ARTIFICIAL INTELLIGENCE IN EDUCATION: SENIOR HIGH SCHOOL STUDENTS’

PERSPECTIVE ON AI-ASSISTED LEARNING

A Research Presented to the Teacher of the Senior High School Department

Immaculate Conception School of Guiuan, Inc.

Guiuan Eastern Samar

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 1

MA. FRANCHESCA S. MENDOZA

MYDA ZHAMIR G. RAMIREZ

JEYMARIE DIVINE S. ABUDA

LLOYD ANGELO T. BARILLO

ANTIONE JOEL T. LOYOLA

AISIAHJADE SAMARES

DEEJAY DARIA

March 2025

Table of Content

Chapter I
 Background of the study..............................................................................................1

Statement of the Problem...........................................................................................2

Scope and Delimitation................................................................................................3

Significance of the Study.............................................................................................4

Definition of terms.......................................................................................................5

Chapter II

Related Literature..........................................................................................................6

Related Studies.............................................................................................................7

Theoretical Framework.................................................................................................8

Chapter III

Research Design..........................................................................................................9

Research Locale..........................................................................................................10

Sampling Design..........................................................................................................11

Participants of the Study............................................................................................12

Data Collection............................................................................................................13

Data Analysis...............................................................................................................14

Trustworthiness...........................................................................................................15

Ethical Consideration..................................................................................................16
 Chapter 1

INTRODUCTION

Artificial Intelligence (AI) perhaps stands out among other technologies strongly

changing society today. It utilizes algorithms and data to mimic human intelligence,

thereby enabling the creation of computer programs capable of intelligent behavior

(Borana, 2016). In other words, it could be viewed as an appendage coupled with

home computers-it's really systems that do many things automatically with the help of

different programs (Gocen & Aydemir, 2021). AI also encompasses intelligent devices

and self-learning programs that simulate human cognitive capabilities, such as

learning, reasoning, perception, problem-solving, planning, and decision-making

(Frankenfield, 2023).

AI generally expressed by the general public as the ability of machines or

computers to think and act like humans, represents the efforts towards computerized

systems to imitate the human mind and actions (Wartman & Combs, 2018). In this

respect, the basic definition of artificial intelligence can be expressed as the skilful

imitation of human behavior or mind by tools or programs (Mohammed & Watson,

2019). According to Timms (2016), it may be an illusion of the current structure to think

that artificial intelligence will come within the computer format used at home. It could

get into our lives within different functions and shapes.

Transferring the roles of teachers to computers is seen as a danger in the

studies on artificial intelligence (Humble & Mozelius, 2019). To prepare for this future,

the task of states and nations is to create a teacher profile that will work with these

support structures (Wogu, Misra, Olu-Owolabi, Assibong & Udoh, 2018). Although

artificial intelligence studies in education have attracted a lot of attention in recent

times, studies about the theory of general artificial intelligence can be traced back to at

least the 14th century, and these studies remerged through the work of Alan Turing in

1937 (Humble & Mozelius, 2019).

 Dimililer and Tuncal (2019) stated that artificial intelligence could help teachers

improve personalized education for their students. Artificial intelligence can provide

access to appropriate and better learning opportunities for excluded people and

communities, people with disabilities, refugees, people out of school, and those living

in isolated communities (Pedro, Subosa, Rivas, & Valverde, 2019). Although quality

education seems to require the active participation of human teachers, artificial

intelligence envisages increasing education and quality at all levels, especially by

providing personalization (Grosz & Stone, 2018).

Having identified this gap, Dantas Estrela & Yuan (2022) conducted a

qualitative study with students and teachers in order to find out what they know about

the use of technologies and AI in education, what are their concrete needs and the

recommendations of teachers on the pedagogical use of AI in education.This is a

contribution to the gap identified by other authors in research on AI and education. This

study gives voice to the participants and addresses the issue from the perspective of

education.

