart learning acting as a mediating factor. These studies collectively

emphasize the growing role of AI in improving educational experiences through

personalized and technology-driven approaches.

While much research has focused on higher education, studies on high school

students provide crucial insights into their acceptance and attitudes toward AI.

Charles & Charles (2024) conducted a pilot study on high school students' views

regarding AI in learning, revealing a strong connection between students' frequency

of AI usage and their perceptions of its benefits. Similarly, Baksa et al. (2024)

examined high school students' perspectives on AI, noting that while students

embraced AI technologies, they also believed that human educators remain

irreplaceable.
 11

Additionally, Zhou et al. (2024) explored students' experiences with AI in

higher education, highlighting concerns such as academic dishonesty and

overdependence on AI tools. These concerns are echoed in Saragih et al. (2025),

who investigated students' perceptions of using ChatGPT for academic assignments.

While many students acknowledged AI's benefits, they also expressed concerns

about its impact on academic integrity and critical thinking skills.

Chan & Hu (2023) provided additional insights by investigating how students

in Hong Kong perceive generative AI tools such as ChatGPT in higher education.

Their study found that students saw AI as beneficial for research, analysis, writing,

and brainstorming, but they also raised concerns regarding ethical issues, privacy,

and truthfulness. This aligns with our study's exploration of AI's benefits and

challenges in academic settings.

The ethical implications of AI usage in education have been a growing

concern. Mireku et al. (2024) examined students' views on generative AI at the

University of Cape Coast, revealing that while students found AI beneficial for writing

and proofreading, some used it to bypass plagiarism detection tools. This raises

significant ethical issues regarding academic honesty and the need for clear AI

usage policies.

Similarly, Ngo et al. (2023) explored students' perceptions of ChatGPT,

highlighting its benefits in enhancing learning efficiency but also noting concerns

about dependency and ethical usage. Khairuddin et al. (2024) emphasized the

importance of responsible AI usage, suggesting that educators should develop

policies to ensure AI is integrated ethically into classrooms.

 12

Askarkyzy & Zhunusbekova (2024) conducted a study in Kazakhstan on

students' perceptions of AI in higher education and its impact on academic integrity.

Their research found that 90% of students were familiar with ChatGPT, with 65%

using AI for academic purposes at least once a week. Writing essays, problem-

solving, and idea generation were among the most common uses. Interestingly,

while 57% of respondents saw no conflict between AI and academic integrity, 96%

supported the establishment of clear institutional regulations on AI usage. This study

provides valuable insights into the necessity of balancing AI integration with

academic honesty, aligning with global discussions on AI regulations in education.

Additionally, Chan & Hu (2023) explored students' voices on AI, specifically

examining the benefits and challenges of generative AI tools in higher education.

Their findings reinforce the argument that while AI enhances research, analysis, and

learning efficiency, students remain concerned about its impact on personal

development, professional opportunities, and ethical considerations. The study

supports the need for AI literacy programs to help students understand responsible

AI usage.

Looking forward, studies suggest that AI will continue to shape education,

requiring thoughtful integration strategies. Lin et al. (2024) examined AI-integrated

educational applications and their impact on students' creativity and academic

emotions. Their findings suggest that AI can enhance personalized learning

experiences, provided that students and teachers receive adequate training on its

effective use.

Additionally, Cruz-Jesus et al. (2020) demonstrated AI's potential in predicting

academic achievement using advanced analytics, offering valuable insights for

 13

policymakers. The study by Keleş et al. (2021) further supports this by emphasizing

the need for AI-related education in universities, as students' perceptions of AI

significantly impact their willingness to adopt it in learning.

The reviewed literature underscores AI's transformative role in education,

highlighting its benefits in improving academic performance while also

acknowledging ethical concerns and challenges related to overdependence and

academic integrity. The findings emphasize the need for balanced AI integration

strategies, ensuring equitable access and ethical usage. Future research should

explore localized impacts on high school students, particularly in contexts similar to

Almeria National High School, to better understand AI's role in secondary education.

These insights will guide policymakers, educators, and students in effectively

leveraging AI while maintaining academic integrity and critical thinking skills.

Additionally, as AI policies evolve globally, institutions must ensure that regulatory

measures are in place to promote responsible AI usage in education, balancing

innovation with academic integrity principles.

CHAPTER II

METHODOLOGY

This chapter details the research approach, focusing on how selected Grade

11 students at Almeria National High School perceive AI's impact on their

academics. Using a qualitative descriptive case study, the research captures real-life
 14

experiences and insights. The study ensures a focused, ethical, and context-rich

exploration of the topic, emphasizing students' perspectives in a natural setting.

Research Design

The study uses a qualitative descriptive case study approach to explore

Grade 11 students' perceptions of AI's impact on their academic performance at

Almeria National High School. This method allows for an in-depth, context-rich

understanding of students' experiences within their natural setting.

Semi-structured interviews will gather data, ensuring flexibility to explore

students' insights while covering key themes. The design focuses on capturing the

complexity of students' experiences, highlighting both common patterns and unique

perspectives. The findings aim to inform students, educators, and administrators

about the effective integration of AI in high school education.

Research Locale

This study is conducted at Almeria National High School Baluarte Campus,

Upper Lo-ok, Almeria, Biliran, in March 2025.

Research Respondents

For gathering data, this study uses random sampling. The researchers chose

the participants through the fishbowl method. The Grade 11 students are the

participants of this study.

Strand / Track Participants

 15

STEM – Innovators 5

ABM – Managers 5

Tourism – Travelers 5

Tourism – Explorers 5

Tourism – Sightseers 5

EIM – Technician 5

EIM – Electrician 5

Research Instrument

The primary method of data collection employed in this study will involve

semi-structured interviews. In a semi-structured interview, questions are planned and

created in advance, and then the respondents answer the questions freely, which

means that all participants are also asked the same questions in the same order.

This study aims to delve into the perceptions of Grade 11 students with the

integration of artificial intelligence (AI) towards their academic performance.

