Assessing the Level of Awareness of the Senior High School of Jamiatul Philippine Al-
Islamia (JPI) on the Use of Artificial Intelligence.
A Practical Research I
Presented to
Mrs. Ainie D. Maruhom CSE, LPT, MAED
Faculty, Senior High School Department
Lanao Islamic Paramedical Collage Foundation Incorporated
New Capitol Road, Matampay, Marawi City
Group Leaders:
Lumabao, Shallimar A. – Group Leader
Dirampatun, Nor-ain I. – Assistant Leader
Group Members:
Terrado, Rosie mae
Modiaba, Saldamen
Omar, Rahma
APRIL 2025
CHAPTER I
INTRODUCTION
In the past few years, Artificial Intelligence (AI) has progressed rapidly from being a
sophisticated technological concept to becoming a real-world tool that impacts many areas of
everyday life, including education. According to Smith (2023), AI technologies are increasingly
accessible to students, providing tools such as writing assistants, virtual education tutors, chatbots,
and other smart learning solutions. These make learning more convenient by enhancing efficiency,
customization, and academic support. Yet, despite the growing use of AI in education, the way
students perceive and understand its presence remains a key issue that needs serious attention.
The use of AI in schools presents both opportunities and challenges. For instance, AI can help
students by offering instant feedback, personalizing learning materials, and supporting independent
study. On the other hand, excessive reliance on AI tools may lead to reduced critical thinking,
creativity, and even academic dishonesty if students are not taught about ethical use. Therefore, it is
crucial to determine how aware students are of the responsible and effective use of AI to ensure these
technologies serve as tools for growth rather than shortcuts.
This research focuses on the Senior High School students of Jamiatul Philippine Al-Islamia, a
diverse learning community where technology is gradually being integrated into classrooms. The
main objective of the study is to assess students’ awareness of AI tools, their usage, and the
motivations behind them. This evaluation aims to uncover students’ knowledge, possible
misconceptions, and how educational institutions can better guide them in using AI responsibly.
Statement of The Problem:
This study aims to investigate the utilization of Artificial Intelligence (AI) tools among students,
focusing on their accessibility, prevalence, contextual application, and purposes. Specifically, this
study seeks to address the following:
1) Identify the different AI tools available to students.
2) Determine the most commonly used AI platforms among students.
3) Explore the various context in which students utilize AI.
4) Examine the purpose for the students use AI in their academicand personal activities.
Theoretical Framework
In the digital age, Artificial Intelligence is transforming various fields, including education.
However, students’ awareness and acceptance of Artificial Intelligence significantly influence its
effective use in learning. Several theories explain how students adopt and understand Artificial
Intelligence, including the Technology Acceptance Model by Davis (1989), the Constructivist
Learning Theory by Piaget (1936) and Vygotsky (1978), and the Diffusion of Innovations Theory by
Rogers (1962).
According to Davis (1989), the acceptance of technology depends on two key factors: perceived
usefulness and perceived ease of use. If students believe Artificial Intelligence can enhance their
academic performance by improving learning efficiency and problem-solving, they are more likely to
engage with it. However, if they perceive Artificial Intelligence as too complex, they may hesitate to
adopt it. Exposure to Artificial Intelligence-related subjects, hands-on experiences, and teacher
guidance play a crucial role in shaping students’ perceptions. Schools must introduce discussions and
activities that increase both awareness and usability.
Piaget (1936) emphasized that learning is most effective when students actively engage with
their environment. In the context of Artificial Intelligence, students develop better awareness when
they interact with Artificial Intelligence-powered tools, such as virtual assistants and automated
learning platforms. On the other hand, Vygotsky (1978) highlighted the importance of social
interaction in learning. He argued that students learn more effectively when they collaborate with
peers and receive guidance from teachers. Classroom discussions, group projects, and teacher-led
activities on Artificial Intelligence can help students construct knowledge through shared experiences.
Without these interactive experiences, students may struggle to grasp the significance of Artificial
Intelligence. Integrating Artificial Intelligence tools into the curriculum and fostering collaborative
learning can significantly enhance awareness and understanding.