This research investigates what students and teachers know about using

technology and artificial intelligence (AI) in education. It also explores why students

take AI education courses and what teaching methods teachers recommend. The goal

is to create a new course that meets the real needs of students and is based on sound

teaching practices. This investigation will help address a shortage of information about

effective teaching methods in AI education Chen et al. (2020).

Artificial intelligence (AI) is rapidly changing many fields, and education is no

exception. AI offers exciting possibilities, like lessening teachers' workload and creating

personalized learning experiences for students. But it also brings problems, such as

cheating and ethical concerns. To use AI in education effectively, we need to

understand what students and teachers think about it. This research focuses on what

high school students think about using AI for schoolwork. By understanding their views,
we can improve how AI is used in education, making sure it helps students learn better,

not worse. The goal is to figure out if AI is ready to be a regular part of schools and if it

will solve more problems than it creates. This will help teachers and those who make

decisions about education decide how to best use AI in a way that's both helpful and

fair. Charles et al. (2024)

Statement of the Problem

This study aims to determine senior high school students' perspective towards

AI-based educational applications and tools. Specifically, it seeks to answer the

following questions:

1. What AI-based educational applications and tools are most commonly used by

senior high school students?

2. What are the students experiences using AI-based educational application and

tools?

3. What is the perception of Senior High School students in AI-assisted learning?

4. What are the challenges that Senior High School students encountered using

AI-based applications and tools?

Scope and Delimitation

This study investigates the perspectives of senior high school students on the

impact of AI-based educational applications and tools on their academic performance

and learning processes. The research specifically explores the usability and

effectiveness of these AI tools in enhancing student learning outcomes. The

investigation focuses on understanding how senior high school students perceive and

interact with AI-assisted learning, examining both the benefits and challenges they

encounter. The aim is to provide insights into the potential of AI to improve the learning

experience and academic achievements of this specific demographic.

 This study is delimited to the experiences and perspectives of senior high

school students. Students from other educational levels (elementary, junior high

school, and higher education) are excluded from this research. Furthermore, the study

focuses specifically on AI-based educational applications and tools, specific learning

platforms, excluding other forms of AI integration in education.

Significance of the Study

This study will explore senior high school students' perspectives on AI-assisted

learning, providing valuable insights into the effectiveness of AI-based educational

applications:

To the Senior High School Students. This research will enhance students’

self-awareness about their artificial intelligence exposure and how it affects their

academic performance. It informs students whether increased use of artificial

intelligence tools positively or negatively affects their learning outcomes and how to

establish effective study habits. It also guides students on utilizing artificial intelligence

in ways that can enhance their academic performance.

To the Teachers. The study's findings may encourage teachers to adapt their

teaching strategies based on research results. Understanding the relationship between

academic performance and artificial intelligence exposure enables teachers to adjust to

the specific needs of their students. Additionally, they can educate their students on

how to minimize the use of artificial intelligence tools.

To the Parents. This study equips parents with valuable insights to support and

guide their children. It helps parents understand the potential impact of artificial

intelligence on academic performance, enabling them to make informed decisions

regarding their children's AI exposure while prioritizing their education.

To the Future Researchers. The outcomes of this study can serve as a basis

for further research, inspiring more comprehensive investigations on the topic. It

contributes to the expanding body of knowledge regarding how artificial intelligence

affects education,opening up opportunities for deeper exploration.

Definition of Terms
In order to ensure the clarity, it is necessary to define key terms that will be

used throughout the paper. The following terms be defined to provide a clear

understanding of their usage within the context of the study:

Artificial Intelligence. Thisis commonly abbreviated as AI is an application and

instructions that are connected to computer programming to be able to do something

that in the view of humans is intelligent or can be understood as a lesson on how to

make computers able to do things that are currently done better than humans who do it

(Alghafiqi, 2022; Ghazmi, 2021). In this study, these are computer programs or

software that utilize AI technology to support and enhance the learning of students.

