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Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

The 21st century has ushered in an era of unprecedented technological

advancement an innovation that has touched nearly every facet of our lives.

From self- driving cars to virtual assistants, artificial intelligence (AI) has rapidly

become a transformative force, altering the way we live, work, and interact.

Education, as one of the cornerstones of human development, has not been

immune to the far-reaching influence of AI. It has evolved into a multifaceted

realm where tradition teaching methods are being complemented and, in some

case, supplanted by AI-driven tools and technologies. In the realm of education,

the integration AI tools has the potential to revolutionize the learning experience

in ways that were once unimaginable. With algorithms that can personalize

lesson plans, chatbots that provide instant academic assistants, and machine

learning systems that analyze student performance.

AI brings benefits and opportunities to education by

facilitating personalization of learning, providing instant feedback and improving

efficiency in the assessment process. Thus, artificial intelligence can be

integrated into online learning platforms, allowing content and activities to be

customized according to the needs and knowledge level of each student.

Learning management systems can use artificial intelligence to provide

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personalized recommendation, automatic feedback, and monitor student

progress.

Furthermore, AI can be used to create tutorials and interactive virtual

assistants, systems that can answer students’ questions, provide additional

explanations and guide students in real-time progress through the learning

process. Thus, through tutorials and virtual assistants students can benefit

additional support and learn at an individualized pace receiving real-time

guidance to support the learning process (Mahendra, 2023).

In the Philippines, artificial intelligence (AI) is slowly being introduced and

embraced the education sector according to the survey done by NYSE-limited

education technology Instructure.

At a virtual press conference, Ryan Lufkin, Instructure Vice President for

Global Strategy, said the University of the Philippines is a prime example of how

the country is leading AI conversation in the education sector in Asia.

“It’s good at giving students a starting point, putting words on paper, and

getting them focused. It’s good for helping them create outlines. It’s good for

helping them do research. But they need to understand those uses, understand

the right way to use AI,” he added.

Lufkin also noted that other educational institutions in the Philippines are

also starting to realize that AI is here and is already being used by some students

and teachers.

AI has the potential to revolutionize the way is education is delivered in the

Philippines. It can provide personalized learning experiences for students,

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improve teacher efficiency, and enhance the quality of education. AI-powered

tools such as chatbots, virtual assistants, and learning management systems can

help students learn at their own pace and provide them with instant feedback.

As observed by the researchers, Liloan National High School is not far-

reaching the continuously growing of AI. Students used Artificial Intelligence (AI)

tools in their everyday life, especially in education, it serves as their educational

assistants as part of academics. However, it is important to understand the

perception of HUMSS students towards the use of AI tools in their academics to

ensure that the implementation of AI is aligned with their needs and expectations.

Hence, this study aimed to determine the profile and students’ perception

level regarding to the use of Artificial Intelligence (AI) tools in various academic

activities.

Theoretical Background

This section presents the theories that will give better understanding on

the variable in this study — perception level among grade 11 Humanities and

Social Sciences students.

Technology Acceptance Model (TAM). The Technology Acceptance

Model (TAM) is an information systems theory that models how users come to

accept and use a technology. The model by Davis (1989) suggests that when

users are presented with a new technology, a number of factors influence their

decision about how and when they will use it. The technology acceptance model

(TAM) explains the acceptance of information systems by individuals. TAM

postulates that the acceptance of technology is predicted by the users' behavioral

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intention, which is, in turn, determined by the perception of technology

usefulness

TECHNOLOGY ACCEPTANCE MODEL (TAM)

(Davis, 1989)

GRADE 11 HUMSS STUDENTS

PROFILE PERCEPTION
 Acceptability  Usefulness
 Frequency  Ease of Use

RECOMMENDATIONS
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Figure 1: Schematic Diagram of the Theoretical Background

in performing the task and perceived ease of its use. Perceived usefulness refers

to the degree to which a person believes that using a particular system would

enhance their job performance, while perceived ease of use refers to the degree

to which a person believes that using a particular system would be free of effort.

In the context of AI tools in academics, perceived usefulness can be related to

the students' belief that AI tools can improve their learning outcomes, while

perceived ease of use can be related to the students' belief that AI tools are easy

to use and integrate into their academic activities.

THE PROBLEM

Statement of the Problem

This study determined the profile and the perception level of grade 11

Humanities and Social Sciences (HUMSS) students at Liloan National High

School during the school year 2023-2024 on the utilization of artificial intelligence

(AI) tools in various academic activities as basis for

recommendations. Furthermore the correlation of these variables was also

sought.

This study answered the following specific questions:

1. What is the profile of the respondents in terms of:

1.1 acceptability of AI tools; and

1.2 frequency of using AI tools?

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2. As perceived by the student respondents, what is their perception level on

the use of AI tools in their academic activities in terms of:

2.1 usefulness; and

2.2 ease of use?

3. Is there a significant correlation between the profile and perception level?

4. Based on findings, what recommendations can be proposed?

Null Hypothesis

After formulating the problem, this study attempted to determine whether

or not to reject the provided null hypothesis.

Ho. There is no significant correlation between profile and perception

level.

Scope and Delimitation

The scope of the study is on the two major variables namely the profile

and the perception level.

The profile is delimited to the sub-variables: acceptability of AI tools and

frequency of using AI tools.

The perception level is delimited to the sub-variables: usefulness and

ease of use.

The respondents were the students of grade 11 Humanities and Social

Sciences (HUMSS) at Liloan National High School (LNHS) during the school

year 2023-2024. It contended that the findings of the study may not be directly

applicable to other grade 11 students at multiple schools.

Significance of the Study

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This research aimed to investigate the significance of AI tool

implementation in the classroom environment and its impact in various

stakeholders of Liloan National High School Grade 11 HUMSS students. The

results of this study will benefit the following key groups:

Teachers. The findings of this study can be used by educators to enhance

their classroom management approaches. It can help teachers adopt their

teaching methods to leverage AI tools effectively, resulting in improved

classroom environments, student motivation, and learning outcomes.

Parents. This study can provide parents with valuable insights into how AI

tools are affecting their child’s academic experience.

Students. Students’ perceptions of AI tools in academics can significantly

impact their emotional well-being and overall learning experience.

