A Reliable Partner:A Qualitative Exploration of Student’s Perception in
Using Artificial Intelligence
A Research Proposal
Presented to the Faculty of the
LUCRECIA R. KASILAG SENIOR HIGH SCHOOL
Quezon City, Metro Manila
In partial fulfillment of the requirements for
Practical Research 1
By
Austria, Cristell Ann
Barnes, Alexander
Estrada, John Rusty
Fermin, Markwin
Pajares, Emel John
11-ICT
March 2025
CHAPTER 1
The Problem and Its Background
Through advanced AI language models’ students get instant access to information and can create
content including essays and programs. Trending technology brings us to a time when our
consumer habits strongly favor practicality. Our modern inventions help us do our work faster
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with fewer efforts than earlier generations did. As students become more dependent on these
tools, they create new challenges for themselves. When AI tools are easily available, we lean on
them too much which holds back our natural ability to solve problems and think critically. To
answer difficult questions about modern society, examine the effects of AI technology on
educational practices. AI changes traditional education by giving students different methods to
access information. When educators apply AI tools correctly, they help students learn more
effectively and reach their school targets.
Statement of the Problem and Research Questions:
1. What are the experiences of students using Artificial Intelligence?
2. What are the challenges of Students in using Artificial Intelligence?
3. How do students perceive the trustworthiness and efficiency of Artificial Intelligence as a tool
to support their academic learning processes?
Significance of the Study:
THE STUDENTS: This study will help students to gain a deeper knowledge of Artificial
Intelligence since this will provide information about its application and its limitations that they
can acquire in using Artificial Intelligence. The students would become responsible in using
Artificial Intelligence.
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THE EDUCATORS: this study will benefit knowledge to their students by use of artificial
intelligence to support and guide the students clearly. Artificial intelligence helps teachers
because it will make it easier to learn and to discuss the topic,
THE FUTURE RESEARCHERS: The use of AI in future research enhances efficiency,
provides deeper data analysis, increases decision-making capabilities, and facilitates
collaboration. It's also crucial to address its ethical implications. Overall, it's key to developing
faster and more effective research.
THE GUIDANCE COUNSELOR: AI as a Guidance Counselor enhances student support by
providing round-the-clock academic, career, and emotional guidance. It personalized advice
based on student performance, interests, and emotional well-being while offering a non-
judgmental space for mental health concerns. Schools can leverage AI-driven insights to identify
trends, improve counseling strategies, and ensure early intervention for struggling students.
However, while AI improves accessibility and efficiency, it lacks human empathy and raises
ethical concerns regarding data privacy and emotional sensitivity, making human oversight
essential.
THE AI CREATOR: This study provides valuable insights for AI developers by examining
how students perceive and interact with AI tools in academic settings. The findings can help AI
developers refine and enhance AI models to better support student learning while addressing key
challenges.
Scope and Delimitations:
The researcher proposed to set the following parameters to control the concentration and
explicitness of the study.
The study bounds its coverage to students aged 16-20 years old at Lucrecia R. Kasilag Senior
High School who are currently enrolled in Senior High School, focusing specifically on
understanding their perception in using Artificial Intelligence. This descriptive research aims to
describe their experiences in using Artificial Intelligence. However, the findings will be limited
to this specific demographic and geographical location.
DEFINITION OF TERMS
Artificial Intelligence (AI) – The simulation of human intelligence in machines that
can perform tasks such as problem-solving, learning, and language processing.
ChatGPT – A generative AI language model developed by OpenAI that can generate
human-like text, assist in writing, and provide responses to various queries.
Academic Learning Process – The structured process through which students
acquire knowledge, develop skills, and engage in educational activities. Ethical AI
Use – The responsible use of AI tools in a way that upholds academic integrity,
respects privacy, and promotes fairness. Perception – The way students understand,
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interpret, and form opinions about the use of AI in their academic activities. Critical
Thinking – The ability to analyze, evaluate, and synthesize information logically and
independently, which AI usage may influence.
CHAPTER 2
Review of Related Literature
Artificial Intelligence
The presence of technology has made our lives more convenient, especially as it advances and
develops over time (Acena, 2024). Moreover, Viorennita, et al. (2023) indicated that One of the
revolutionary innovations in the world of education is the emergence of Artificial Intelligence
(Al) which has an extraordinary impact on student learning experiences. Additionally, Teng
(2024) noted that the release of ChatGPT underscores the urgent need for school-age learners to
foster an awareness of digital competencies. These tools are being increasingly suggested as
valuable resources for enhancing writing instruction and feedback in educational settings. In
addition, given its conversional responsiveness, ChatGPT is well suited for interactive tasks that
are adaptable for specific functions. (Alneyadi & Wardat, 2023). In the same way, Largo et al.