Senior high school students.Typically individuals enrolled in the final years of

secondary education, often encompassing grades 10 through 12, depending on the

educational system of the country. These students are generally in the age range of 15

to 18 years and are preparing for higher education or entering the workforce (Manuel,

2022; Prahani et al., 2021; Prahani et al., 2021; Ghazmi, 2021; Sasmito et al., 2021).

In this study, Senior High School Students are learners in the 11 and 12 grades at

Immaculate Coception School of Guiuan.

AI-assisted learning Integrates AI technologies into education to enhance the

learning experience (Lai, 2021). In this study, AI-assisted learning perceive a problem-

solving and enhancing the perspective of senior high school students.

 Chapter II

REVIEW RELATED LITERATURE AND STUDIES

This chapter builds by investigating Senior high school students’ perceptions of

AI’s impact on education quality, ethical considerations, and equitable access. By

exploring these perceptions, we aim to provide insights in how students view the

integration of AI in their learning environments and identify factors that influence their

acceptance and use of AI technologies.

Related Literature

Artificial Intelligence (AI) has been transforming various industries, and

education is no exception (Yeruva, 2023). Artificial Intelligence has become

increasingly popular in the field of education in recent years. AI-based educational

applications and tools are designed to enhance the learning experience of students by

providing personalized and interactive learning materials. AI also includes intelligent

devices and self-learning algorithms that simulate human mental capabilities such as

learning, reasoning, perception, problem-solving, planning, and decision-making

(Frankenfield, 2023).

The integration of AI technologies into teaching and learning has begun as early

as the 1970s and nowadays, different forms of these technologies are used in various

educational contexts, such as the use of personalized applications for learning and

assessment and information systems that help handle administrative and management

tasks in schools (Al Braiki et al., 2020; Schiff, 2022; UNESCO, 2021a).

AI has been increasingly propagated as having strategic value for education

(Seldon A. & Abidoye O., 2018). (Loeckx J., 2016) suggested that AI could be an

effective learning tool that lessens the burdens of both teachers and students and
offers effective learning experiences for students. AI has the potential to revolutionize

the way we learn and teach, making it more personalized, engaging, and efficient

(Alneyadi, Wardat, Alshannag, & AbuAl-Aish, 2023).

Kim (2023) and Irvin et al. (2011) highlight the importance of experiential learning

in shaping student’s attitudes towards AI. Their research suggest that hands-on

experiences with AI can positively influence students perceptions enhancing their

confidence in using AI tools and their understanding of the technology’s relevance to

their future endeavors. Peng et al. (2023) also emphasize the importance of student’s

perceptions in determining the success of AI integration, noting that positive

perceptions can lead to greater acceptance and engagement with AI technologies.

Moreover, Chiu et al. (2022) examine the impact of AI education on students

thinking skills and technical abilities, arguing that AI-focused curricula can enhance

cognitive skills and prepare students for an AI-driven future. This perspective align with

the findings of Tonbuloglu (2023), who evaluated the use of AI application in online

education and found that these tools can significantly improve student engagement

and learning outcomes.

Currently, AI has become a vital part of the virtual world. Unquestionably, AI plays

an important role in general education and higher education (Edtech, 2020). For

example, the efficient uses of filtering emails, advertising, applications, YouTube, and

virtual assistants such as Google, digital libraries, Google Scholar, and other digital

research engines in any higher institution worldwide (García-Vélez et al., 2021).

However, AIoth is weak and robust, according to Ma & Siau (2018).

AI in education refers to the use of artificial intelligence technologies, such as

machine learning and natural language processing, to enhance the learning

experience (Alneyadi et al., 2023). It involves the use of algorithms that analyze data,
identify patterns, and make predictions, enabling educators to personalize learning for

each student (Khan et al., 2022). The potential benefits of using AI in education are

significant. Personalized learning, one of the most significant advantages of AI in

education, can lead to better student outcomes, as students can learn at their own

pace and in a way that suits their learning style (Shrivastava et al., 2023).