Future Researchers. This study can serve as a foundational resource for

future research in educational psychology and the influence of AI tools on

student involvement and achievement.

Researchers. The research will contribute to expanding the existing body

of knowledge regarding the impact of AI tools on academics.

Researchers in the field of educational technology, psychology, and AI

can enhance their understanding on how classroom surroundings, enabled by AI

tools, influence various educational outcomes.

DEFINITION OF TERMS

The terms in this study are defined operationally:

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Acceptability of AI Tools. As used in the study, it refers to the sub-

variable that is assessed though the five (5) point Likert scale. It is defined by the

indicators: I accept the idea on the use of AI tools in making my assignments,

projects, correcting my essays, solving Math problems, and confiding my feelings

and secrets.

Ease of Use. As used in the study, it refers to the sub-variable that is

assessed through the five (5) point Likert scale. It is defined by the indicators: AI

tools are useful in my academic performance; AI tools help me generate ideas;

AI tools help expand my knowledge more; AI tools help me solving complex

problem; and It facilitates decision-making by making the process faster.

Frequency of Using AI Tools. As used in the study, it refers to the sub-variable

that assessed though the five (5) point Likert scale. It is defined by the indicators:

I use AI tools in making my assignments, projects, correcting my essays, solving

Math problems, and confiding my feelings and secrets.

Grade 11 Humanities and Social Sciences Students. As used in the

study, this served as the respondents of the study.

Liloan National High School. As used in the study, it is the location

where the study was conducted where the grade 11 Humanities and Social

Sciences students are enrolled.

Perception Level. As used in the study, it refers to the major-variable that

is comprised to usefulness and ease of use.

Profile. As used in the study, it refers to the major-variable that is

comprised to acceptability of AI tools and frequency of using AI tools.

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Recommendations. As used in the study, it refers to the final output of

the research.

Usefulness. As used in the study, it refers to the sub-variable that is

assessed through the five point (5) Likert Scale. It is defined by the indicators: AI

tools are easy to use; AI tools are easily accessed; The information given by AI

tools are easily understood; The features of AI tools are easy to understand; and

Using AI tools enables me to accomplish more tasks quickly.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter provides the related literature and studies that further explain

the variable of concern in the study —perception level. According to Chen, et, al.

(2020) that artificial intelligence is a field of study and the resulting innovations

and developments that have culminated in computers, machines, and other

artifacts having human-like intelligence characterized by cognitive abilities,

learning, adaptability, and decision-making capabilities. The study ascertained

that AI has extensively been adopted and used in education, particularly by

education institutions, in different forms. AI initially took the form of computer and

computer related technologies, transitioning to web-based and online intelligent

education systems, and ultimately with the use of embedded computer systems,

together with other technologies, the use of humanoid robots and web-based

chatbots to perform instructors' duties and functions independently or with

instructors. Using these platforms, instructors have been able to perform different

administrative functions, such as reviewing and grading students' assignments

more effectively and efficiently, and achieve higher quality in their teaching

activities. On the other hand, because the systems leverage machine learning

and adaptability, curriculum and content has been customized and personalized

in line with students' needs, which has fostered uptake and retention, thereby

improving learners experience and overall quality of learning.

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According to Dahri (2024), the rapid advancement of artificial intelligence

(AI) technologies has significantly transformed higher education globally. AI tools

play a crucial role in providing academic support to students, offering enhanced

knowledge and skills development opportunities. Traditionally, students

encountering challenges relied on conventional support and guidance, which

often faced limitations in terms of availability and accessibility. The study delves

into understanding the factors influencing the acceptance and utilization of AI-

based academic support among students in Malaysian and Pakistani higher

education institutions. It highlights the pivotal role of AI tools in addressing the

shortcomings of traditional support systems by providing students with on-

demand assistance and resources to improve their academic performance and

learning outcomes. By leveraging AI technologies, students can access

personalized support anytime and anywhere, leading to a more efficient and

effective educational experience.

Higher education worldwide acknowledges the need to incorporate

technology into teaching and learning (Rashid & Asghar, 2016). Thus, the use of

digital technology to enable learning anytime and anywhere, to deliver content,

and to connect learners is increasing in higher education. In a meta-analysis of

the available technology. Henrie et al. (2015) examined a variety of technology-

mediated learning experiences. Technologies included clickers, virtual

simulations (e.g., second life), learning management systems (LMSs), mobile

applications, video lectures and social communication technologies (e.g.,

Twitter). Hamid et al. (2015) showed how students leverage the use of social
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technologies to enhance interaction among themselves, with their lecturers, and

with the content of the course. According Henrie et al. (2015), the five most

popular technologies are online discussion boards, general websites, LMSs,

general computer software, and videos.

Additionally, according to Fred D. Davis in 1988, the usefulness of AI tools

is a critical factor in determining user acceptance and adoption of technology.

Davis's work, particularly in the context of the Technology Acceptance Model

(TAM), emphasizes the importance of Perceived Usefulness as a key

determinant of users' attitudes and intentions towards information technology.

Davis's insights highlight the fundamental principle that users are more likely to

accept and use AI tools when they perceive them as useful in enhancing their

tasks, activities, or overall user experience. This emphasis on perceived

usefulness aligns with the broader framework of technology acceptance and user

behavior that Davis has contributed to through his research and the development

of the TAM.

A study by Garcia and Rodriguez (2022) explored the perceptions of both

teachers and students on AI integration in K-12 education. It revealed that

students and educators share positive views on AI's potential to enhance

learning outcomes but also harbor concerns related to equity and privacy. These

studies provide insights into how students perceive AI tools in academics,

considering factors such as usefulness, ease of use, autonomy, and ethical

concerns. While many students view AI positively, these works also acknowledge

potential challenges and areas for further research and improvement in AI

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integration in education. Furthermore, it highlights that students generally view AI

as a positive addition to their learning experience, citing benefits such as

personalized learning, immediate feedback, and increased engagement (Smith &

Jones, 2021).

According to Ma & Siau (2018), Artificial intelligence (AI) will change the

world and higher education is no exception. AI will change the way we work, the

way we learn, and the way we live. Artificial Intelligence (AI) is a disruptive

technology that nowadays has countless applications in many day-to-day and

professional domains. Higher education institutions need to adapt both to

changes in their processes and to changes in curricula brought on by AI.

