Effects of Utilizing Ai Based Programs To The Oratory and Conceptualization Capabilities of Grade 11 Stem

EFFECTS OF UTILIZING AI BASED PROGRAMS TO THE ORATORY AND
CONCEPTUALIZATION CAPABILITIES OF GRADE 11 STEM

STUDENTS OF RIZAL NATIONAL SCIENCE
HIGH SCHOOL
A Research Presented
to the Faculty of
Rizal National Science High School
In Partial Fulfillment of the

Requirements in Practical Research 1
for the Strand Science, Technology,
Engineering, and Mathematics (STEM).
Jullienne R. Agpaoa
Danela Althea R. Añonuevo
Ehra Amika G. Calderon
Miel Kristine C. Crismundo
Ahron Dale V. Delantar
Aurick Dwayne C. Oliveros
Randie Ferdinand F. Rafin
May 2023
i
RIZAL NATIONAL SCIENCE HIGH SCHOOL
APPROVAL SHEET
The research entitled Effects Of Utilizing AI Based Programs To The Oratory
And Conceptualization Capabilities Of Grade 11 Stem Students Of Rizal National
Science High School, prepared and submitted in partial fulfillment of the
requirements for the Practical Research I in Science, Technology, Mathematics, and
Engineering (STEM) strand by Agpaoa J., Anonuevo D.A, Calderon E.A., Crismundo
M.K., Delantar A.D., Oliveros A.D., and Rafin R.F., is hereby recommended for
approval.
NANETTE S. STA. CATALINA JECELYN Q. CEREMONIA-CERDA
WILLIAM G. CELESTIAL CARA CAMILEE D.L. DELA CRUZ
JOMAR V. CRUZ
PRACTICAL RESEARCH I MENTORS
Approved in partial fulfillment of the requirements for the Practical Research I
in Science and Technology, Mathematics, and Engineering (STEM).
Accepted in partial fulfillment of the requirements for the Practical Research I
in Science and Technology, Mathematics, and Engineering (STEM).
Date: ____________ DR. EDITH SA. DELOS SANTOS
Principal IV, RNSHS
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DEDICATION
The researchers would like to dedicate the research study to the following:
The researchers family,
To their fellow STEM students,
To their fellow Riscians,
To their mentors,
To their respondents,
To the future researchers,
For the nation's innovation.
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ACKNOWLEDGEMENT
We would like to express our heartfelt gratitude to the following individuals for
their invaluable guidance and support throughout the duration of our research:
Nanette S. Sta. Catalina, for her unwavering guidance and supervision, which
enabled us to conduct our research effectively.
William G. Celestial, for his valuable insights and feedback, which helped us
improve our research and make it more robust.
Jomar V. Cruz, for his expert advice and assistance in data analysis, which
greatly contributed to the accuracy and reliability of our research results.
Jecelyn Q. Ceremonia-Cerda, for her valuable assistance and support
throughout the research process, which helped us complete our work on time and
with excellent quality.
Cara Camilee D.L. Dela Cruz, for her excellent guidance and mentorship,
which helped us navigate the complexities of our research and achieve our
objectives.
We would also like to extend our gratitude to Dr. Edith SA. delos Santos for
approving our research and providing us with the opportunity to pursue this
endeavor. Their unwavering support and encouragement have been instrumental in
the success of our research. We are deeply grateful for their contributions and
remain inspired by their expertise and commitment to excellence.
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CERTIFICATE OF ORIGINALITY
This is to certify that the research study entitled “Effects Of Utilizing AI Based
Programs To The Oratory And Conceptualization Capabilities Of Grade 11 STEM
Students Of Rizal National Science High School” from Rizal National Science High
School embodies the result of original work carried out by the undersigned. This
study does not contain words or ideas taken from published sources, except where
proper referencing and acknowledgement were made.
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ABSTRACT
Title: Effects Of Utilizing AI Based Programs To The Oratory And Conceptualization
Capabilities Of Grade 11 STEM Students Of Rizal National Science High School
Researchers: Jullienne R. Agpaoa, Danela Althea R. Añonuevo, Ehra Amika G.