Rogers (1962) explained that the adoption of new technologies happens in stages and classified
adopters into five categories: innovators, early adopters, early majority, late majority, and laggards.
Innovators and early adopters actively explore Artificial Intelligence technologies, while the early and
late majority adopt them only after seeing their benefits. Laggards, on the other hand, resist adopting
Artificial Intelligence due to misconceptions or lack of exposure. Understanding where students fall in
this adoption curve allows educators to create targeted strategies, such as workshops and lessons
focused on Artificial Intelligence, to bridge knowledge gaps and encourage wider adoption.
In conclusion, these theories provide a strong foundation for understanding Artificial
Intelligence awareness among senior high school students. Davis explains the factors
influencingnacceptance, Piaget and Vygotsky highlight the role of hands-on learning and
collaboration, and Rogers describes the varying rates of adoption. By applying these
Conceptual Framework
This study aims to assess how well students and faculty members at Jamiatul Philippine Al-
Islamia Senior High School understand and perceive AI. By evaluating their knowledge, perception,
and experiences with AI, this research seeks to identify factors that influence their readiness to
embrace AI in academic settings.
Furthermore, AI adoption is influenced by demographic factors such as grade level, academic
background, and prior exposure to AI technologies. These factors may shape students' and faculty
members' openness to integrating AI-powered tools into their learning processes. The study will also
investigate potential challenges, ethical concerns, and the level of trust in AI within the academic
community.
By analyzing these aspects, this research will provide insights into whether students and faculty
members are prepared for AI adoption, the possible barriers they face, and what strategies can be
implemented to enhance AI awareness and acceptance in educational institutions.
Conceptual Model
Independent Variables Dependent Variables
Adoption and Utilization of AI in
Education
• Frequency of AI tool usage in learning
Awareness Level of AI
• Engagement with AI-powered
educational platforms
• Knowledge about AI (Definition,
Functions, Capabilities) • Dependence on AI for academic tasks
Attitude Towards AI in Education
• Perception of AI (Benefits, Risks,
Ethical Concerns) • Trust in AI-based systems for learning
• Experience or Exposure to AI (Use of • Concerns about AI replacing traditional
learning methods
AI tools, Familiarity with AI
applications) • Ethical considerations regarding AI usage
Significance of the Study
The researchers aim to assess the level of awareness of Jamiatul Philippine Al-Islamia Senior
High School students and faculty regarding the use of Artificial Intelligence (AI). The findings will
benefit the following:
Students Understanding AI will help students become more aware of its applications,
advantages, and ethical concerns, equipping them for future academic and career opportunities.
Teachers Educators can use the study's findings to determine the extent of AI integration in
education and develop strategies for incorporating AI tools in teaching and learning.
School Administrators The researchers seek to help school leaders identify the need for AI-
related programs, training, or curriculum enhancements to improve digital literacy among students
and faculty.
Future Researchers The study will serve as a reference for future research on AI awareness in
educational institutions, contributing to the broader discourse on AI in education.
Definition of Terms
Artificial Intelligence (AI) The simulation of human intelligence in machines that can
perform tasks such as learning, reasoning, and problem-solving.
Awareness The level of knowledge and understanding of AI among students and faculty
members.
Jamiatul Philippine Al-Islamia The educational institution where the study is conducted,
specifically its Senior High School department.
AI Applications in Education The use of AI tools and technologies to enhance teaching and
learning processes, such as chatbots, automated grading, and personalized learning systems.
Scope and Delimitation of the Study
The researchers focus on assessing the awareness of AI among Senior High School students
and faculty members of Jamiatul Philippine Al-Islamia. The study covers their knowledge,
perceptions, and understanding of AI’s applications in education. The researchers do not include an
in-depth technical analysis of AI systems or their development. The study is limited to a specific
population within the school and does not generalize findings to other institutions. Data will be
collected through surveys and interviews, ensuring a focused examination of AI awareness within the
selected respondents
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
In this chapter, various literature and studies related to the level of awareness of Jamiatul
Philippine Al-Islamia Senior High School students regarding Artificial Intelligence (AI) are reviewed.