Studying students’ attitudes toward AI can be useful for analyzing what changes

in AI teaching need to be implemented (Lopez et al., 2023).

This view is supported by Newell (1990) who argued for the necessity of a

unified theory and further proposed a theory that attempts to cover Artificial and

Human Intelligence. Based on the foregoing, Wang (2012) attempted to clarify

the conflicting decisions by proposing that for AI to be theory-based, it needs to

have both descriptive and normative features as obtainable in science or

engineering fields as it studies the similarity and differences between "the

computer and the human brain". Von Neumann (1958) further explained that

computer systems can take over human mental labor in many situations and

often do a better job.

A research project conducted by Johnson et al. (2019) explored the use of

AI chatbots in a college setting. The study found that students perceived AI

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chatbots as valuable for answering academic queries, reducing response times,

and promoting a sense of 24/7 support. Consequently, a study by Li and Chen

(2020) examined the attitudes of high school students towards AI-enhanced

learning environments. The findings indicate that students expressed a

preference for AI-enhanced environments due to the adaptability, interactivity,

and efficiency that AI tools offer.

The opportunities for artificial intelligence (AI) in online learning and

teaching are broad (Anderson et al., 1985; Baker, 2016; Roll et al., 2018; Seo et

al., 2020b; VanLehn, 2011), ranging from personalized learning for students and

automation of instructors’ routine tasks to AI-powered assessments (Popenici &

Kerr, 2017). For example, AI tutoring systems can provide personalized

guidance, support, or feedback by tailoring learning content based on student-

specific learning patterns or knowledge levels (Hwang et al., 2020).

A research project by Brown and White (2018) investigated factors

influencing the acceptance of AI tools in higher education. The study identified

that factors like perceived ease of use, perceived usefulness, and faculty

endorsement played a crucial role in shaping student perceptions and intentions

to use AI tools. Robinson (2019) discusses the relationship between AI tools and

student autonomy. It suggests that AI can empower students to take greater

control of their learning, influencing their perception positively by giving them a

sense of independence.

According to the most recent research in the field of AI-based learning, the

more space is available for learning using modern applications, the more
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opportunities there are to improve the education system and keep up with

development. Because AI plays a variety of important roles in the teaching–

learning process and its components, it has the potential to play a significant and

tangible role in the learner's present and future (Mahmoud, 2020). In addition,

according to Zhao et al. (2019) the use of AI-based teaching has a positive

impact on students' academic achievement and also plays an important role in

overcoming word forgetfulness. The results also agree with the studies of Wang

et al. (2021) and Chocarro et al. (2021) which showed that teachers' self-efficacy

and perceived ease positively affect their attitudes toward adopting AI

applications which leads to an enhanced acceptance of these applications in

science teaching.

Additionally, Artificial Intelligence in education (AIED) has been a very

popular subject of many studies (Zawacki-Ritcher ,2019). The emerge of various

online AIEd platforms is an interesting topic to discuss. One of the most popular

AIEd is QuillBot several studies regarding perception, views, content analysis,

and experimental studies dealing with this application have been done. However

students frequency of utilizing each feature of QuillBot has not been discussed

yet. Furthermore, the most frequent feature used by students is parapharaser,

which they access using their computer to check sentence grammar, level up

the quality of the their writing, and avoid plagiarism.

A literature review's main goal is to give a thorough overview of all the

relevant literature on a topic (Akhtar, 2021)

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The aforementioned literature and studies are relevant since these

concepts are to be used in understanding the profile and perception of students

when it comes to artificial intelligence (AI) tools.

Chapter 3

RESEARCH METHODOLOGY

This part of the study discusses the research design, the flow of the

research study, the research environment and its location, the research subjects,

the instruments used, the statistical treatment, and the scoring procedure.

Research Design

This study is quantitative in nature since the questions represented were

answered by numerical data. This study utilized descriptive-correlational

research design in determining the profile and the perception level of grade 11

HUMSS student on the use of Artificial Intelligence (AI) tools in their academics.

In a descriptive-correlational research design, it tries to explain the relationship

between two or more variables without making any claims about cause and effect

(Bhat, 2024).

Flow of the Study

Figure 2 shows the flow of the study or the paradigm. It used the IPO

(Input-Process-Output) model. The input includes determining the profile and

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perception level of grade 11 HUMSS student on the use of artificial intelligence

(AI) tools. Then the significant correlation between the profile and perception

level.

The process involved sending transmittal letter to the principal and the

grade 11 HUMSS student to conduct the study. Then, after the study conducted,

the data were gathered. Following that, the data were carefully analyzed and

INPUT PROCESS OUTPUT

PROFILE

Acceptability
Survey
Frequency Questionnaire

Transmittal letter

Conducting the
Study
Recommendations
PERCEPTION Data Gathering
Usefulness
Statistical
Ease of Use Treatment

Analysis and
Interpretation
SIGNIFICANT
CORRELATION
BETWEEN PROFILE
AND PERCPETION
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Figure 2: Flow of the Study

interpreted using suitable statistical techniques. The results or the findings

became the basis in the formulation of recommendations as the output of the

study.

Research Environment

This study took place in Liloan National High School, situated in

Poblacion, Liloan, Cebu, formerly known as Arcelo Memorial National High

School. It has two departments: Junior High School and Senior High School. The

school offers academic track such as Science, Technology, Engineering and

Mathematics (STEM) strand, Humanities and Social Sciences (HUMSS) strand,

and Accountancy, Business Management (ABM) strand. It also offers

Technological-Vocational-Livelihood (TVL) track such as Information and

Communication Technology (ICT) strand, Home Economics (HE) strand, and

Industrial Arts strand.

The study was conducted inside the Liloan National High School where

the profile and perception level of respondents on artificial intelligence (AI) tools

were identified. Liloan National High School students have already integrated the
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use of AI tools. Most of them have used AI tools in supporting explanations in

their essays, correct grammar and compute for different equations.