Calderon, Miel Kristine C. Crismundo, Ahron Dale V. Delantar, Aurick Dwayne C.
Oliveros, Randie Ferdinand F. Rafin
Name of School: Rizal National Science High School
School Year: 2022-2023
Research Mentors: William G. Celestial, Jecelyn Q. Ceremonia-Cerda, Jomar V.
Cruz, Cara Camilee D.L. Dela Cruz, Nanette S. Sta. Catalina
The Problem
The main objective of the study is to know the Effects Of Utilizing AI Based
Programs To The Oratory And Conceptualization Capabilities Of Grade 11 Stem
Students Of Rizal National Science High School. This research involves how
students utilize these said programs and how they formulate and conceptualize
ideas with the use of AI.
The study utilized a descriptive method, incorporating thematic analysis and
qualitative interview techniques to gain in-depth understanding and interpretation of
participants' thoughts and experiences. The aim was to describe participant
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characteristics and identify patterns and themes in their responses, ultimately
constructing precise data through interviews.
The respondents of the study are the Grade 11 STEM students from Rizal
National Science High School, with a total of 14 participants consisting of 7 boys and
7 girls from different sections. Convenience sampling was employed to ensure ease
of approach and reliable participation, allowing for focused and accurate data
analysis.
The instrument used is conducting face-to-face interviews with students to
gather data on their usage of AI-based programs. The interviews are divided into
three parts: the first part focuses on determining the reliability of the students as
variables for the study based on their usage of AI programs, the second part aims to
be a basis for the respondents to assess their own skills, while the third part explores
the impact of using AI programs on their skill development. A descriptive procedure
will be followed to assess the collected interview data.
Data were gathered obtaining data by seeking permission from mentors and
the school principal, distributing validated questionnaires to participants, and
conducting interviews. The researchers emphasized participant understanding,
confidentiality, and honest responses. Afterwards, the researchers collected and
transcribed the data for analysis and interpretation.
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Findings
Findings revealed that utilizing AI programs improved the performance and
output of the respondents, as they trusted AI's accuracy and ability to provide correct
information. AI was also found to compensate for stuttering and fluency issues,
expanding communication abilities, although it had minimal impact on voice quality.
Conclusions
Based on the findings, the following conclusions were derived. The use of AI
based programs has a significant effect on the oratory and conceptualization skills of
the students. Second, Students who utilized AI based programs had an advantage in
terms of their confidence, delivery, grammar and mechanics, complete answers, and
organization of ideas. Lastly, The abilities of the students have been reduced without
the aid of AI compared to the students who have used AI based programs.
Recommendations
Based on the conclusions, the following were recommended. First is utilizing
AI programs only for important matters like for checking grammar, correct usage of
words, and for clarifications. Then students should rely more on their capabilities and
potential to answer the activities without the presence of AI programs.
Recommendation for guidelines in choosing virtual output or diagram based
activities over essay type or QnA based activities due to the fact that these activities
can be easily answered by AI programs, so in that case they can truly assess their
abilities in analyzation and understanding.