According to Pendy (2023) and Alshehhi, Alzouebi, and Charles (2024) discuss

how AI tools are utilized in personalized learning, tailoring educational experiences to

individual students need and preferences. Lin (2023) further elaborates on the use of

AI-powered tools, such as chatbots and intelligent tutoring systems, which provide

students with interactive learning experiences and real-time feedback.

A Digital learning platform refers to a learning environment that connects with the

learners in two-way by using technology tools to support all or part of the learning. The

tools focus on learners and teachers, and software that were designed to provide

comprehensive help in the educational process. Likewise, this tool can improve the

learning experience of learners as well as makes the learning environment become a

digital learning environment with limitless freedom (Artuso & Graf, 2020; Bujang et al.,

2020; Pratsri & Nilsook, 2020; Faustmann et al., 2019; Iliashenko et al., 2019; Yanga &

Yenb, 2016).

However, Huang (2023) underscores serious concerns about data privacy, noting

that the widespread use of student data by AI systems carries a substantial risk of

compromising confidentiality. In a similar vein, Choi (2024) examines the impact of AI

on academic honesty, specifically addressing the heightened risk of plagiarism and

cheating enabled by AI-powered tools. This perspective is reinforced by Kwak, Ahn

and Seo (2022), who contend that students may readily misuse AI tools to generate

content or answers without genuine comprehension, thereby jeopardizing both learning

outcomes and ethical conduct.

 Eden et al. (2024) expand this discussion by investigating the broader effects of

AI on student engagement and decision-making, suggesting that AI's use might

unintentionally foster passivity in learning. This could impede the cultivation of critical

thinking and problem-solving abilities if students become excessively reliant on AI for

solutions. However, According to Zhang et al. (2019) study aimed to investigate the

effectiveness of an AI-based educational tool in improving students critical thinking

skills. The study found that students perceived the AI-based educational tool to be

helpful in improving their thingking skills.

The importance of AI in education is it plays a role in promoting personalized

teaching and learning. AI has changed the way teachers teach and the way students

learn. It can form a personalized learning plan according to the needs and learning

situation of students (Dishon, 2017), provide immersive learning experience (Ip et al.,

2019) and intelligent learning tracking to help students improve their learning ability

and efficiency.

AI can deeply evaluate students' daily and test performance based on big data

and machine learning, and provide personalized teaching guidance for students'

difficult knowledge and difficulties (Bingham, Pane, Steiner, & Hamilton, 2018),

shortening students' learning time (Quer, Muse, Nikzad, Topol, & Steinhubl, 2017) and

improving learning efficiency (Kong et al., 2019). Adaptive learning technology can help

implement one-to-one personalized teaching between machines and students.

Intelligent adaptive learning technology is an AI education technology that simulates

the process of one-to-one teaching by teachers to students and gives the learning

system personalized teaching capabilities (Kakish & Pollacia, 2018).

Additionally, According to the study of Sumakul et al. (2022), students had

positive feelings about using AI tool applications. The students enjoyed the lessons,

and AI program helped them with their writing and thinking skills. More precisely, Utami

et al. (2023) listed three benefits of using AI in an Indonesian academic writing class:
(1) Students seek out AI technology in academic writing for engaging learning; (2) AI-

based learning tools are adaptable and accessible; (3) AI-based learning tools and

applications help students with academic research planning, topic creation, and paper

draft development.

AI can use this data to provide tailored learning experiences that meet the specific

needs of each student (Samudrala et al., 2022). For example, AI can recommend

appropriate learning resources, suggest areas for improvement, and adjust the

difficulty level of learning tasks. One of the primary benefits of personalized learning is

that it helps to ensure that each student receives the support and guidance they need

to reach their full potential. Personalized learning can help struggling students catch

up, while advanced students can be challenged at their level (Gningue, Peach, Jarrah,

& Wardat, 2022). By providing a personalized learning experience, students are more

engaged and motivated to learn, which can lead to better academic performance (Al-

Abboodi, Fan, Mahmood, & Al-Bahrani, 2021). AI-based learning platforms can provide

personalized learning experiences in several ways (Ibrahim, Al-Awkally, Samad, Zaib,

& Hamza, 2022).