Research Respondents

The respondents of the study were the grade 11 Humanities and Social

Sciences (HUMSS) in Liloan National High School during the academic year

2023-2024. The Grade 11 Humanities and Social Sciences were divided into four

(4) sections; HUMSS A (47); HUMSS B (46); HUMSS C (48); and HUMSS D

(44) in
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Figure 3: Research Environment

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total of 185 students. The students in all sections are considered heterogeneous

which means no comparison was made among them.

The researchers used Slovin's formula in determining the sample size.

Using the Slovin's Formula, a sample size of 126 students out from 185 HUMSS

student population were chosen to represent.

A convenience sampling method was used. Convenience sampling also

called as accidental or incidental sampling is a sampling in which the members of

the population who are present at the moment will automatically be the

respondents. It is most often used sample technique because it is easy and

simple.

Table 1

Distribution of the Respondents

n= 126

Sections Number of Respondents Percentage (%)

HUMSS A 31 25
HUMSS B 31 25
HUMSS C 32 25
HUMSS D 32 25

TOTAL 126 100

Research Instrument

To gather the data, the researchers used questionnaires divided into four

parts. First part requested the respondents to fill in their name, grade and

section. The second part requested the respondents to give score based on their
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profile in terms of acceptability using five-point Likert scale ranging from (5)

strongly agree, (4) agree, (3) neutral, (2) disagree, and (1) strongly disagree. The

third part also requested the respondents to give score based on their profile in

terms of frequency using five-point Likert Scale ranging from (5) always, (4) most

of the time, (3) sometimes, (2) rarely, and (1) never. The fourth part also

requested the respondents to give score based on their perception level in terms

of usefulness and ease of use using five-point Likert Scale ranging from (5)

strongly agree, (4) agree, (3) neutral, (2) disagree, and (1) strongly disagree. The

survey questionnaire was researcher-made and to be answered by grade 11

HUMSS students of Liloan National High School.

Validity and reliability were ascertained in the instrument. Three teachers

validated the questionnaire. As for the reliability, the stability test (test-retest

method) was employed wherein the respondents were asked to answer the

questionnaire twice. The stability test got a high correlation index of 0.78.

Data Gathering Procedures

The following procedures were followed during the research:

The first step in gathering data was to write a transmittal letter to the

Liloan National High school’s principal, requesting permission to conduct the

study. After obtaining the approval of the School’s Principal, another transmittal

letter was sent to the student, requesting their full cooperation in the study.

Students were not forced to become respondents of the study.

After securing the requests, during the quarter of the school year 2023-

2024 the survey questionnaire was given to the students. Towards the end of the
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quarter, their profile and perception level on the use of Artificial Intelligence (AI)

tools was assessed through the result of this study.

Furthermore, the instrument was researcher made all data were collected,

collated, and tabulated for analysis and interpretation. The findings of the study

became the basis for recommendation.

Statistical Treatment of Data

Selection of statistical methods was carefully done in order to arrive valid

results and interpretations.

The relative frequency, weighted mean, and Pearson r correlation were

the statistical methods applied to treat the data as the basis for the study's

analysis and interpretations.

1. Relative Frequency was used to organize and display frequency counts

of the students’ profile and perception level. The formula is as follows:

Rf = 𝑓/n x 100

where:

Rf = relative frequency percentage

f = is the number of times the data occurred in an observation

n = total frequency

2. Weighted Mean was used to identify the profile and the perception level

of the respondents. The formula is as follows:

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𝑤𝑥
𝑤

where,

w = weighted average

n = number of terms to be averaged

wi = weights applied to x values

xi = data values to be averaged

3. Mean was also to identify the overall profile and perception level. The

formula is as follows:

where:

= mean

x = number of cases

n = sample size

4. Pearson r Correlation was used to test the correlation between profile

and perception level. The formula is as follows:

where:
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r = correlation coefficient

xi = values of the x-variable in a sample

x̅ = mean of the values of the x-variable

yi = values of the y-variable in a sample

y̅ = mean of the values of the y-variable

Scoring Procedure
Descriptive rating of the numerical data gathered is important in order to

have clear interpretations. The perception of grade 11 HUMSS students were

given appropriate descriptions.

The descriptive rating as presented below was used to determine the

profile in terms of acceptability of grade 11 HUMSS students on the use of

Artificial Intelligence (AI) tools in their academics.

Table 2

Acceptability Descriptive Rating

Range Category Verbal Descriptions

4.21 - 5.00 Very Satisfactory The Grade 11 HUMSS students have very
Acceptance satisfactory acceptance on AI tools.
3.41 - 4.20 Satisfactory The Grade 11 HUMSS students have
Acceptance satisfactory acceptance on AI tools.
2.61 - 3.40 Fairly Satisfactory The Grade 11 HUMSS students have fairly
Acceptance satisfactory acceptance on AI tools.
1.81 - 2.60 Poor Acceptance The Grade 11 HUMSS students have poor
acceptance on AI tools.
1.00 - 1.80 Very Poor Acceptance The Grade 11 HUMSS students have very
poor acceptance on AI tools.
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The descriptive rating that follows was used to determine the profile in

terms of frequency of grade 11 HUMSS students on the use of artificial

intelligence (AI) tools in their academics.

Table 3
Frequency Descriptive Rating

Range Category Verbal Descriptions

4.21 - 5.00 Always The Grade 11 HUMSS students always

use the artificial intelligence (AI) tools.
3.41 - 4.20 Often The Grade 11 HUMSS students often
use the artificial intelligence (AI) tools.
2.61 - 3.40 Sometimes The Grade 11 HUMSS students
sometimes use the artificial intelligence
(AI) tools.
1.81 - 2.60 Rarely The Grade 11 HUMSS students rarely
use the artificial intelligence (AI) tools.
1.00 - 1.80 Never The Grade 11 HUMSS students never
use the artificial intelligence (AI) tools.

The table that follows shows the descriptive rating for perception level in

terms of usefulness and ease of use.

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Table 4

Perception Level Descriptive Rating

Range Category Verbal Descriptions

4.21 - 5.00 Highly Acceptable The Grade 11 HUMSS students highly accept
the use of artificial intelligence (AI) tools.

3.41 - 4.20 Acceptable The Grade 11 HUMSS students accept the use
of artificial intelligence (AI) tools.