Data Gathering Procedures

Data was collected through a semi-structured interview questionnaire for the

researchers to gather information. The researcher sought permission for approval

from the school principal, assistant principal, and teachers to interview the

participants. Consent from respondents was asked for before the interview. The

research team then decided to split the tasks to maximize the interview time.

Afterwards, all of the respondents’ answers were gathered and compiled for

analysis.
 16

Ethical Considerations

Before conducting the interview process, the researcher will obtain consent

from the participants which will be the Grade 11 students of Almeria National High

School. This will involve a document explaining the research purpose, participant

selection, procedures, risk, certificate of consent, and intervention, which will be

shown in the appendix of this research. The document will also show that

confidentiality will be maintained. This process ensured that participants had a full

understanding of what was expected of them and could make an informed decision

about their involvement.

Only those who provide written informed consent will be interviewed about

their perception of Artificial Intelligence (AI) towards their academic performance.

The interviews will be conducted in a private setting to encourage open and honest

responses. All interviews will be held face to face and are estimated to last between

3-5 minutes.

Additionally, the researcher will follow health guidelines to ensure the safety

and well-being of both the participants and themselves during interviews.

Participants were given the freedom to express their views and experiences without

correction and undue influence.

Lastly, the researcher insures the confidentiality of the participants' answer,

that it will be kept between the researcher and the participants

CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the findings from Grade 11 students at Almeria National
 17

High School, exploring their perceptions of AI’s impact on academic performance.

The data gathered through semi-structured interviews is analyzed in connection with

key theories used in this study. It highlights both the benefits — such as improved

learning and personalized feedback — and the challenges, including over-reliance

on AI and ethical concerns. The results aim to provide insights that support effective

and balanced AI integration in education.

Results and Discussion

The themes of meaning that describe the selected Grade 11 students'

experiences regarding the use of Artificial Intelligence (AI) in academic settings are

as follows:

Theme No. 1: "AI as a Learning Aid"

The participants acknowledged that AI has become a useful tool for academic

purposes. Many students use AI to enhance their understanding of subjects, search

for the meanings of complex words, and supplement their learning. AI tools provide

quick access to information and allow students to clarify difficult concepts, making

studying more efficient.

One participant shared, "Yes, it may be necessary to search for school

purposes, like adding meanings to reports or translating difficult words to understand

them better."

Another participant stated, "Chat GPT helps me improve my English."

These responses indicate that AI tools serve as an additional resource to aid

students in their studies, particularly in language learning and comprehension. The

accessibility and ease of use make AI a preferred choice for students who want to

enhance their vocabulary, grammar, and overall academic performance. Additionally,

 18

AI-driven translation tools help bridge language gaps, allowing students to grasp

foreign texts more effectively.

Theme No. 2: "AI for Writing Assistance"

Many participants expressed that AI significantly aids them in writing tasks,

particularly essays. AI tools like Chat GPT and CiCi are commonly used for

structuring content, generating ideas, and providing suggestions for improvement.

Some students rely on AI for brainstorming, organizing ideas, and refining sentence

structures, ultimately enhancing the quality of their written work.

A student mentioned, "Yes, to improve my essay."

Another added, "I use Chat GPT and CiCi to help me write essays, and

sometimes I ask for answers when I need help."

This suggests that AI plays a supportive role in enhancing students' writing

skills by providing guidance and improving content organization. Through AI-

generated feedback, students can recognize their mistakes and learn how to correct

them. The ability to generate well-structured paragraphs and get grammar

suggestions helps them develop better writing habits, making AI an essential tool for

academic writing. However, some students admitted that they rely on AI-generated

responses without fully engaging in the learning process, which could lead to

overdependence.

Theme No. 3: "AI and Academic Performance"

Several students reported that AI positively impacted their academic

performance by assisting them in various subjects. The ability to quickly access

information and receive explanations improves their efficiency in studying. AI-

powered educational platforms, such as virtual tutors and personalized learning

systems, have helped students grasp difficult topics more easily.

 19

One participant shared, "Yes, my learning has improved with AI because it

helps me find answers faster and understand lessons better."

Another student mentioned, "AI helps me in my research work by providing

relevant sources and summarizing important information."

These findings highlight that AI is perceived as a beneficial tool in academics,

providing students with easy access to information and improving their learning

experiences. AI’s ability to analyze vast amounts of data and deliver tailored

responses allows students to absorb knowledge more effectively. Many students

also reported that AI helps them with time management by streamlining their

research process, reducing the time spent searching for reliable sources, and

enabling them to focus on comprehension and application.

However, some concerns were raised regarding AI's limitations. Some

students expressed doubts about the accuracy of AI-generated responses, stating

that misinformation can sometimes be a problem. Others mentioned that an

overreliance on AI might hinder their critical thinking and problem-solving abilities, as

they might become accustomed to receiving instant answers rather than engaging in

deep learning.

Theme No. 4: "AI as a Source of Academic Motivation"

Some students indicated that AI serves as a motivator in their academic

journey. By providing instant feedback, suggestions, and encouragement, AI tools

help students stay engaged and confident in their studies.

One student expressed, "I feel more motivated to complete my assignments

because AI helps me get started and gives me ideas."

Another shared, "AI-assisted learning makes studying less stressful since I

can get explanations whenever I need them."

 20

This suggests that AI not only provides academic support but also fosters

motivation and reduces anxiety related to schoolwork. The ability to access learning

materials anytime and receive instant responses boosts students' confidence and

encourages them to be more proactive in their studies.

Theme No. 5: "Challenges and Ethical Concerns in AI Usage"

While many students benefit from AI, some raised concerns regarding ethical

issues and challenges in its usage. Plagiarism, over-reliance, and potential

inaccuracies in AI-generated content were identified as drawbacks.

One participant stated, "Sometimes, I worry about plagiarism because AI-

generated responses might not always be original."