Review of Related Studies

The integration of artificial intelligence (AI) in education has sparked a revolution in

how students learn and engage with content. The study of Maqbool et al. (2017) aimed

to explore how AI applications can enhance student learning outcomes. This study

relied upon the documentary method by reviewing the literature and analyzing reports.

Moreover, the results showed that AI is revolutionizing the educational landscape by

providing creative ways to improve student experiences.

The impact of AI on learning outcomes, which offers a thorough overview of how AI is

transforming education. Personalized learning experiences catered to the needs of

each individual student have been made possible by the use of AI in education.

Adaptive learning systems driven by artificial intelligence examine student performance

data to design personalized learning pathways that meet each student's knowledge

and pace. Real-time analysis of student replies using AI-powered assessment

instruments can provide quick feedback and understanding of students' understanding

and development.

AI is being used in education for administrative tasks, including scheduling, student

enrolling, and resource distribution. AI-powered solutions can streamline these

procedures, resulting in more effective and efficient administration of educational

establishments. Even with all of AI's advantages for education, issues such as worries

about algorithmic bias, data privacy, and the need for teacher preparation remain to be

resolved.In order to fully realize the potential of AI in education and guarantee that

everyone has fair access to high-quality education, it will be imperative to address

these issues.

The study of Alotaibi and Alshehri (2023) aimed to examine the benefits and

drawbacks of Saudi Arabia's higher education institutions implementing AI-based

learning outcomes. Additionally, the study examined Saudi Arabia's top universities'

role in developing AI-based learning outcomes. The study relied on documentary

methods that utilized Scopus and Web of Science databases. The results showed that

while AI is still in its infancy as a learning tool, higher education institutions now have to

deal with it. Acquiring the technical skills required to engage with and build artificial

intelligence in the future is critical, and embracing this transformative technology is

essential for solving future learning difficulties. In addition, results showed that AI has

the ability to revolutionize teaching and learning approaches, solve important

educational difficulties, and hasten the advancement of Saudi 2030 targets.

According to the study of, Sekeroglu et al. (2019) believe that machine learning

could assist educators in providing more personalized instruction to their learners.

According to research, with the assistance of artificial intelligence technologies and

intelligent educational surroundings, effective specifically personalized strategies can

be offered (Mohammed & Watson, 2019).

The study also aims to AIEd research to support and critique the development of AI

and AI-based tools and systems, and investigate how to use them to improve learning

and teaching (Holmes et al., 2019; Williamson & Eynon, 2020). Much of the research

to-date, has focused on inventing and developing learning algorithms or training new

learning models to develop new educational tools and systems. These tools and

systems are often based on learning sciences and cognitive sciences (Perrotta &

Selwyn, 2020; Luckin & Cukurova, 2019). For example,using knowledge of learning

process, AI tool and system developers can train a predictive machine learning model

in development of adaptive learning systems.

Theoretical Framework

Constructivist Learning Theory:

Constructivist theories, particularly the work of Piaget (1978) provide a

foundation for understanding how learnings actively construct knowledge

through individual cognitive processes and social interactions. The

Sociocultural perspective emphasize the role of social and cultural factors in the

learning process. These theories support the integration of AI in education, as

AI can facilitate active, collaborative, and context -dependent learning

experience AI can support these theories by offering intelligent tutoring system

(ITS) and facilitate active learning platforms that facilitate active learning and

social interaction. For example AI powered chat bots can engage learners in
dialogues that encourages critical thinking and problem-solving simulating

social interactions in online learning environments (Baker et al.,2019).

The integration of AI in education aligns seamlessly with constructivist

learning theory, emphasising the importance of active engagement and

knowledge construction by learners (Blikstein & Worsley, 2016; Siemens &

Long, 2011). AI technologies can serve as facilitators of active learning by

providing interactive, problem-solving scenarios and simulations. For instance,

Intelligent Tutoring Systems (ITS) powered by AI can offer immediate feedback,

adaptive assessments, and scaffolded learning experiences, allowing students

to actively participate in the learning process (Anderson et al., 1995).