2.61 - 3.40 Fairly Acceptable The Grade 11 HUMSS students fairly accept the
use of artificial intelligence (AI) tools.
1.81 - 2.60 Less Acceptable The Grade 11 HUMSS students less accept the
use of artificial intelligence (AI) tools.
1.00 - 1.80 Least Acceptable The Grade 11 HUMSS students least accept the
use of artificial intelligence (AI) tools.

The descriptive rating as presented below will be used to determine the

correlation between financial profile and academic performance.

Table 5
Correlation Descriptive Rating

Scale Category Verbal Description

±.90 - ± 1.00 Very high correlation Profile and Perception have a very
high correlation.
±.70 - ± .90 High correlation Profile and Perception have high
correlation.
±.50 - ± .70 Moderate correlation Profile and Perception have
moderate correlation.
±.30 - ± .50 Low correlation Profile and Perception have low
correlation.
±.00 - ± .30 Negligible correlation Profile and Perception have
negligible correlation.
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Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered to

answer the two major variables raised in the research produced through the

statistical treatment. This examines the correlation between the students' profile

in terms of acceptability of AI tools, and frequency of using AI tools and their

perception level in terms of usefulness and ease of use.

PROFILE

This section of the study displays the distributions of the scores of the

grade 11 Humanities and Social Sciences (HUMSS) students to determine their

profile on the use of artificial intelligence (AI) tools. Furthermore, the students'

profile was assessed in terms of acceptability of AI tools and frequency of using

AI tools. The criteria of acceptability of using AI tools have the score of five (5),

this are very satisfactory acceptance, satisfactory acceptance, fairly acceptance,

poor acceptance, and very poor acceptance. On the other hand the criteria of

frequency of using AI tools has also a five (5) categories, this are always, often,

sometimes, rarely, and never. The mean scores of the respondents were taken

to determine the students' profile.

Acceptability on AI Tools

This part presents, analyzes, and interprets data when determining

students' profile in terms of acceptability on AI tools.

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The acceptability of AI tools includes information on accepting the idea on

the use of AI tools in making their assignment, projects, correcting essays,

solving Math problems, and confiding feelings and secrets.

Table 6
Acceptability on AI Tools

Indicator Weighted Mean Category

1. I accept the idea on the use of 3.10 Fairly Satisfactory
Acceptance
AI tools in making my assignments.
2. I accept the idea on the use of 2.79 Fairly Satisfactory
Acceptance
AI tools in making my projects.
3. I accept the idea on the use of 3.30 Fairly Satisfactory
Acceptance
AI tools in correcting my essays.
4. I accept the idea on the use of 2.75 Fairly Satisfactory
Acceptance
AI tools in solving Math problems.
5. I accept the idea on the use of 2.48 Poor Acceptance
AI tools in confiding my feelings
and secrets.
Average Weighted Mean 2.88 Fairly Satisfactory
Acceptance

Table 6 shows the Acceptability on AI Tools, reveals a fairly satisfactory

acceptance interpretation with an average weighted mean of 2.88. Moreover,

indicators 1. "I accept the idea on the use of AI tools in making assignments."

has the weighted mean of 3.10, indicator 2. "I accept the idea on the use of AI

tools in making my projects" has the weighted mean of 2.79, indicator 3. "I accept

the idea on the use of AI tools in correcting my essays" has the weighted mean

of 3.30, and indicator 4. "I accept the idea on the use of AI tools in solving Math
 30

problems" has the weighted mean of 2.75 are interpreted as fairly satisfactory

acceptance. Apparently, indicator 5. "I accept the idea on the use of AI tools in

confiding my feelings and secrets" has the weighted mean of 2.48 which is

interpreted as poor acceptance.

The Grade 11 HUMSS students have fairly acceptance on AI tools.

According to the most recent research in the field of AI-based learning, the more

space is available for learning using modern applications, the more opportunities

there are to improve the education system and keep up with development.

Because AI plays a variety of important roles in the teaching–learning process

and its components, it has the potential to play a significant and tangible role in

the learner's present and future (Mahmoud, 2020). In addition, according to Zhao

et al. (2019) the use of AI-based teaching has a positive impact on students'

academic achievement and also plays an important role in overcoming word

forgetfulness. The results also agree with the studies of Wang et al. (2021) and

Chocarro et al. (2021) which showed that teachers' self-efficacy and perceived

ease positively affect their attitudes toward adopting AI applications which leads

to an enhanced acceptance of these applications in science teaching.

Frequency of Using AI Tools

The students' profile in terms of frequency of using AI tools is presented in

Table 7.

The frequency of using AI tools includes information on the use of AI tools

in making assignment, projects, correcting essays, solving Math problems, and

confiding feelings and secrets.

 31

Table 7
Frequency of Using AI Tools

Indicator Weighted Mean Category

1. I use AI tools in making my assignments. 3.02 Sometimes
2. I use AI tools in making my projects. 2.61 Sometimes
3. I use AI tools in correcting my essays. 2.96 Sometimes
4. I use AI tools in solving Math problems. 2.49 Rarely
5. I use AI tools in confiding my feelings and 2.10 Rarely
secrets.
Average Weighted Mean 2.64 Sometimes

Table 7 on Frequency of Using AI Tools reveals a sometimes

interpretation with an average weighted mean 2. 63. Moreover, there are three

indicators that are explained as sometimes, which are; indicator number 1 "I use

AI tools in making my assignments", with a weighted mean of 3.02, indicator

number 2 "I use AI tools in making my projects", with a weighted mean of 2.61,

and indicator number 3 "I use AI tools in correcting my essays", with a weighted

mean of 2.96. Following, indicator number 4 ", I use AI tools in solving math

problems", with a weighted mean of 2.44, and indicator number 5, "I use AI tools

in confiding my feelings and secrets", with a weighted mean of 2.10, can be

elucidated as rarely.

The Grade 11 HUMSS students sometimes use the Artificial Intelligence

(AI) tools. Artificial Intelligence in education (AIED) has been a very popular
 32

subject of many studies (Zawacki-Ritcher , 2019). The emergence of various

online AIEd platforms is an interesting topic to discuss. One of the most popular

AIEd is QuillBot several studies regarding perception, views, content analysis,

and experimental studies dealing with this application have been done. However

students’ frequency of utilizing each feature of QuillBot has not been discussed

yet. Furthermore, the most frequent feature used by students is paraphraser,

which they access using their computer to check sentence grammar, level up the

quality of the writing, and avoid plagiarism.