This section is divided into two parts: Review of Related Literature (RRL), which presents theoretical
and conceptual discussions about AI and its role in education, and Review of Related Studies (RRS),
which highlights empirical research findings on AI awareness, its impact on learning, and students’
perceptions of AI technologies.
AI has become an essential component in various fields, particularly in education. According to
several researchers, AI has the potential to enhance learning experiences by providing personalized
instruction, automating administrative tasks, and assisting teachers in delivering more effective
lessons. However, despite the increasing integration of AI in education, many students still lack
awareness of its functionalities, applications, and ethical implications.
Moreover, while AI presents various opportunities, it also raises challenges concerning data
privacy, algorithmic bias, and academic integrity. Hence, this chapter presents a thorough review of
existing literature and studies that examine students’ awareness and understanding of AI in
educational settings.
Artificial Intelligence (AI) in Education
Artificial Intelligence (AI) has significantly transformed the educational landscape, enabling
personalized learning and improving teaching methodologies. According to Luckin (2018), AI-
powered educational tools can provide real-time feedback, adjust learning materials based on students'
progress, and automate repetitive tasks, allowing teachers to focus more on student engagement.
Moreover, AI-driven tutoring systems and virtual assistants have become increasingly common,
offering students interactive and adaptive learning experiences.
However, despite AI’s numerous benefits, researchers emphasize that its integration into
education requires careful planning. According to Selwyn (2020), there are concerns that AI might
replace traditional teaching methods, reducing human interaction in classrooms. Moreover, while AI
can assist in knowledge acquisition, excessive dependence on AI tools may hinder students' ability to
think critically and solve problems independently.
The Importance of AI Awareness Among Students
AI awareness refers to an individual's understanding of AI, including its functionalities,
limitations, and ethical considerations. According to Li et al. (2021), AI literacy is becoming a crucial
skill for students, as AI is increasingly integrated into different aspects of daily life and future careers.
In addition, developing AI awareness helps students recognize biases in AI systems, evaluate AI-
generated content critically, and utilize AI responsibly.
Moreover, several researchers argue that while students frequently engage with AI-powered
applications such as chatbots, recommendation algorithms, and virtual assistants, their knowledge of
AI concepts remains insufficient (Zawacki-Richter et al., 2019). This lack of awareness may lead to
misconceptions about AI’s capabilities, with some students assuming that AI possesses human-like
intelligence or is entirely objective. Therefore, educational institutions are encouraged to integrate AI
literacy programs into curricula to enhance students' understanding of AI’s functions and ethical
implications.
Challenges in AI Integration in Senior High School Education
Despite the increasing importance of AI awareness, several challenges hinder the successful
integration of AI education in senior high schools. According to Tuomi (2021), one of the primary
barriers is the lack of AI-related learning resources and adequately trained educators. Moreover, in
many schools, particularly in developing countries, there is limited access to AI learning materials and
insufficient teacher training programs, making it difficult to provide students with a solid foundation
in AI.
Furthermore, students’ misconceptions about AI pose another challenge. Some believe that AI
will eventually replace human intelligence, while others assume that AI-generated content is always
accurate and unbiased (Baker & Smith, 2019). In addition, ethical concerns such as data privacy,
misinformation, and the misuse of AI in academic dishonesty need to be addressed. Therefore,
researchers emphasize the necessity of structured AI education programs that focus not only on
technical knowledge but also on responsible AI usage and ethics.
Review of Related Studies
Studies on AI Awareness Among Students
Several studies have investigated students' awareness and perceptions of AI. For example,
according to Wang et al. (2022), senior high school students' knowledge of AI and its applications in
education remains limited. The findings revealed that while most students had encountered AI-driven
technologies, only a small percentage demonstrated a clear understanding of AI mechanisms and
ethical concerns. Furthermore, the study found that students who had undergone formal AI education
exhibited significantly higher levels of AI awareness compared to those who learned about AI through
informal means.