Another mentioned, "AI is helpful, but sometimes the information is incorrect,

so I have to double-check sources."

These responses indicate that while AI is a powerful educational tool, it also

presents challenges that students must navigate carefully. Educators must

emphasize the responsible use of AI, encouraging students to fact-check

information, avoid plagiarism, and develop independent thinking skills.

Overall, the results indicate that AI is widely utilized by students for academic

enhancement, particularly in research, language learning, and writing tasks.

However, its effectiveness largely depends on how students integrate it into their

studies and the level of critical thinking they apply while using AI-generated content.

The findings suggest that while AI offers numerous educational benefits, students

must be encouraged to use it responsibly, ensuring that it serves as a

complementary learning tool rather than a complete substitute for independent

thinking and effort.

 21

CHAPTER IV

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents a comprehensive overview of the study's findings,

drawing key insights from the collected data. It synthesizes the results into a concise

summary, formulates conclusions based on the study’s objectives, and provides

recommendations for future research or practical applications.

Summary of Key Findings

The findings of this study highlight the significant impact of Artificial Intelligence

(AI) on students’ academic performance, particularly in language learning, writing

skills, and information accessibility. AI has proven to be a valuable tool for improving

English vocabulary and grammar, enhancing writing abilities, and providing quick

access to information, which helps students manage their time efficiently.

Additionally, AI serves as a source of ideas that motivates students to complete their

academic tasks promptly.

However, the study also reveals certain challenges associated with AI use. While

AI enhances learning, some students tend to rely on it excessively, which may hinder

the development of critical thinking and independent problem-solving skills.

Furthermore, concerns about the accuracy of AI-generated information raise

questions about its reliability. The findings emphasize that while AI is a powerful

academic tool, students must use it responsibly to maximize its benefits while

minimizing its drawbacks.

 22

Conclusion

Based on the findings of the study, the following conclusions were drawn:

1. Most of the participants found out that Artificial Intelligence (AI) helped them

improve their English vocabulary and grammar. However, some respondents

felt that relying on AI for language learning limited their ability in critical

thinking and independent problem-solving skills in English.

2. The researchers found out that Artificial Intelligence (AI) enhances the

participants’ writing skills, particularly essays. Some respondents admitted

that they rely on AI tools without a learning process.

3. Most of the participants said that Artificial Intelligence (AI) provides them with

easy access to information, which helps them manage their time in finding the

information they need. However, some respondents have concerns and

doubts about the accuracy of the information from the Artificial Intelligence

(AI) they used.

4. The researchers found out that Artificial Intelligence (AI) gives ideas to the

participants in their academic tasks, which motivates them to finish their tasks

on time.

5. All of the participants indicated that Artificial Intelligence (AI) is a powerful tool

in academics, however, it also gives challenges that participants must be

responsible in using Artificial Intelligence (AI).

 23

Recommendation

1. Students must focus on Artificial Intelligence (AI) as a tool to enhance their

skills. Focus on developing your ability to analyze information, evaluate

sources, and form your own conclusions.

2. Use Artificial Intelligence (AI) as a starting point for research, brainstorming,

or refining writing, but don't rely on it to do the work for you.

3. Utilize Artificial Intelligence (AI) tools for grammar and spelling checks,

refining your writing style, or generating outlines. Always verify the accuracy

of information provided by AI tools with reliable sources.

4. Teachers must also monitor the progress of their students to ensure that

Artificial Intelligence (AI) is being used wisely without completely relying on it.

5. The researchers are hoping that the administration would take immediate

action on this matter so that the school can better integrate the usage of

Artificial Intelligence (AI) towards the academic performance of their students

to ensure that while technology is on the rise, critical thinking and integrity of

the students remain while using AI.

 24

BIBLIOGRAPHY

Journal Articles:

Alasgarova, R., & Rzayev, J. (2024). The role of artificial intelligence in shaping high

school students’ motivation. International Journal of Technology in Education

and Science, 8(2), 311–324. https://doi.org/10.46328/ijtes.553

Askarkyzy, S., & Zhunusbekova, А. (2024). STUDENTS’ PERCEPTIONS OF

ARTIFICIAL INTELLIGENCE USE IN HIGHER EDUCATION AND ITS

IMPACT ON ACADEMIC INTEGRITY. Pedagogy and Psychology, 61(4).

https://doi.org/10.51889/2960-1649.2024.61.4.008

Baksa, T., Konecki, M., & Konecki, M. (2024). High School Students’ Perception of

AI and Its Future Impact on Education. Journal, 99, 215–219.

https://doi.org/10.1109/iciet60671.2024.10542754

Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions,

benefits, and challenges in higher education. International Journal of

Educational Technology in Higher Education, 20(1).

https://doi.org/10.1186/s41239-023-00411-8

Charles, R., & Charles, T. (2024). High School Students’ Perceptions of

Using AI for Learning. Voice of the Publisher, 10(03), 284–297.

https://doi.org/10.4236/vp.2024.103024

Cruz-Jesus, F., Castelli, M., Oliveira, T., Mendes, R., Nunes, C., Sa-Velho, M., &

Rosa-Louro, A. (2020). Using artificial intelligence methods to assess

academic achievement in public high schools of a European Union country.

Heliyon, 6(6), e04081. https://doi.org/10.1016/j.heliyon.2020.e04081

 25

Djokic, I., Milicevic, N., Djokic, N., Malcic, B., & Kalas, B. (2024). Students’

perceptions of the use of artificial intelligence in educational service.

Amfiteatru Economic, 26(65), 294. https://doi.org/10.24818/ea/2024/65/294

Eltahir, M. E., & Babiker, F. M. E. (2024). The Influence of Artificial intelligence Tools

on Student Performance in e-Learning Environments: case study. The

Electronic Journal of e-Learning, 22(9), 91–110.

https://doi.org/10.34190/ejel.22.9.3639

Keleş, P. U., & Aydın, S. (2021). University students’ perceptions about artificial

intelligence. Shanlax International Journal of Education, 9(S1-May), 212–220.

https://doi.org/10.34293/education.v9is1-may.4014

Khairuddin, Z., Shahabani, N. S., Ahmad, S. N., Ahmad, A. R., & Zamri, N. A.