PERCEPTION LEVEL

This section of the study displays the distributions of the scores of the

grade 11 Humanities and Social Sciences (HUMSS) students to determine their

perception level on the use of artificial intelligence (AI) tools. Furthermore, their

perception level was assessed in terms of usefulness and ease of use. The

criteria have the score of five (5), this are strongly agree, agree, neutral,

disagree, and strongly disagree. The mean scores of the respondents were taken

to determine their perception level.

Usefulness

The sudents' perception level in terms of usefulness is presented in Table

8.

The usefulness includes information on useful in academic performance,

help generate ideas, help in expanding the knowledge more, help solving

complex problems, and facilitate decision-making by making the process faster.

 33

Table 8
Usefulness

Indicator Weighted Mean Category

1. AI tools are useful in my academic 3.08 Fairly Acceptable
performance.
2. AI tools help me generate ideas. 3.34 Fairly Acceptable
3. AI tools help expand my knowledge more. 3.17 Fairly Acceptable
4. AI tools help me solving complex problems. 2.78 Fairly Acceptable
5. AI tools facilitate decision-making by making 2.90 Fairly Acceptable
the process faster.

Average Weighted Mean 3.05 Fairly Acceptable

Table 8 on usefulness reveals a fairly acceptable interpretation with an

average weighted mean of 3.06. In addition, item number 2 "AI tools help me

generate ideas" has the highest weighted mean of 3.34 interpreted as fairly

acceptable. Moreover, item number 4 "AI tools help me solving complex

problems" has the lowest weighted mean of 2.78 which is interpreted as fairly

acceptable. Furthermore, item number 1 "AI tools are useful in my academic

performance", item number 3 " AI tools help expand my knowledge more", and

item number 5 " AI tools facilitate decision-making by making the process faster"

which are interpreted as fairly acceptable with a weighted mean of 3.08, 3.17,

and 2.90 respectively.

 34

The grade 11 HUMSS students fairly accept the use of Artificial

Intelligence (AI) tools. This view is supported by Newell (1990) who argued for

the necessity of a unified theory and further proposed a theory that attempts to

cover Artificial and Human Intelligence. Based on the foregoing, Wang (2012)

attempted to clarify the conflicting decisions by proposing that for AI to be theory-

based, it needs to have both descriptive and normative features as obtainable in

science or engineering fields as it studies the similarity and differences between

"the computer and the human brain". Von Neumann (1958) further explained that

computer systems can take over human mental labor in many situations and

often do a better job.

Ease of Use

The students' perception level in terms of ease of use is presented in

Table 9.

The ease of use includes information on easiness of using AI tools, easy

to access, the information given is easily understood, the features are easy to

understand, and using AI tools enables to accomplish more tasks easily and

quickly.

Table 9

Ease of Use

Indicator Weighted Mean Category

1. AI tools are easy to use. 3.56 Acceptable
2. AI tools are easily accessed. 3.52 Acceptable
3.The information given by AI tools are easily 3.18 Fairly Acceptable
 35

understood.
4. The features of AI tools are easy to 3.07 Fairly Acceptable
understand.
5. Using AI tools enables me to accomplish 2.99 Fairly Acceptable
more tasks easily and quickly.
Average Weighted Mean 3.26 Fairly Acceptable
Table 9 on Ease of Use reveals a fairly acceptable interpretation with an

average weighted mean of 3.26. Furthermore, indicator 1 “AI tools are easy to

use.” has the highest weighted mean of 3.56 with interpretation of acceptable.

Moreover, indicator 5 “Using AI tools enables me to accomplish more tasks

easily and quickly.” has the lowest weighted mean of 2.99 which interpreted as

fairly acceptable. Additionally, indicator 2 “AI tools are easily accessed.” has an

average weighted mean 3.52, which interpreted as acceptable. Moreover,

indicator 3 “The information given by AI tools are easily understood", and

indicator 4 “The features of AI tools are easy to understand” which are

interpreted as fairly acceptable with average weighted mean of 3.18 and 3.07

respectively.

The Grade 11 HUMSS students fairly accept the use of Artificial

Intelligence (AI) tools. According to Dahri (2024), the rapid advancement of

artificial intelligence (AI) technologies has significantly transformed higher

education globally. AI tools play a crucial role in providing academic support to

students, offering enhanced knowledge and skills development opportunities.

Traditionally, students encountering challenges relied on conventional support

and guidance, which often faced limitations in terms of availability and

accessibility. The study delves into understanding the factors influencing the

acceptance and utilization of AI-based academic support among students in

 36

Malaysian and Pakistani higher education institutions. It highlights the pivotal role

of AI tools in addressing the shortcomings of traditional support systems by

providing students with on-demand assistance and resources to improve their

academic performance and learning outcomes. By leveraging AI technologies,

students can access personalized support anytime and anywhere, leading to a

more efficient and effective educational experience.

Additionally, according to Fred D. Davis in 1988, the usefulness of AI tools

is a critical factor in determining user acceptance and adoption of technology.

Davis's work, particularly in the context of the Technology Acceptance Model

(TAM), emphasizes the importance of Perceived Usefulness as a key

determinant of users' attitudes and intentions towards information technology.

Davis's insights highlight the fundamental principle that users are more likely to

accept and use AI tools when they perceive them as useful in enhancing their

tasks, activities, or overall user experience. This emphasis on perceived

usefulness aligns with the broader framework of technology acceptance and user

behavior that Davis has contributed to through his research and the development

of the TAM.

SIGNIFICANT CORRELATION BETWEEN PROFILE AND

PERCEPTION LEVEL

This part divulges the correlation between the profile and the perception

level of students on the use of artificial intelligence (AI) tools. The Pearson r

correlation was the statistical method employed to determine such correlation.

 37

Table 10

Significant Correlation between Profile and Perception Level

Coefficient r p value Decision Category

0.72 < 0.05 Reject Ho Significant Correlation
** Correlation is significant at 0.05 level (2-tailed)

As revealed in Table 10, the coefficient r is 0.72 which is interpreted as

high correlation. Moreover, the correlation is significant because the p value is

less than 0.05; thus, this study reject the null hypothesis. This indicates that there

is a significant correlation between the profile and perception level. This implies

that if the students' profile gets higher, their perception level also gets higher.