Moreover, according to Lee and Kim (2021), a study exploring university students' perceptions
of AI and its role in academia found that while students generally viewed AI as beneficial for learning
and research, some expressed concerns about the reliability of AI-generated information. In addition,
ethical concerns such as AI bias, data privacy risks, and the potential misuse of AI in academic
dishonesty were highlighted as key issues. The study suggested that schools and universities should
implement AI literacy programs that address both the technical and ethical aspects of AI usage.
Impact of AI on Students' Learning Experiences
The impact of AI on students' learning experiences has been the subject of various studies.
According to Johnson et al. (2023), AI-assisted learning platforms can enhance student engagement,
improve comprehension, and personalize learning experiences. The study found that students who
used AI-driven tutoring systems performed better in subjects such as mathematics and science due to
adaptive learning algorithms that catered to individual learning styles.
However, the study also identified potential drawbacks of AI reliance. Some students who
excessively depended on AI-generated content struggled with independent problem-solving and
critical thinking. Moreover, the absence of clear guidelines on AI usage led to issues such as
plagiarism and academic dishonesty. In response, researchers recommend that educational institutions
establish policies that regulate AI use while promoting responsible AI literacy among students.
In summary, the literature and studies reviewed highlight the increasing importance of AI in
education and the need for improved AI awareness among students. According to various researchers,
AI offers significant benefits in enhancing learning experiences, personalizing education, and
automating administrative tasks. However, despite these advantages, challenges such as students’
misconceptions about AI, ethical concerns, and the lack of AI education resources remain prevalent.
Thus, it is crucial for educational institutions to implement structured AI education programs
that promote AI literacy, critical thinking, and ethical awareness. By doing so, students will be better
equipped to navigate an AI-driven world while ensuring responsible and informed AI usage.
CHAPTER III
METHODOLOGY
Research Design
This study employs a quantitative descriptive approach to examine the level of awareness of
Senior High School students at Jamiatul Philippine Al-Islamia regarding Artificial Intelligence (AI).
By utilizing a structured survey questionnaire, this study gathers data on the students’ familiarity with
AI, their understanding of its applications, and their perspectives on its role in various fields. The
collected data will be analyzed through statistical methods, including frequency distribution,
percentages, and mean, to present a clear overview of the findings. Furthermore, this study will
explore potential relationships between demographic factors (e.g., academic strand, age) and the
students’ awareness levels using Pearson’s correlation, if applicable.
Locale of the Study
This study will be conducted at Jamiatul Philippine Al-Islamia Senior High School, located in
Marawi City, Philippines. The institution offers a variety of academic strands and serves a diverse
student body, making it an appropriate setting for assessing the students’ level of awareness of AI.
Population and Sample
The population of this study consists of all Senior High School students currently enrolled at
Jamiatul Philippine Al-Islamia. From an estimated population of [insert population size here], this
study will select 50 students as a representative sample using a simple random sampling method. This
ensures every student has an equal chance of being included, thereby promoting unbiased and reliable
results.
Sampling Method
This study uses simple random sampling to select the respondents. A complete list of enrolled
Senior High School students serves as the sampling frame, from which the 50 participants will be
randomly chosen. Techniques such as a lottery system or random number generator will be employed
to ensure fairness in the selection process. Prior to their participation, students will be informed about
the purpose of this study, ensuring that they participate voluntarily and with full understanding of the
confidentiality measures in place.
Methods of Data Collection
This study gathers data through a survey questionnaire that consists of Likert scale items
designed to assess students’ awareness of Artificial Intelligence. These items cover topics such as
familiarity with AI tools, understanding of its real-world applications, and opinions on ethical
considerations. Respondents will indicate their level of agreement on a five-point scale: Strongly
Disagree, Disagree, Neutral, Agree, and Strongly Agree. The questionnaire will undergo expert
validation to ensure clarity, accuracy, and relevance to the objectives of this study. Researchers will
personally distribute and collect the survey questionnaires while strictly maintaining the
confidentiality and anonymity of respondents.
References
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 319-340. https://doi.org/10.2307/249008
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