(2024). Students’ perceptions on the artificial intelligence (AI) tools as

academic support. Malaysian Journal of Social Sciences and Humanities

(MJSSH), 9(11), e003087. https://doi.org/10.47405/mjssh.v9i11.3087

Kirschner, P. A., Sweller, J., Kirschner, F., & R, J. Z. (2018). From cognitive load

theory to collaborative cognitive load theory. International Journal of

Computer-Supported Collaborative Learning, 13(2), 213–233.

https://doi.org/10.1007/s11412-018-9277-y

Lin, H., & Chen, Q. (2024). Artificial intelligence (AI) -integrated educational

applications and college students’ creativity and academic emotions: students

and teachers’ perceptions and attitudes. BMC Psychology, 12(1).

https://doi.org/10.1186/s40359-024-01979-0

Luckin, R., & Holmes, W. (2016). Intelligence Unleashed: An argument for AI in

Education. Intelligence Unleashed: An Argument for AI in Education.

Retrieved from http://oro.open.ac.uk/50104/

 26

Mireku, M., Abenaba, D., & Kweku, A. S. (2024). Higher Education Students’

Perception on the Ethical Use of Generative AI: A Study at the University of

Cape Coast.

https://www.researchgate.net/profile/Martin-Mireku/publication/384362439_HI

GHER_EDUCATION_STUDENTS'_PERCEPTION_ON_THE_ETHICAL_USE

_OF_GENERATIVE_AI_A_STUDY_AT_THE_UNIVERSITY_OF_CAPE_COA

ST/links/66f5bf05906bca2ac3cf8a03/HIGHER-EDUCATION-STUDENTS-

PERCEPTION-ON-THE-ETHICAL-USE-OF-GENERATIVE-AI-A-STUDY-AT-

THE-UNIVERSITY-OF-CAPE-COAST.pdf

Ngo, T. T. A. (2023). The perception by university students of the use of CHATGPT

in education. International Journal of Emerging Technologies in Learning

(iJET), 18(17), 4–19. https://doi.org/10.3991/ijet.v18i17.39019

Oyeyemi, A. A., Okoye, A. T., Okenwa-Fadele, I., & Abiakwu, F. O. (2024).

Perceived effect of artificial intelligence tools on the academic performance of

students in public universities in Anambra State. International Journal of

Innovative Research and Advanced Studies (IJIRAS), 11(2).

https://www.ijiras.com/2024/Vol_11-Issue_2/paper_3.pdf

Rajali Saragih, Juliandri, & Nuranisah. (2025). STUDENT PERCEPTION OF THE

ADVANTAGES AND CHALLENGES OF USING CHATGPT (ARTIFICIAL

INTELLIGENCE) FOR ACADEMIC ASSIGNMENTS. Journal of Information

Technology, Computer Science and Electrical Engineering, 2(1), 23–34.

Retrieved from https://ysmk.org/ejournal/index.php/jitcse/article/view/158

Schei, O. M., Møgelvang, A., & Ludvigsen, K. (2024). Perceptions and Use of AI

Chatbots among Students in Higher Education: A Scoping Review of

 27

Empirical Studies. Education Sciences, 14(8),

922. https://doi.org/10.3390/educsci14080922

Selwyn, N. (2019). What’s the Problem with Learning Analytics? Journal of Learning

Analytics, 6(3). https://doi.org/10.18608/jla.2019.63.3

Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., & Khan, Q. R. (2024). Artificial

intelligence and social media on academic performance and mental well-

being: Student perceptions of positive impact in the age of smart learning.

Heliyon, 10(8), e29523. https://doi.org/10.1016/j.heliyon.2024.e29523

Sumakul, D. T. Y. G., Hamied, F. A., & Sukyadi, D. (2022). Students’ perceptions of

the use of AI in a writing class. Advances in Social Science, Education and

Humanities Research/Advances in Social Science, Education and Humanities

Research. https://doi.org/10.2991/assehr.k.220201.009

Venkatesh, V., Thong, J., & Xu, X. (2016). Unified Theory of Acceptance and Use of

Technology: a Synthesis and the Road ahead. Journal of the Association for

Information Systems, 17(5), 328–376. https://doi.org/10.17705/1jais.00428

Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the

relevance of AI literacy, prompt engineering, and critical thinking in modern

education. International Journal of Educational Technology in Higher

Education, 21(1). https://doi.org/10.1186/s41239-024-00448-3

Yan, Z. (2019). Self-assessment in the process of self-regulated learning and its

relationship with academic achievement. Assessment & Evaluation in Higher

Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390

Zheng, L., Niu, J., Zhong, L., & Gyasi, J. F. (2021). The effectiveness of artificial

intelligence on learning achievement and learning perception: A meta-

 28

analysis. Interactive Learning Environments, 31(9), 5650–5664.

https://doi.org/10.1080/10494820.2021.2015693

Zhou, X., Zhang, J., & Chan, C. (2024). Unveiling students’ experiences and

perceptions of artificial intelligence usage in higher education. Journal of

University Teaching and Learning Practice, 21(06).

https://doi.org/10.53761/xzjprb23

Book Chapter:

Rogers, E. M., Singhal, A., & Quinlan, M. M. (2019). Diffusion of Innovations 1. In

Routledge eBooks (pp. 415–434). https://doi.org/10.4324/9780203710753-35

Yılmaz, N., & Sekeroglu, B. (2019). Student performance classification using artificial

intelligence techniques. In Advances in intelligent systems and computing (pp.