Higher education worldwide acknowledges the need to incorporate

technology into teaching and learning (Rashid & Asghar, 2016). Thus, the use of

digital technology to enable learning anytime and anywhere, to deliver content,

and to connect learners is increasing in higher education. In a meta-analysis of

the available technology. Henrie et al. (2015) examined a variety of technology-

mediated learning experiences. Technologies included clickers, virtual

simulations (e.g., second life), learning management systems (LMSs), mobile

applications, video lectures and social communication technologies (e.g.,

Twitter). Hamid et al. (2015) showed how students leverage the use of social

technologies to enhance interaction among themselves, with their lecturers, and

with the content of the course. According Henrie et al. (2015), the five most

popular technologies are online discussion boards, general websites, LMSs,

general computer software, and videos.

 38

The opportunities for artificial intelligence (AI) in online learning and

teaching are broad (Anderson et al., 1985; Baker, 2016; Roll et al., 2018; Seo et

al., 2020b; VanLehn, 2011), ranging from personalized learning for students and

automation of instructors’ routine tasks to AI-powered assessments (Popenici &

Kerr, 2017). For example, AI tutoring systems can provide personalized

guidance, support, or feedback by tailoring learning content based on student-

specific learning patterns or knowledge levels (Hwang et al., 2020).

 39

Chapter 5

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter displays the summary of findings, conclusion, and

recommendations of the perceptions of grade 11 students on the use of artificial

intelligence (AI) tools in their academics and the significant correlation.

Summary of Findings

This study assessed the perception level of the grade 11 students on the

use of artificial intelligence (AI) tools in academics. The descriptive-correlational

design was used to assessed the significant correlation between the two (2)

major variables of the study which are profile and perception. The participants of

the study were the 126 grade 11 Humanities and Social Sciences (HUMSS)

students at Liloan National High School during the school year 2023-2024, which

were identified through convenience sampling.

After conducting the study, the results show that the profile in terms of

acceptability on artificial intelligence (AI) tools was perceived as faily satisfactory

acceptance while frequency of using AI tools was perceived as sometimes. The

 40

perception on using artificial intelligence (AI) tools in terms of usefulness and

ease of use were fairly acceptable.

Furthermore, it was found out that there is a significant correlation

between the profile and perception level, which leads to a decision to reject the

null hypothesis.

Conclusion

The study found out that there is a significant correlation between the

profile and perception level on the use of artificial intelligence (AI) tools.

Recommendations

With the given results of the findings and conclusions, the following are

recommended:

1. Increase student's awareness on responsible usage of AI tools through

seminars, lectures, and training programs;

2. More studies should investigate how effective AI tools and examine student

acceptance to the assessment approached;

3. Examining the ethical considerations of using AI tools in educational settings;

and

4. Future researchers should conduct similar studies to validate more information

concerning the perception level of students on the use of AI tools in their

academics.
 41

BIBLIOGRAPHY
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 44

APPENDICES
 45

APPENDIX A

Transmittal Letter for the Principal

January 4, 2024
MRS. EMILIA S. IBONES
Secondary School Principal 2
Liloan National High School
Poblacion, Liloan, Cebu

RE: Permission to Conduct a Research Survey

In partial fulfillment of our requirements for our subject, Research Project, we, the
Grade 12 Humss B students namely: Marievel Ignacio, Cleamaica Ronquillo, Izzy
Achumbre, Jamaica Cortes, Winsheen Erot, Vincent Jamisola, John Earl Barda,
Kenjelo Momongan, and Mary Clarett Quinaging would like to ask for permission
to conduct a study entitled "Perceptions of Grade 11 Students on the Use of
Artificial Intelligence (AI) Tools in their Academics".

In line with this, we would like to ask from your good office to allow us to conduct
our research study in your vicinity. This survey would last only about 15 -20
minutes and would be arranged at time convenient to the grade 11 HUMSS
students schedule (eg.during break). Participation in this survey is entirely
voluntary and there are no known or anticipated risks to participation in this
study. Rest assured that the data we will gather will remain absolutely
confidential and for academic purpose only. We are hoping that this request will
merit your favorable approval.

Respectfully yours,

CLEAMAICA RONQUILLO
Lead Researcher
Noted by:

MELBERT C. SUPLAAG, MAEd

Research Adviser

Approved by:

EMILIA S. IBONES
Secondary School Principal 2
 46

APPENDIX B

Transmittal Letter to the Respondents

January 6, 2024

Dear Respondents,

Greetings!

We are the Humanities and Social Sciences (HUMSS) students. Presently, we

are conducting a study entitled "Perceptions of Grade 11 Students on the Use of
Artificial Intelligence (AI) Tools in their Academics".

In the regard, we are asking your precious time and effort to answer all the
questions in the questionnaire that are helpful for the completion of the study.
Rest assured that all the data gathered from you will be kept from the highest
level of confidentiality.

Your positive response in this request will be valuable contribution for the
success of the study and will highly appreciate.

Thank you very much for your cooperation.

CLEAMAICA RONQUILLO
Lead Researcher

Noted by:

MELBERT C. SUPLAAG, MAEd

Research Adviser
 47

APPENDIX C

Survey Questionnaire
Part 1. Profile
Instructions: Fill in the required details.

Name: _______________________ Grade and Section: _______________________

Part 2. Student’s Profile on the Use of Artificial Intelligence (AI) Tools in Terms of
Acceptability
Instructions: The following table shows the profile in terms of acceptability of Artificial
Intelligence (AI) Tools and varying responses. Read each statement and then check the
box that corresponds to your answer.

5-Strongly Agree; 4-Agree; 3-Neutral; 2-Disagree; 1-Strongly Disagree

Acceptability on Artificial Intelligence (AI) Tools 5 4 3 2 1

1. I accept the idea on the use of AI tools in making assignments.
2. I accept the idea on the use of AI tools in making my projects.
3. I accept the idea on the use of AI tools in correcting my essays.
4. I accept the idea on the use of AI tools in solving Math problems.
5. I accept the idea on the use of AI tools in confiding my feelings and
secrets.