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TABLE OF CONTENTS
Title Page ……………………………………………………….………………………. i
Approval Sheet ………………………………………………….…………………….. ii
Dedication ……………….……………………………………….…………………..…. iii
Acknowledgement ……..………………………………………………………….…… iv
Certificate of Originality ………………………………………………………………. v
Abstract …………………………………………………………………………….…... vi
Table of Contents ….……………………………………………...………………..….. ix
Table of Illustrations and Graphs ………………..……………………..………….... xii
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
Introduction .………………………………………………….…………..…….……….. 1
Background of the Study ………………………………………….…..…….…………. 2
Theoretical Framework …………………………………………………..…….……….. 5
Conceptual Framework …………………………………………………….….……….. 6
Statement Of The Problem …………………………………………………...….…... 8
Scope and Limitations of the Study …................................................................. 9
Significance of the Study …………………………………………………….…………. 9
Definition of Terms ……………………………………………..……..…..…….………. 10
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature ………………………………………..……...…..………….………. 12
Local Literature ……………………………………………..…………..…….……….…. 16
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Foreign Study ………………………….………………..…………..…….………..… 22
Local Study .…………………………………………..……..………..…..…….…..… 25
Synthesis and Relevance of the Related Literature and Studies …..……..…...... 29
CHAPTER 3: RESEARCH METHODOLOGY
Method of Research …………………………………………………….……...….. 30
Population, Sample Size, and Sampling Technique ……………….……....…… 31
Description of Respondents ………………………………………….….…….……. 31
Research Instrument ………………………………………………….….…….…… 35
Data-Gathering Procedure …………………………………………….….…...…… 36
Research Ethics ……………….………………………………………….…………. 36
CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Results and Interpretation ………………………………………………..………… 39
Subtitles Of Topics/Problems …………………………………………………….……
40
CHAPTER 5: SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary …………………………………………………….…………………..…….. 48
Findings …………………………………………………….…………..………..…….. 49
Conclusions …………………………………………………..………………………. 50
Recommendations ……………………………………………..……………….…..… 50
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BIBLIOGRAPHY
Books ……………………………………………………..……………………...……. 52
Journals ……………………….…………………………..……………………...……. 52
Periodicals ………………………………………………..……………………...……. 52
Unpublished Thesis/Dissertation ……………………....……………………...……. 53
Online Sources …………………….……………………..……………………...……. 53
APPENDICES
Consent …………………………………………………….……………………..…... 56
Letter for the Respondents
Einstein ……………………………………….…………………………..….. 57
Galilei ………………………………………....…………………………….... 58
Mendel ……………………………………………………………………...... 59
Newton …………………………………………………………………………. 60
Rutherford ………………………………………….……………………….... 61
Set of Questions ………………………………………..……………..………..….… 62
Responses of the Participants ………………………………………………….…. 64
Interpretation of Data ………………………………………………….……………. 70
Table of Respondents’ Skills ……………………………………………………….. 71
Table of Scores …………………………………..………………………………….. 72
Vicinity Map ………..……………………………..………………………………….. 73
Curriculum Vitae ……..………………………………………………….…………... 74
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TABLE OF ILLUSTRATION AND TABLE
TABLE
Table 1 …………………………………….……………………………..….… 64
Table 2 .…………………………………….………….……………………....
67
Table 3 .…………………………………….………….……………………....
71
Table 4 .…………………………………….………….……………………....
71
Table 5 .…………………………………….………….……………………....
72
ILLUSTRATIONS
Figure 1 ………………………………………….………………………..…... 7
Appendix L ..…………………………….…………………………...………. 73
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, background of the study, theoretical
framework, conceptual framework, statement of the problem, scope and limitations
of the study, significance of the study, and definition of terms.
INTRODUCTION
Today’s technology has been advancing as it also became more accessible to
people for them to experience a better quality lifestyle. This in particular is what
technology is made for, an easier life for humanity and being prepared for what may
ever come. Along with these technologies is AI, a system or program that imitates
the thinking and decision making of a human.
AIs do not get tired; it offers huge help to make the daily life of people easier
which includes searching for information and processing information that humans
can not handle. And because it is indeed helpful, people have slowly come to rely on
its ability. AI is revolutionary that companies started monopolizing these for power.
Morality and ethics are often absent from “computerized systems” that make
people's decisions for them. These systems are globally connected and difficult to
manage or control (Katyal, Sonya. Berkeley Center for Law and Technology. U.S.
Commerce Department Digital Economy Board of Advisors.
https://www.pewresearch.org/internet/2018/12/10/artificial-intelligence-and-the-
future-of-humans/).