596–603). https://doi.org/10.1007/978-3-030-35249-3_76

Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-

efficacy and related beliefs in self-regulation of learning and performance. In

A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and

motivation: Theory and application (2nd ed., pp. 313–333). The Guilford

Press. https://ssrlsig.org/wp-content/uploads/2017/08/zimmerman-schunk-

dibenedetto-self-efficacy-related-beliefs-chapter-2017.pdf
 29

APPENDICES
 30

Republic of the Philippines

Department of Education
Region VIII – Eastern Visayas
Schools Division Office of Biliran
District of Almeria
ALMERIA NATIONAL HIGH SCHOOL
Brgy. Poblacion, Almeria, Biliran

APPENDIX A

March 17, 2025

JESUS ISAAC MANGCO

Principal I
Almeria National High School

Sir:
The undersigned are presently conducting a research study entitled “Perception of
Grade 11 Students of Almeria National High School with the Application of
Artificial Intelligence Towards Academic Performance” as a Performance Task
in our subject Practical Research 1.

In view of this, may we ask permission from your good office to interview selected
participants of Grade 11 students from Almeria National High School for information
for our research?

We are anticipating your benevolent consideration in this regard.

Thank you very much.

God bless!

Sincerely yours, Noted by:

PRECIOUS NICOLE B. PAJOMAYO JANNENE LIEKA C. TUPAZ

MANAGERS - 11 Research Teacher

Recommending Approval: Approved by:

 31

SALLY S. ESCANO JESUS ISAAC MANGCO

SHS Head Teacher Republic of the Philippines
Principal I
Department of Education
Region VIII – Eastern Visayas
Schools Division Office of Biliran
District of Almeria
ALMERIA NATIONAL HIGH SCHOOL
Brgy. Poblacion, Almeria, Biliran

APPENDIX B

SEMI-STRUCTURED PERSONAL INTERVIEW GUIDE

I. Perception of Students with the Application of Artificial Intelligence (AI)

toward their Academic Performance

1. Do you use Artificial Intelligence (AI) for academic purposes? Yes or No?

_________________________________________________________

2. What are the reasons why you use artificial intelligence (AI)?

_________________________________________________________

3. Can you give examples of artificial intelligence (AI) tools you commonly

use?

_________________________________________________________

4. What are the reasons why you use these specific artificial tools (AI) in your

studies?

_________________________________________________________

5. Does your learning improve while using artificial intelligence (AI)? If yes,

how can it improve?

_________________________________________________________
 32

Coding

1. Do you use Artificial Intelligence (AI) for academic purposes? Yes or No?

And what are the reasons why you use artificial intelligence (AI)?

(Mogamit ka ba ug Artificial Intelligence (AI) para sa imong mga

buhatunon sa eskwelahan? Ug unsa’y imong mga rason nganong

mogamit man ka ug Artificial Intelligence (AI)?)

P1: “Yes. If may need ng isearch for school, butangan nimog mga meaning,

idugang saimong mga report; halimbawa, mga words na lawom, pwede ra

nimo isearch or i translate og unsay meaning ana.”

(Yes. It may be necessary to search for school, if you fill in the meanings, add to

your report: for example, those words are deep, you can search or translate them to

find the meaning.)

P2: “Yes. Para mo improve akong pag himog essay.”

(Yes. To improve my essay writing skills.)

P3: “Yes. The reason ngaman ni gamit kog AI, because kuan, to enhance my

knowledge and kanang clarify ko og unsa gusto masabtan unya gusto ko mag

gather og information mo gamit ko ana.”

(Yes. The reason I use Artificial Intelligence is to enhance my knowledge to clarify

what I want to understand and to gather information.)

P4: “Yes. Kay para pud kanang maka tabang og assignment sa school

panalagsa.”

(Yes. Because it’s also to help with school assignments sometimes.)

P5: “Yes. Kanang naglisod bitaw ko og kanang intindi sa mga question,

mangayo kog tabang sa AI para mas malawak akong knowledge og ideas nga
 33

makuha.”

(Yes. When I have difficulty understanding the questions, I ask for help from AI so

that I can gain broader knowledge and ideas.)

P6: “Oo. Para madali ang pagpangita og answer.”

(Yes. To make it more quicker finding the answer.)

P7: “Yes. Pag kanang need nako og kanang wala koy ika answer.”

(Yes. When I need some answer.)

P8: “Oo. Kay aron maka answer dayon ba, aron dali nala ma answeran ba.”

(Yes. So that I can answer quickly, so that I can answer quickly.)

P9: “Yes. Because sometimes di man gud nako maintindihan ang kanang

answer-anan bitaw, niya damo man sad og kanang mga question nga dipud ko

ka understand dayon, maong mo gamit kog AI para ma intindihan pa nakog

samot or mas ma understand pa nako ilang mga given question.”

(Yes. Because sometimes I can't understand the question, and a lot of questions that

I can't understand, so I use AI to make it clear and understandable.)

P10: “Yes. Mogamit ko sa AI para makakuha ug mga idea sa akong mga

answeran.”

(Yes. I use AI to get an idea to answer the question.)

P11: “Yes. Dili tanan nga term is kasabot ko, naay uban nga unique pa sa atoa,

kakaiba pa sa atoang paminaw, ato ng isearch para masabtan unsay term.”

(Yes. Not all terms are understandable; some are unique to us, different from our

understanding. Let's search to understand what the term is.)

P12: “Yes. To gather information.”

P13: “Yes. Para mahibaw-an ang mga answer, kanang answer na gahi.”

(Yes. So, I can understand the answers, especially the difficult ones.)
 34

P14: “Yes. Kay usahay dili manta kasabot sa mga answer, so need nato mag

search sa AI para maka sabot.”

(Yes. Because sometimes we can't understand the answers, so we need to search

using AI to understand.)

P15: “Yes. Kay dili man ko kantigo mo answer panagsa.”

(Yes. Because I don't always know how to answer.)

P16: “Oo. Kay lisud man ang uban.”

(Yes. Because some things are difficult.)

P17: “Yes. Para pag di ka maka answer, maka answer ka.”

(Yes. So, when I don't know an answer, I can ask.)