Contemporary research highlights the effectiveness of AI in promoting active

learning, emphasising its role in creating dynamic educational environments

that encourage students to construct meaning through hands on experiences

(Chan, 2015).

Socio-cultural Learning Theory

Socio-cultural learning theory, as espoused by Vygotsky, emphasises the role of

social interactions in cognitive development (Vygotsky, 1978). AI in education has the

potential to enhance social interactions by providing intelligent agents that facilitate

collaborative learning experiences (D'Mello & Graesser, 2014). Chatbots and virtual

tutors can engage students in meaningful conversations, guiding them through

problem-solving processes and encouraging collaborative knowledge construction.

Contemporary studies highlight the positive impact of AI-driven social interactions on

students' cognitive and metacognitive development, demonstrating the potential of AI

to augment socio-cultural aspects of learning (Luckin et al., 2016).

Cognitive Learning Theory

Cognitive learning theory focuses on understanding the mental processes involved

in learning, including the concept of cognitive load (Mayer, 2008). AI in education plays

a pivotal role in managing cognitive load by adapting instructional strategies to match

individual student capacities (Anderson et al., 1995). Intelligent tutoring systems can

dynamically adjust the difficulty of tasks based on learners' cognitive abilities,

optimising the balance between challenge and skill. Contemporary studies emphasise

the effectiveness of AI in reducing extraneous cognitive load and enhancing intrinsic

cognitive load, ultimately contributing to improved learning outcomes (Chan, 2015).

Moreover, (Sweller, 1988) posits that learners have a limited working memory

capacity, and instructional methods should minimize extraneous cognitive load while

maximizing germane load related to the learning task. AI can be used to optimize

instructional methods and resources by adapting content and pacing according to the

learner’s cognitive capacity and needs, thereby improving learning efficiency and

outcomes.

In summary, The theoretical underpinnings of this review underscore the importance

of a nuanced understanding of AI in education. According to (Floridi & Taddeo, 2016)

Constructivist learning theories highlight the potential of AI to facilitate active learning

and personalise educational experiences. Socio-cultural perspectives emphasise the

role of AI in enhancing social interactions and collaborative learning environments.

Cognitive learning theories provide insights into how AI can manage cognitive load and

adapt to individual learning styles. The synthesis of these theoretical perspectives

contributes to a comprehensive understanding of how AI aligns with established

educational theories. The theoretical implications suggest that successful integration of

AI in education requires a thoughtful synthesis of technology, acknowledging the

dynamic interplay between the two.

 Chapter III

Methodology

This chapter explore the experience and perception of senior high school

students who have used Artificial intelligence-based educational application tools. This

methodology will presents the research design, research locale, sampling design,

participants of the study, data collection, data analysis, ethical consideration of the

study.

Research Design

The research design for this study is a qualitative approach that utilizes a

phenomenological method. According to Creswell, J. W. (2014), Qualitative research is

a systematic approach to understanding and interpreting the subjective experiences,

perspectives, and meanings that individuals or groups construct in relation to a

particular phenomenon.

A Phenomenology is a philosophical and methodological approach that focuses on

understanding the lived experiences of individuals and how they construct meaning

from their perceptions and interactions with the world Van Manen, M. (2014).

This method will enable the researcher to understand and describe the

experiences and perspective of senior high school students who use Artificial

Intelligence in their education.

Research Locale

This study will be conducted at Immaculate Conception School of Guiuan

located at Brgy. 09-A, Guimbaolibot Ave, Guiuan Eastern Samar

 Figure 1 shows the map of Immaculate Conception School of Guiuan which is

the locale of the study. The figure serves as a guide to determine the exact location of

the research locale.

Figure 1: Map of Guiuan showing the research locale of the Stud.