Students need to learn skills that will help them grow and benefit them when
they are in their own career. Two of the most important skills that they have to learn
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are oratorical and conceptualizations skills. Oratory skills are important because they
help to decide factors in many things such as career development, business growth,
and even help to maintain good relationships with friends and family (International
Center For Academics, January 19, 2020). Conceptualization skills are skills that
enable individuals to identify, conceptualize, and solve intricate problems. These
skills are important in the workplace because they allow professionals to think and
work through abstract ideas and come up with multiple solutions to complex issues
(Glass door team, June 19, 2021).
Since students are prone to discovery, once they find an easier route, they will
not hesitate to take it if there is no risk. Nearly a third of college students have used
the AI chatbot, ChatGPT, to complete written homework assignments. According to a
new study from the online magazine Intelligent, 60 percent say they use the program
on more than half of their assignments (Government Technology: Solutions for state
and local government, Jan 25, 2023). This proves that instead of doing their own
work, the majority of college students heavily rely on AI.
BACKGROUND OF THE STUDY
As time passes by, humans' natural response to life is improvement,
developing how the system works, and making life more comfortable and easier.
Technology, however, gave humans more opportunity to seek different
advancements and abilities to support living. Furthermore, today’s automation is very
successful, just noticing how online class proceeds through the use of technology as
a way of communication and as well as a source of most information. Besides these
benefits, people satisfy their needs via AIs that result in them being more reliant on
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it. Seeing this kind of confusion, the researchers identify and come up with an idea to
do a study on how the students practice their own honed skills, not mainly relying on
AIs non-human abilities. Today's AI environment is dominated by purpose-built
models used for certain tasks. (“Artificial Intelligence.” n.d. IBM Research. Accessed
March 10, 2023. https://research.ibm.com/artificial-intelligence.).
According to this statement, there are artificial intelligence which are
designated in a specific job that help humans to do their tasks, commonly for
students to solve and finish their assigned activities. These AIs usually do
paraphrasing tools, mathematics solving, essays, plagiarism checker, (McFarland,
2022) verbal typing/commands, and audio-visual vocabulary applications that
leverage current educational research (“43 Examples of Artificial Intelligence in
Education – University of San Diego Online Degrees.” n.d. University of San Diego
Online Degrees. Accessed March 9, 2023.
https://onlinedegrees.sandiego.edu/artificial-intelligence-education/.). These are
some examples of AI generated programs: Quillbot, Mathway, Symbolab, ChatGPT,
Desmos, (Levin, Benjamin. 2023. “15 Best QuillBot Alternatives 2023 - Rigorous
Themes.” Rigorous themes. https://rigorousthemes.com/blog/best-quillbot-
alternatives/.). From what is mentioned, by these tools, students are capable of
speeding up on answering their activities though this procedure does not have a
great impact on students and the knowledge intake is disregarded that will make
them realize the significance of trusting their own knowledge and capabilities.
In this research, comparison and analysis would happen to pursue the needs
of this study in accordance with the comprehension and learning of the students. The
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information gathered could be a basis for other research and be a source of a better
picture in human’s life.
AI was invented during the 1950's and started its prominence around the
2000's and 2010’s. However, it was most popular during the pandemic where
students are mostly engaged in online classes, Google Docs, and virtual classrooms.
Students were exposed to different sites and they were engaged with different
activities that involve AIs as it helps us detect wrong inputs and gives feedback in an
instant; not only saving time but also helping the student gain the support that they
need.
STEM students are mainly focused on solving math problems and are
expected to come up with excellent essays. With that being said, the different expert-
systems serve as great help with everyone or so we thought?
The application of AI in Science, Technology, Engineering, and Mathematics
education is used to raise the standard of instruction and learning. Over the years,
there has been a steadily rising trend of AI application in the STEM strand. As many
students discover the different sites, the more they become dependent on it.
Knowing that in just a few clicks they can come up with the answer in finding the limit
of an equation or even make a three paged speech about any topic.
With that question in mind, the researchers picked this topic with the common
interest and curiosity on how AI programs affect the grade 11 students of Rizal
National Science High School; whether or not the students are gaining or losing
knowledge from it.