Part 3. Student’s Profile on the Use of Artificial Intelligence (AI) Tools in Terms of
Frequency
Instructions: The following table shows the profile in terms of frequency of using
Artificial Intelligence (AI) Tools and its varying responses. Read each statement correctly
and check the box that corresponds to your answer.

5-Always; 4-Most of the Time; 3-Sometime; 2-Rarely; 1-Never

Frequency of Using Artificial Intelligence (AI) Tools 5 4 3 2 1

1. I use AI tools in making my assignments.
2. I use AI tools in making my projects.
3. I use AI tools in correcting my essays.
4. I use AI tools in solving Math problems.
5. I use AI tools in confiding my feelings and secrets.

Part 4. Perception on Using Artificial Intelligence (AI) Tools

Instructions: The following table shows the profile in terms of frequency of using
Artificial Intelligence (AI) Tools and its varying responses. Read each statement correctly
and check the box that corresponds to your answer.

5-Strongly Agree; 4-Agree; 3-Neutral; 2-Disagree; 1-Strongly Disagree

 48

Perception on Using Artificial Intelligence (AI) Tools 5 4 3 2 1

Usefulness
1. AI tools are useful in my academic performance.
2. AI tools help me generate ideas.
3. AI tools help expand my knowledge more.
4. AI tools help me solving complex problems.
5. AI tools facilitate decision-making by making the process faster.
Ease of Use
1. AI tools are easy to use.
2. AI tools are easily accessed.
3. The information given by AI tools are easily understood.
4. The features of AI tools are easy to understand.
5. Using AI tools enables me to accomplish more tasks easily and
quickly.
 49

CURRICULUM VITAE
 50

IZZY M. ACHUMBRE
Cogon, Catarman, Liloan, Cebu
09358218619
[email protected]

PERSONAL INFORMATION:
NICKNAME: zyy
BIRTHDAY: January 11, 2006
BIRTHPLACE: Liloan, Cebu
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Eli Achumbre
MOTHER'S NAME: Lydia Achumbre

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2018-2024)
PRIMARY: Tayud Elementary School (2012-2018)
 51

JOHN EARL BARDA

Tiltilon, Jubay, Liloan, Cebu
09958139567
[email protected]

PERSONAL INFORMATION:
NICKNAME: Pakaw
BIRTHDAY: February 22, 2003
BIRTHPLACE: Velez Hospital, Ramos St., Cebu City
AGE: 21
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Marlon P. Barda
MOTHER'S NAME: Mary Ann C. Barda

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National Highschool (2016-2022)
PRIMARY: Tiltilon Elementary School (2010-2016)
 52

JAMAICA CORTEZ
Catarman, LIloan, Cebu
09918611681
[email protected]

PERSONAL INFORMATION:
NICKNAME: mai
BIRTHDAY: Nov 18, 2004
BIRTHPLACE: Mandaue City
AGE: 19
NATIONALITY: Filipino
RELIGION: Born Again Christian
CIVIL STATUS: Single
FATHER'S NAME: Samson Cortes
MOTHER'S NAME: Vivian Cortes

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School
PRIMARY: Tayud Elementary School
 53

WIN SHEEN S. EROT

Purok Mahogany 1, Simborio Tayud, Liloan.
Cebu
09067206676
[email protected]

PERSONAL INFORMATION:
NICKNAME: Win²
BIRTHDAY: October 23, 2006
BIRTHPLACE: Ipil Zamboanga Sibugay Province
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Efren Erot
MOTHER'S NAME: Rosalinda Erot

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2022-Present)
: Ipil National High School (2018-2022)
PRIMARY: Don Andress Elementary School (2012-2018)
 54

VINCENT JAMISOLA
Jubay, Liloan, Cebu
09051207900
[email protected]

PERSONAL INFORMATION:
NICKNAME: koy²
BIRTHDAY: April 05, 2006
BIRTHPLACE: Misamis Oriental, Gingoog City, Mindanao
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Nicolas B. Jamisola
MOTHER'S NAME: Flordeluna B. Ramoso

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2021-Present)
PRIMARY: San Remigio Central School (2016-2019)
 55

MARIEVEL IGNACIO
Purok Carrots, Dapdap Catarman, Liloan, Cebu
09939812036
[email protected]

PERSONAL INFORMATION:
NICKNAME: mar
BIRTHDAY: August 06, 2005
BIRTHPLACE: Leyte
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Renand S. Pitulan
MOTHER'S NAME: Marecel I. Pitulan

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2018-2022)
PRIMARY: Sta.Cruz Mg Elementary School Saint Bernard
Southern Leyte (2012-2018)
 56

KENJELO MOMONGAN
Jubay Fatima, Liloan, Cebu
09911183277
[email protected]

PERSONAL INFORMATION:
NICKNAME: kenken
BIRTHDAY: May 2,2005
BIRTHPLACE:
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Jerome Momongan Sr.
MOTHER'S NAME: Nisel Momongan

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2018-present)
PRIMARY: Liloan Elementary School (2012-2018)
 57

MARY CLARETT QUINAGING

Tayud Simborio, Liloan, Cebu
09853955149
[email protected]

PERSONAL INFORMATION:
NICKNAME: clacla
BIRTHDAY: Aug 12, 2005
BIRTHPLACE: Tayud Consolacion, Cebu
AGE: 18
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER'S NAME: Mark Vincent Quinaging
MOTHER'S NAME: Jhiera Quinaging

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School(2017-2022)
PRIMARY: Tayud Elementary Consolacion (2011-2017)
 58

CLEAMAICA P. RONQUILLO
Purok Sitaw 3 Bagacay, Catarman, Liloan, Cebu

PERSONAL INFORMATION:
NICKNAME: mai/clea
BIRTHDAY: Sepetember 24, 2006
BIRTHPLACE: Piglawigan, Esperanza, Agusan
del Sur
AGE: 17
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHERS'S NAME: Edgardo G. Ronquillo

EDUCATIONAL BACKGROUND:
SECONDARY: Liloan National High School (2022-present)
:Esperanza National High School (2018-2022)
PRIMARY: Jose Calo Agudo Elementary School (2012-2018)