P18: “Yes. Para mas mapadali ang akong pag answer sa mga answeranan.”

(Yes. So, I can easily answer questions.)

P19: “Yes. Para matiman dayon og gamay ra ang time ma consume.”

(Yes. So, I can quickly understand with less time consumed.)

P20: “Sometimes. Magpatabang og unsay answer.”

(Sometimes. To help me find answers.)

P21: “Yes. Aron mas makahibaw ko unsa akong mga buluhaton.”

(Yes. So, I can better understand my tasks.)

P22: “Yes. To help me improve my studies.”

P23: “Yes. Para kung mag AI mi makakuha mi og knowledge or kanang nga

unsa pang pwede buhaton labi nag wapa mi knowledge saamong i search o

buhaton.”

(Yes. So, when I use AI, I can gain knowledge or learn new things, especially when I

lack knowledge on a topic.)

P24: “Yes. The reason I use AI is because the words that I am complicated or
 35

difficult, so mura kog mag search adto og unsay meaning niya or unsa pa iya

mas mapa meaning.”

(Yes. I use AI because some words are complicated or difficult, so I search for their

meaning.)

P25: “Yes. Kanang panagsa dili ko ka understand kaayo sa mga topics mao to

magpa tabang kos AI.”

(Yes. When I don't fully understand topics, I ask AI for help.)

P26: “Yes. Para mas mapadali nako ang answer mga gipang kuan saako.”

(Yes. To make it easier for me to answer, I use the information given to me.)

P27: “Oo. Para maka kuha tag opinion og topic.”

(Yes. To get an opinion or topic.)

P28: “Oo. Kanang discussion nga wala gi discuss sa teacher.”

(Yes. For discussions not covered by the teacher.)

P29: “Oo. Para makakuha og perfect score.”

(Yes. To get a perfect score.)

P30: “Oo. Para makabaw sa mga butang nga wala nasabti sa kuan.”

(Yes. To learn about things not taught in school.)

P31: “Oo gad, mogamit gad. Kay og kanang wala saimong huna huna ang

imong nasabtan pwede ka magpa tabang sa AI.”

(Of course, I use it. Because if I don't know something, I can ask AI for help.)

P32: “Oo. Para ma sulbad imong mga sayop.”

(Yes. To correct my mistakes.)

P33: “Yes. The reason I use Artificial Intelligence is that there are some

questions or things that I personally don't know.”

P34: “Usahay. Kay naamay uban nga wala ko kabalo, so ako i-search para
 36

makabalo ko sa meaning.”

(Sometimes. Because I don't know the meaning of some things, so I search for it.)

P35: “Opo. Kay para masulbad ang assignment.”

(Yes. To finish my assignments.)

2. Can you give examples of artificial intelligence (AI) tools you commonly

use? And what are the reasons why you use these specific artificial tools

(AI) in your studies?

(Makahatag ka ba ug mga examples sa mga Artificial Intelligence (AI) tools

na imong gamiton ug unsa’y imong mga rason nganong kani man na mga

Artificial Intelligence (AI) tools ang imong gipanggamit?)

P1: “Chat GPT, para maka enhance sa English.”

(Chat GPT, to enhance my English.)

P2: “Chat GPT og CiCi, para matabangan kog himo og essay tapos usahay

mangayo kog answer.”

(Chat GPT and CiCi, to help me write an essay, then sometimes I ask for an

answer.)

P3: “Chat GPT, damo man gud siyag kuan, kanang matabang, halimbawa, mag

gather og information og pag correct og grammar errors og kanang pag mag

gather og information like gusto nako masabtan ang specific nga kanang topic

or idea, gusto nako masabtan.”

(Chat GPT is very helpful. For example, gathering information, correcting grammar

errors, or gathering information, like when I want to understand a specific topic or

idea that I want to understand.)

P4: “CiCi, kay dali ramn siya, like mura siyag tawoo na maka storya nimo, then
 37

directly pud siya mohatag og answer.”

(CiCi, because it’s easy; it's like a person who can talk to you and then give you an

answer directly.)

P5: “CiCi og Chat GPT, kay dali ramn sila maka tubag tapos kanang wide

kaayo ba ang idea sa ilang pag answer saakong question.”

(CiCi and Chat GPT can answer quickly, and their ideas are wide in answering my

question.)

P6: “Question AI, kay dali raman igo ra i scan.”

(Question AI, because it's faster and easier because you can scan it.)

P7: “CiCi, kay makahatag pa siyag mga information saakong kinahanglan.”

(CiCi, because it can give me more information on what I need.)

P8: “CiCi og Chat GPT, kay murag sakto mag mga answer nila, ambot og sakto

ba or dili.”

(CiCi and Chat GPT: because I think their answers are correct and reliable, I'm not

sure.)

P9: “Chat GPT unya Copilot, Chat GPT kay popular man while ang Copilot sa

kuan, more accurate iyang information kay built in naman siya sa laptop.”

(Chat GPT, and Copilot, Chat GPT because it's popular, while the Copilot is more

accurate and the information is already built in the laptop.)

P10: “CiCi og Chat GPT, para makatabang sab sa ako, mga lisod na question

or maglisod kog kuha sa answer og idea sa kara nga AI.”

(CiCi and Chat GPT, to help me answer or to make me understand the question that

it's hard for me to answer.)

P11: “CiCi and Google, sa CiCi is muhatag siya naay uban pud nga sayop pero

naay uban tama man pud, ang naka angayan sab pud sa CiCi is directly siya
 38

mo hatag kong unsay point nimo maoy iyang ihatag.”

(Cici and Google, in CiCi, he will give some things that are wrong but some things

are right too, what is also right in CiCi is that you give him directly what point you

have, he will give you.)

P12: “Google, kay actually kong mogamit ka sa google damo man siyag mga

sources na pwede ko matabangan sa assignment or task.”

(Google, because actually when I use Google, it has many sources that I can use to

help me with my assignment or task.)