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THEORETICAL FRAMEWORK
Vygotsky's Scaffolding is a prominent theory that provides valuable insights
into how human skills and knowledge develop through appropriate workloads.
According to this theory, the Zone of Proximal Development (ZPD) plays a crucial
role in an individual's learning process. The ZPD refers to the range of tasks or
activities that individuals can successfully engage in with the assistance and
guidance of more knowledgeable individuals.
In Vygotsky's perspective, learning is seen as a social and collaborative
process. When individuals encounter tasks or workloads that are slightly beyond
their current level of competence but still within their reach, they enter their ZPD.
Within this zone, they require support and scaffolding from more knowledgeable
peers, teachers, mentors, or experienced colleagues to successfully navigate and
master the task.
The term "scaffolding" represents the temporary support and guidance
provided by the knowledgeable individuals. This support is tailored to the learner's
specific needs, gradually fading as the learner gains proficiency and independence.
The scaffolding process involves breaking down complex tasks into manageable
steps, providing prompts, feedback, modeling, and offering explanations to enhance
the learner's understanding.
If used effectively by engaging in activities within their ZPD and receiving
appropriate scaffolding, individuals are empowered to extend their skills, acquire new
knowledge, and reach their full potential. The collaborative nature of this process
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fosters not only cognitive development but also social and emotional growth, as
individuals engage in meaningful interactions with others.
Moreover, it's important to note that Vygotsky emphasized the cultural and
contextual aspects of learning. He believed that learning takes place within a
sociocultural context, where the social interactions, norms, and cultural tools
influence cognitive development. These cultural tools can include language,
educational systems, technology, and other resources that shape individuals'
learning experiences.
Through this theory regarding Vygotsky's Scaffolding, the researchers aim to
use this as a basis in conducting the study. Since it is known to this theory that the
skills of an individual can grow and reach its full potential with the help of an outside
factor if effectively used, the researchers would like to know if this theory also applies
when utilizing AI based programs.
CONCEPTUAL FRAMEWORK
The table below shows the context and factors used in this research for a
better visual understanding of the input, process and output of our research.
The first table which is the input, includes the Profile of the Respondents,
Subjects or Activities wherein AI programs are most often used, Types of AI
Programs used, and the level of the students in terms of their oratory and
conceptualization abilities and everything that is covered by those skills.
The second table, which is the process, showed how we will conduct the
overall process of how we will get the data that we need. We conducted first a
Preliminary Survey for our possible targeted respondents then next is the Informal
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Figure 1, conceptual framework in form of input, process, output, and feedback.
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Interviews which have two parts, wherein the respondents will not use AI the first test
and for the second test they will use an AI.
For the last table, the output. This shows the title of our research which is
stated there, the recommendations of our study which are the guidelines and to
nurture the skills of the students and lastly, the goals of our research which is for
future students to use this research as a basis for their study.
STATEMENT OF THE PROBLEM
In today’s technology, AI's capacity is progressing and becoming more
accessible. The problem that the research addresses is students that are relying
more on AI based tools than on their own abilities. To determine the effects of AI to
the students' oratorical and conceptualization capacities, the researchers prepared
these research questions to guide them throughout the research:
1. How do the students who use AI based programs excel in activities in
terms of:
3.1. Conceptualization of the given topic;
3.2. Understanding;
3.3. Processing of information;
3.4 Delivering the information gathered.
2. How did the use of AI based program limit the capabilities of students
in terms of:
4.1. Assimilation of information;
4.2. Retainment of information.
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SCOPE AND LIMITATIONS OF THE STUDY
This study gathers all necessary data to construct a conclusion about the
effects of utilizing AI based programs to the oratorical and conceptualization
capabilities of students. Creating and recommending implementation of guidelines is
also a part of this research as the output. However, this study will only stay at finding
the effects of AI based programs on students' skills, not comparing and analyzing
those effects since it is outside of the capacity of this research and to be left in the
hands of future researchers.