Sampling Design

The researchers chose a specific sampling method which is purposive sampling

because the nature of what they were studying (the "phenomenon") determined the

best way to select participants. Wherein, The participants are the senior high school

students (grades 11 and 12) who have used AI-assisted learning tools and

applications.

By the selection of participant this will provide enough data to allow for rich

thematic analysis while still allowing for in-depth interviews of each participant's

experience. Purposive sampling, according to Rai (2015) and Ahmad (2024), means

selecting participants based on pre-defined criteria that are relevant to the research.

This method allows you to focus on participants who have the most relevant

experiences and perspectives.

Participant of the study

The participants for this study is the senior high school students from Immaculate

Conception School of Guiuan who have used Artificial intelligence-based applications

and tools. The sample will be selected using purposive sampling with Grade 11

students at Immaculate Conception School of Guiuan in the s.y 2024-2025, and

participants will be chosen based on their availability and willingness to participate of

the study.
Data Collection

Data collection will be conducted using interviews to the respondents of the study.

In-dept interviews with senior high school students to gather detailed insights on their

experiences and perspectives on AI-based education application.

The interview will be recorded, transcribed, and stored securely to ensure the

confidentiality of the participants. The researchers will use an interview guide questions

to align the flow of the interview according to the purpose of the study.

Data Analysis

The data analysis will be conducted using thematic analysis approach. Thematic

analysis is a method for identifying, analyzing, and interpreting patterns within

qualitative data. It's a flexible and widely used approach for understanding the

meanings, concepts, and experiences expressed by participants in research.

According to Braun and Clake there are six steps in this process: familiarization,

coding, generating themes, reviewing themes, defining and defining themes, and

writing up.

1. Familiarization- Thoroughly read and re-read all data to gain a comprehensive

understanding of the content.

2. Coding- Identify and label key concepts, ideas, and themes that emerge from the

data. Assign codes to specific sections of text that relate to each theme.

3. Generating Themes- Group similar codes together to create broader themes that

represent key concepts. This involves identifying the core categories of meaning that

emerge from the data.

4. Reviewing Themes- Define each theme in detail, providing a clear explanation of its

meaning and significance. Support each theme with examples from the data.

5. Defining and defining Themes- Analyze and interpret the relationships between

themes. Look for patterns and connections that help to explain the complex interplay of
experiences. Consider the broader implications of your findings for the research area.

Explain how your themes contribute to answering your research questions.

6. Writing up- Present your findings in a clear and concise manner. Use direct quotes

from participants to illustrate and support your themes.

Trustworthiness

To ensure the trustworthiness of a qualitative research study, It is necessary for the

researchers to consider several criteria, the Credibility, Transferability Dependability,

and Confirmability.Ashford et al. (2021) emphasize the importance of trustworthiness in

qualitative research, which involves demonstrating the validity and reliability of a study

method.

Credibility- Ensuring your themes accurately reflect the nuances of student

experiences with AI-assisted learning.

Transferability- Demonstrating that your findings could be relevant or applicable to

other similar student populations and AI-assisted learning contexts.

Dependability- Ensuring that your research process, particularly your thematic

analysis, was consistent and that the themes you identified are reliable and

reproducible.

Confirmability- Demonstrating that your themes are grounded in the data and not

influenced by your own biases as a researcher.

Ethical Consideration

When considering this study, the researchers always bear in mind the vitality of

ethical consideration. The researchers will give informed consent to the participants of

the study. Wherien, the participants will be informed beforehand about the purpose of

the study. This will let them prepared and establish decionwether they will let

themselves part of the research or not.

The study adhered to strict confidentiality protocols, All the information from the

participants are kept in safe in order to avoid disconcertment to one self. With this in
mind, the researchers only assigned a code to represent the respective informants.

Furthermore, this study utilised the structured survey method to explore the

perceptions of senior high school students regarding the use of AI in education.

To all data or information that has been gathered will be used only for the main

purpose in the study and will be keep confidential as long the participant tells us to

unveil so.
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