P13: “CiCi, kay mohatag og insaktong answer.”

(CiCi, because it provides exact answers.)

P14: “CiCi, kani si CiCi diay is makatabang ni siya sa atong mga pag-skwela,

usahay kung wata kasabot og unsay atong i answer, pwede ta mo search ana

para maka kuha tag saktong answer.”

(CiCi. This CiCi is really helpful with our studies. Sometimes, when we don't

understand what to answer, we can search for it to get the correct answer.)

P15: “CiCi, mohatag og maayong answer panagsa.”

(CiCi, it provides good answers sometimes.)

P16: “Meta AI, kay mohatag og tarong nga answer.”

(Meta AI, because it provides correct answers.)

P17: “Google and CiCi, makatabang mohatag og insaktong answer.”

(Google and CiCi, they help provide exact answers.)

P18: “CiCi and Meta AI, kay maoramay naa saakong selpon og maoray

available nga pwede magamit.”

(CiCi and Meta AI, because they're on my phone and easily accessible.)

P19: “Chat GPT, gigamit nako siya kay makahatag siya og information og
 39

kanang mga fact.”

(Chat GPT, I use it because it provides information and facts.)

P20: “Chat GPT, CiCi, Brainly, kay dali ra maka access, tapos dali ra maka

kitag answer nga makatabang sa imong mga question.”

(Chat GPT, CiCi, Brainly, because they're easy to access and provide helpful

answers.)

P21: “Chat GPT, kay mas prefer nako ang Chat GPT kay mohatag siya og

maka summarize saakong ipang answer na wako kahibaw.”

(Chat GPT, I prefer Chat GPT because it summarizes answers I don't know.)

P22: “Meta AI, I only one have but that reason is, because I can access the

Meta AI even if its offline.”

(Meta AI, I only have one reason, which is that I can access Meta AI even offline.)

P23: “Chat GPT, ako siyabg gamiton syempre labi na kanang wala ko kabalo

ba, maoto mag search kos AI kay wala jud ko kabalo.”

(Chat GPT, I use it, of course, especially when I don't know something, so I search

AI since I don't know.)

P24: “Chat GPT, the reason I use Chat GPI is kanang mag answer og mga

activities, like wala nakoy laing mahunahunaan na answer then ako nalang

siyang isearch.”

(Chat GPT, I use Chat GPT because it answers questions and activities when I'm

stuck.)

P25: “Chat GPT and CiCi, more on mas accurate man kos ilang gihatag.”

(Chat GPT and CiCi, they provide more accurate answers.)

P26: “CiCi, para mas mapadali.”

(CiCi, to make it easier.)

 40

P27: “CiCi og Chat GPT, kay naamay lisod sabton niya mgayo tag tabang.”

(CiCi and Chat GPT, because they can provide difficult answers.)

P28: “CiCi og Chat GPT, mas sayon gamiton.”

(CiCi and Chat GPT, easier to use.)

P29: “CiCi og Chat GPT, dali ra gamiton.”

(CiCi and Chat GPT, easy to use.)

P30: “CiCi og Chat GPT, kay dali ra gamiton.”

(CiCi and Chat GPT, easy to use.)

P31: “Chat GPT, syempre kay dali ramn siya ka storya.”

(Chat GPT, because it's easy to talk to.)

P32: “CiCi og Chat GPT, kay dali raman siya maka hatag og answer.”

(CiCi and Chat GPT, because they can provide answers easily.)

P33: “CiCi, Meta AI og Chat GPT, ang rason is kay ang uban kasi kay kanang

dili sakto pud ang gihatag nga answer.”

(CiCi, Meta AI, and Chat GPT, because sometimes the answers provided are not

accurate.)

P34: “Tiktako, Chat GPT, Meta AI og CiCi, kay toa man didto tanan information

saamong gi search.”

(Tiktako, Chat GPT, Meta AI, and CiCi, because they have all the information I

search for.)

P35: “Chat GPT, para sa mga assignment namo.”

(Chat GPT, for our assignments.)

3. Does your learning improve while using artificial intelligence (AI)? If yes,

how can it improve?

 41

(May nakita ka bang improvement sa imong learning o knowledge samtang

naggamit ug Artificial Intelligence (AI)? Kung Oo, gi-unsa pag-improve?)

P1: “Yes, ni improve akong sa English naho tas dako pud siyag tabang, dakog

tabang lagi kay if may need ko search nga kuan sa school maoy magamitan.”

(Yes, that's what improved me in English and it's also a big help, a big help

because, if I need to search, I can use it at school.)

P2: “Yes, naay panagsa na kamao kog unsaon paghimog essay.”

(Yes, I occasionally know how to write my essays.)

P3: “Yes, maka improve siya kay ma correct man niya ang tapos kanang

murag mas clarify og unsay gusto masabtan.”

(Yes, he can improve because he can correct what he has done and it seems to

clarify what he wants to understand more.)

P4: “Gamay ra, gamay ra pero dili ingon nga improve, kanang naa rakoy

masabtan gamay.”

(It's a little, but not as much of an improvement; that's understandable.)

P5: “Oo, damo kaayo oyy kay naakoy mga nasabtan nga sentence or word nga

wala pa nako nasabtan ba nga saila ra nako nasabtan.”

(Yes, I learned a lot of things like sentence or word that I didn't know that I learned

from them.)

P6: “Oo, kanang dali rako makatuon.”

(Yes, because I can learn faster.)

P7: “Yes, kanang na improve niya akong mga knowledge and skills.”

(Yes, it improved my knowledge and skills.)

P8: “Wala oy, wala.”

(Nothing, nothing.)
 42

P9: “Oo, ni improve siya kanang more maka understand sa usa ka concept or

usa ka paksa gihatag saamoa niya pwede man ka makaingon kanang palihog

ipa simple rani para ma understand nako maoto mas ma improve nako ang

akong mga answer sa assessment.”