SIGNIFICANCE OF THE STUDY
In this modern day, the use of AI based programs has spread out, being
utilized not only in the corporate world but also by the students. With the rise of AI’s,
it is important to know when and where to utilize these said programs. The great
contribution of this study would impact and improve the learning capabilities and
skills of the students with honesty and help them for their future knowledge
application and to become confident and competent individuals at the same time.
This study will be beneficial to the following:
This study will contribute to the benefit of the students who will be partaking in
the research. Their true skills would be enhanced and nurtured as the study goes on
by the series of tests to be conducted. This research answers the possible ways to
solve the dependence of the students on Als in learning and also in general terms
and would also answer the attributes the students lack.
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This research will develop and be a basis of other researchers for their other
connected studies as this research is made for providing accurate and tested study
that revolves around humans and Artificial Intelligence.
This study could contribute to the knowledge of schools and the general
public regarding the effects of utilizing AI based programs to the oratory and
conceptualization capabilities of students.
DEFINITION OF TERMS
The words and terms used in this research are described according to the
definition or concept to recognize it more quickly.
Artificial Intelligence. Also referred to as the human robot mind, is a program or
system that can imitate a person’s ability to solve a problem and make a decision. It
is a branch of computer science dealing with the simulation of intelligent behavior in
computers (Merriam-Webster) and most of its data is from the internet. This is the
only independent variable in this research. This is the factor in this research wherein
the researchers will seek the effects of it to the oratorical and conceptualization skills
of the students.
Conceptualization. Another term for comprehension, is the particular process for
constructing and generating thoughts and ideas from their own mind. The other
dependent variable that the student, the primary variable of this study, has. This is
one of the skills that will be tested by the researchers in this study.
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Effects. The result or feedback of what happened in an action, it is either good or
bad depending on the affected surroundings. This word would be the one to
determine the outcome of this study.
Oratory. Also known as public speaking skills, is the ability of a person, students in
particular in this research, to be able to prepare themselves to carry out public
speaking and construct an idea according to his/her own words. This is also one of
the two dependent variables. This is the second skill that will be tested by the
researchers in this study.
Students. It is the one who studies; an attentive and systematic observer (Merriam-
Webster). This is the primary variable who possesses the two dependent variables.
The research will revolve mostly around the students as they answer the prepared
questions by conducting a brief interview. The students will be the participants
needed for this study.
Utilizing. Standard term of the word using. It is defined as making use of a material
for a specific purpose that can benefit the subject effectively. This word will be the
main basis of this research as it is needed in order to properly collect the effects
needed in this study.
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
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This chapter includes foreign literature, local literature, foreign study, local
study, and synthesis and relevance of the related literature and studies.
FOREIGN LITERATURE
"Artificial Intelligence and its Implications for Education in the Developing
World" by Michael J. Trucano, which was published in the World Bank's EduTech
blog in 2018, is a literature review that explores the potential of AI in education, with
a particular focus on the developing world. The review discusses various
applications of AI in education, including intelligent tutoring systems, adaptive
learning, natural language processing, and affective computing.
Regarding intelligent tutoring systems, Trucano notes that they "can be
designed to mimic the behavior of a human tutor, providing personalized feedback to
students and adapting to their learning needs." He also highlights the potential of
adaptive learning, stating that "AI-powered adaptive learning systems can use data
on student performance to adjust the difficulty of learning activities and personalize
instruction based on each student's strengths and weaknesses."
Regarding natural language processing, Trucano notes that "AI-powered
language processing can help students learn new languages, improve their writing
skills, and engage with educational content in a more natural way." He also
discusses the potential of affective computing, stating that "AI-powered affective
computing can help teachers monitor student emotions and adjust their teaching
strategies accordingly."