(2024) discussed that in education, ChatGPT can assist students who require additional help in
specific subjects for personalized learning, automate repetitive tasks, and provide 24/7 access to
educational resources. ChatGPT’s role in English language learning has been significant,
offering personalized assistance to students, making learning more interactive and tailored to
individual needs. (Sanmuang et al., 2024). Artificial Intelligence plays a significant role in
improving the writing process for both instructors and students in writing classes (Syarifah E.
and fakhruddin A. 2024).
Features of Artificial intelligence
One of the features of chatbots is their dependence on conversation as the main interface.
ChatGPT is a very difficult AI that can evaluate data, synthesize information, and generate
realistic text (Cavazos et al., 2024). In the same way, Largo et al. (2024) discussed that in
education, ChatGPT can assist students who require additional help in specific subjects for
personalized learning, automate repetitive tasks, and provide 24/7 access to educational
resources. ChatGPT is well suited for interactive tasks that are adaptable for specific functions.
(Alneyadi & Wardat, 2023). Students use ChatGPT or AI for a variety of tasks, such as
generating ideas, acquiring data and information, fact-checking, and correcting language (O'
Brien & Dunlop, 2024). Pokkakillath and Suleri (2023) make an interesting observation
ChatGPT is remarkably good at analyzing ideas and explaining them in a way that sounds almost
human.Moreover artificial intelligence technologies’ ability to generate their own models, and
widespread adoption of learning analytics approaches force us to consider how to effectively use
artificial intelligence in education in general and online distance education in particular (Dogan
M., Dogan T. & Bozkurt 2023).
Effect of Artificial Intelligence on student
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ChatGPT provides an instant answer to any question, any time when students are stuck on
starting an essay at home and revising late at night in the library or even during lectures. chat gpt
does not only speed up academic work but it can also help in situations of “brain freeze” and
finding a spark and inspiration to kick start assessments through a process of idea co-creation
( Holland A. and Ciacir C. 2024). EFL students also used ChatGPT in various ways, from
linguistic refinement to brainstorming, demonstrating its flexibility. These strategies highlight
AI’s potential to support learning by providing tailored feedback and adjustments. Therefore,
educators should develop ethical guidelines for AI use in writing, emphasizing critical thinking
and originality (Werdiningsih I., Marzuki, and diyente R. 2024).Moreover The use of artificial
intelligence in education is a growing field that is changing the way teaching and learning is
done. (Famor J., Candido F. & Siat G. 2024).
SYNTHESIS
Artificial Intelligence (AI) has greatly impacted education by augmenting learning processes and
enhancing digital skills (Acena, 2024; Viorennita et al., 2023; Teng, 2024). ChatGPT is one of
the most influential AI applications in education, allowing for personalized learning, automating
mundane tasks, and offering round-the-clock access to learning resources (Largo et al., 2024). Its
flexibility allows students to engage in interactive exercises, thus a valuable tool in writing
teaching and correction (Alneyadi & Wardat, 2023; Syarifah & Fakhruddin, 2024).
The strengths of AI chatbots, particularly ChatGPT, enable students to generate ideas, check
facts, and proofread language using conversational dialogue (Cavazos et al., 2024; O'Brien &
Dunlop, 2024). Its ability to analyze and clarify things naturally enhances comprehension and
supports independent learning (Pokkakillath & Suleri, 2023). In addition, the application of AI in
education, especially in distance and online learning, highlights the significance of effective
implementation strategies (Dogan et al., 2023).
The effect of AI on students can be seen in how it facilitates instant assistance for study work,
ranging from essay writing to generating ideas (Holland & Ciacir, 2024). EFL learners, for
example, employ ChatGPT in linguistic polishing and brainstorming, showing the versatility of
AI in individualized learning (Werdiningsih et al., 2024). However, as learning is improved by
AI, educators must develop moral guidelines to ensure authenticity and critical thinking in
student work (Famor et al., 2024). With the improvement of AI, its influence on education will
increasingly transform teaching and learning approaches.
CHAPTER 3
Methods
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Research Design
The study will utilize a descriptive research design. According to Gall, Gall, & Borg (2007),
descriptive research is to describe a phenomenon and its characteristics. This research is more
concerned with what rather than how or why something has happened. Therefore, observation
and survey tools are often used to gather data.
Research setting
The area of coverage of the study is the participants residing in School in project 7 Quezon city
in Addition, the target participant will be interviewed face to face, the primary site for acquiring
data. This ensures that the study will cater to the participants to enable them to feel comfortable
and more open throughout the interview process.
Participants
The study participants will consist of Senior High School Students from Lucrecia R. Kasilag
Senior Highschool that belong to the age bracket of 16 to 20 years old. The participants will be
selected through a purposive sampling method since this technique includes the characteristics of
the population and the purpose of the study in choosing the sample. Furthermore, the interview
will be through a face to face interview.