(Yes, it's improved to make it more understandable on concepts or subjects that are

given to us, and you can say that makes it simple to understand, so that's why my

answers are improved in the assessment.)

P10: “Gamay ra ang matabang kay di man accurate ang answer sa AI.”

(It only helps me a bit because the answer of AI is not accurate.)

P11: “Yes, ni improve ko kay advantage siya para saatoa kay naay uban nga

dali ra masabtan, kunware gi tagaan tag reporting tapos isearch nato siya para

mas masabtan unsang meaning ana nga topic.”

(Yes, I improved because it's an advantage for us, especially since others are

difficult to understand. For example, if we're given a report, we can search for it to

better understand the meaning of the topic.)

P12: “Yes, in a way nga ang AI is nakatabang sa akong studies especially

naakoy dili masabtan pwede ko mag ask adto.”

(Yes, in a way, AI has been helpful with my studies, especially when I don't

understand something, I can ask it.)

P13: “Oo, kay manghatag og insaktong answer.”

(Yes, because it provides exact answers.)

P14: “Yes, maka improve ni siya usahay kay dili man gud kog hilig og

paragraph ba so pwede ko mo gamit para maka gain kog knowledge ani og

unsaon pag himo sa mga paragraph.”

(Yes, it can really improve me because I'm not fond of writing paragraphs, so I can
 43

use it to gain knowledge on how to write paragraphs.)

P15: “No, kay makabulok ang Cici.”

(No, because Cici can be misleading.)

P16: “No, kay dili man ta maka mao.”

(No, because we can't always rely on it.)

P17: “No.”

P18: “Wala, tungod kay nag-asa raman sa CiCi, wala man koy napansin nga

improvements kay igo ramn ko mag search.”

(None, because I only rely on Cici and don't notice any improvements since I just

search.)

P19: “Yes, sometimes wanako nasabtan na information is ma search nakos AI

like Chat Gpt, makatabang para masabtan nako ang wapa nako masabtan.”

(Yes, sometimes I don't understand the information I search, but AI like Chat GPT

helps me understand.)

P20: “Oo, kay usahay diha nimo masabtan kong unsaon ang mga answer or

labi na magpa essay, kabalao naka unsay mga format.”

(Yes, because sometimes I don't know how to answer or write essays, and they

teach me formats.)

P21: “Sometimes, ako ra siya i-summarize on my own way lang.”

(Sometimes, I summarize on my own.)

P22: “Yes, it helps me improve regarding with my studies with it comes to, like

in certain topic like I don't have much knowledge about, I can be able to

search about that topic and also like some grammars or when comes

summarizing paragraphs it helps me a lot with it.”

(Yes, it helps me improve my studies, especially with unfamiliar topics or grammar,

 44

and summarizing paragraphs.)

P23: “Yes, kay mao mana akong gi answer adtos akong gi search.”

(Yes, because that's how I answer, by searching.)

P24: “Yes, it improves my studies also mag kaada kog knowledge and some

statement nga new saakoa.”

(Yes, it improves my studies, and I gain knowledge and new statements.)

P25: “Yes, naa. Mas na understand nako siya nga topic mao to mas malawak

akong knowledge diato nga bagay.”

(Yes, now I understand topics better, and my knowledge on those subjects

expands.)

P26: “Wala.”

(None.)

P27: “Naa, akong gi summarize ang gihatag sa AI.”

(Yes, I summarized what the AI provided.)

P28: “Oo, kay mas maka pangita man kog way nga mas ma, Halimbawa: ma

translate nako into bisaya ang isa ka word.”

(Yes, because I can find ways to improve, for example, translating a word into

Bisaya.)

P29: “Wala.”

(None.)

P30: “Wala.”

(None.)

P31: “Gamay, basta gamay, maorato.”

(A little, as long as it's minimal, it's okay.)

P32: “Oo, yun lang po.”

 45

(Yes, that's all.)

P33: “Gamay lang, kay kong mo gamit kag Artificial Intelligence, meaning wala

na gi improve imong sarili, nag salig nalang ka sa AI para mo tubag saimong

question.”

(A little, because if I rely on AI, it means I'm not improving myself.)

P34: “Naay na learn sa uban nga words nga dili ko familiar.”

(I learned new words I'm not familiar with.)

P35: “Wala.”

(None.)
 46

Republic of the Philippines

Department of Education
Region VIII – Eastern Visayas
Schools Division Office of Biliran
District of Almeria
ALMERIA NATIONAL HIGH SCHOOL
Brgy. Poblacion, Almeria, Biliran

APPENDIX C

VOLUNTARY INFORMED CONSENT FOR PARTICIPANTS

This signed consent is to certify my willingness to participate in the research:
“Perception of Grade 11 Students of Almeria National High School with the
Application of Artificial Intelligence Towards Academic Performance” . Under
this research study, I further attest and agree:

1. That I understand that the general purpose/objective of the study is to determine the
perception of Grade 11 students with the application of Artificial Intelligence (AI)
towards academic performance in Almeria National High School.

2. That my participation as a subject of this research was done with my personal

consent and voluntary participation with the researcher in the conduct of this study. I
further acknowledge that my participation will not hamper nor derail my daily work
and activities as well as my personal responsibilities and obligations.

3. That any information about me obtained from this study will be strictly kept
confidential by the researcher, and none of my personal information will be
identified/revealed in any report of publication without my prior consent and
permission.

4. That is was agreed that if there are some questions that are offensive, discriminating,
or derogatory on my part, I am free to refuse, withdraw or terminate my participation
anytime in the course of the survey without prejudice, penalty, or loss of credibility to
the subject matter being studied.

5. That I also acknowledge that my participation in this study involves no monetary

compensation on my part, except that whenever appropriate, I may be provided with
additional pertinent information after the result of my participation.

With all those terms and conditions, I do hereby affix my signature below to prove
that I will freely agree to participate in the conduct of this study.
 47

Participant’s assent:

______________________ _________________
Name and Signature Date

CURRICULUM VITAE