Instrument
The researchers will be utilizing a semi-structured interview since the researchers aimed to know
the respondent's perception in using Artificial Intelligence. It will be constructed with informed
consent that will contain precautions regarding the study and its objectives. Furthermore, the
researcher will be composing and utilizing open-ended questions to gather the participants'
perceptions regarding Artificial Intelligence, which will further allow the participants to give
spontaneous answers regarding the topic. Through the interview, the researchers will be asking
for the participants' data such as their age, name, and grade level.
Data Gathering Procedure
This study will utilize a descriptive qualitative approach to analyze students' experiences with
Artificial Intelligence (AI) in academic settings. This approach ensures that AI is evaluated as a
support tool that enhances learning rather than replacing human critical thinking, (Christou, P.A.,
2024). The following procedures will show the process by which this study is being conducted in
three (3) stages: Initial Stage: Actual Procedure; and Final Results.
A) Initial Stage
This stage will define the objectives, research questions, and scope of the study, focusing on
students' experiences, challenges, and trust in AI as a learning tool. The researchers will establish
the foundation of the study by reviewing literature related to AI in education, including its
benefits, challenges, and ethical considerations. The preparation stage in the data-gathering
procedure will focus on both the validity and reliability of the interview guide prepared by the
researchers. Furthermore, the proponents of the study will consult Practical Research teachers
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experts to validate the interview guide before proceeding with interviews. The semi-structured
interview guide will undergo proofreading before proceeding to the interview with the
participants who are the students. Finally, Necessary permits and documentation will be secured
to obtain approval from the Institutional Review Board (IRB).
B) Selection of Participants
We will use the Purposive Sampling Technique to select participants based on specific criteria.
In our study, we will look for individuals aged 16-20 and have social media and online
platforms. Before the interview, we will obtain their informed consent by having them sign an
agreement.
We will use a self-created questionnaire with 15 open-ended questions to gather in-depth
responses. The interview will begin with simple questions to build rapport, followed by more in-
depth follow-up questions. After the interview, there will be a debriefing session to ensure
participants understand their contribution to the research.
C. FINAL RESULT
After conducting and transcribing all the interviews, the researchers analyzed and analyzed the
data collected. The results showed that students saw the use of AI in learning, but they were
hesitant to use it regularly because they sometimes depended on it. The findings were used to
draw conclusions and provide recommendations for the responsible use of AI in education.
Finally, the necessary changes were made, and the study was prepared for defense.
Data Analysis
During the data collection period, analysis also began. The newly collected. data
will be reviewed, synthesized, and recorded to keep absolute, careful and detailed
records that were useful to the study. After gathering sufficient amount of data
through the conduct of IDI and FGD, thematic analysis will be used to analyze
further the results and to check the disparities and similarities of all responses
gathered. This will be the time wherein responses were categorized and organized
into themes.
Ethical Considerations
Informed consent: is one of the founding principles of research ethics. Its intent is
that human participants can enter research freely (voluntarily) with full information
about what it means for them to take part, and that they give consent before they
enter the research
Confidentiality: In research ethics, confidentiality means protecting participant
data and identities, ensuring information isn't disclosed without consent, and
respecting their privacy
Responsible Use of AI in Research: Ethical considerations in research, especially
with the rise of AI, revolve around fairness, transparency, accountability, and the
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responsible use of data, ensuring that AI systems are used ethically and do not
perpetuate bias or harm.
Academic Integrity and Plagiarism Prevention: Ethical research involves
honesty, objectivity, and integrity, while academic integrity ensures originality and
proper attribution. Preventing plagiarism, which is presenting someone else's work
as your own, is crucial through proper citation, paraphrasing, and understanding
ethical research practices.
Avoidance of Psychological Harm and Misuse of AI:
Avoidance of Physiological Harm refers to the principle of ensuring that AI systems
do not cause physical harm, injury, or adverse health effects to humans. This
includes preventing AI from being used in ways that could lead to bodily harm, such
as: Ensuring safety in AI-powered medical devices, autonomous vehicles, and
industrial robots. Preventing AI from being used in hazardous conditions without
proper safeguards. Avoiding psychological distress that could indirectly affect
physiological health. Misuse of AI involves preventing AI from being deployed in
unethical, harmful, or unintended ways. This includes: Restricting AI from being
used for malicious purposes, such as deepfakes, autonomous weapons, or
cybercrime. Preventing biases and unfair discrimination in AI decision-making.
Ensuring AI systems comply with legal and ethical guidelines to avoid unintended
harm.
Transparency and Objectivity in Research: Ethical research prioritizes honesty,
objectivity, and transparency, ensuring the integrity of findings and protecting
participants' rights. This involves minimizing bias, sharing data openly, and
obtaining informed consent.
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