Trucano's review highlights the potential of AI in education, particularly in the
developing world where access to quality education is limited. He notes that "AI-
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powered educational technologies have the potential to improve access to
education, increase student engagement and achievement, and enable personalized
learning experiences that are tailored to each student's individual needs." (Trucano,
M. J. (2018, March 6). Artificial Intelligence and its Implications for Education in the
Developing World. World Bank EduTech blog. Retrieved from
https://blogs.worldbank.org/edutech/artificial-intelligence-and-its-implications-
education-developing-world)
“The Impact of Artificial Intelligence (AI) on the Future of Education” by Mark
Anthony Llego, which was published in TeacherPH (Professional Learning Online
Community of Teacher and for Teachers) last 2022 is a literature review about the
potential of artificial intelligence (AI) to revolutionize the sector of education. The
article talks about the several ways that AI is applied to help and improve education.
Some of these applications are personalized learning, collaborative learning,
formative assessment, teacher professional development, and lastly educational
administration.
As stated in the article, Llego pointed out that personalized and collaborative
learning are two of the most innovative uses of AI in education. In personalized
learning, it ensures that each student receives the content and experiences best
suited to their needs, this strategy can greatly improve educational outcomes. While
on the other hand collaborative learning encourages students to learn and participate
in discussions because this application emphasizes group projects and peer
interaction.
According to Llego, both formative assessment and teacher professional
development improves the discussion and helps both teachers and students to have
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a more effective kind of learning. As for educational administration, AI can assist
decision-making in school administration by recommending data-driven educational
policies and practices.
Regarding the article there are also going to be challenges and opportunities
with the use of AI. These include student privacy, digital literacy, responsible use,
and equity. As AI technologies progress, it is vital to make sure they are utilized in
ways that are decent and do not endanger students. It is just right to be aware of
these challenges and opportunities, especially students who will overcome these
kinds of things. AI’s are just there to help us, not do all the work and make us those
types of people who became dependent on technology. (Llego, M. A. (2022,
September 13). The Impact of Artificial Intelligence (AI) on the Future of Education.
TeacherPH. Retrieved May 14, 2023, from https://www.teacherph.com/impact-
artificial-intelligence-education/)
According to the literature, “Public Speaking can be a scary task for many
students”, this is true for the students who have fear in speaking in front of many
people, but this can be changed and turn them to their strength in the matter of time
and practice. The author also points out that,”Not only does public speaking give
your confidence a boost, but it also helps you become a better communicator and
leader.” Public speaking boosts self-esteem and in building confidence and great
trust within one’s self. Oratory gives humans the capability to lead in delivering ideas
and communicating effectively.
Public speaking is a skill that anyone can do, it doesn’t matter if a person is
shy or outgoing, it develops in time and practice. In doing it, a person is expanding
their communication skills and social life. It is an ability that humans can use in the
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real world. For example, in reporting, the students' knowledge is being tested while
improving his/her social being.
In relation to the study, this literature gives the understanding of the word
“oratorical” in the researcher's topic. It talks about how necessary public speaking is
in human’s life which is related to the competency of the study students when talking
in public. Knowing one’s self confidence is also the researchers goal in conducting
the study. (Musyoka, I. (2023, March 15). Why Public Speaking is Important for
Students. Nasonga. Retrieved May 14, 2023, from https://nasonga.co.ke/public-
speaking-important-to-students/)
This article investigates the conceptualization of critical thinking (CT) among
first-year social sciences students and their beliefs about how CT skills are acquired.
It recognizes the challenge faced by higher education institutions (HEIs) in aligning
their understanding of CT with the expectations of the labor market. The goal is to
inform the development of effective educational interventions by understanding
students' initial beliefs and misconceptions about CT. Various teaching approaches
and strategies, such as problem-based learning, case studies, questioning
techniques, and authentic learning environments, are explored to facilitate the
development of CT skills. The acquisition of CT skills is viewed as a gradual process
that requires the integration of different instructional methods. By considering
students' initial conceptualizations, educators can tailor their teaching to address
different levels of understanding and promote meaningful learning of CT.
Students in the article understood that critical thinking (CT) skills can be
developed through various teaching methods like problem-based learning and case
studies. They recognized that CT involves both skills and attitudes, and that it can be
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applied in different disciplines, not just in problem-solving fields like medicine. They
also acknowledged the importance of self-regulation in CT. These findings align with
existing research that emphasizes the need for critical thinking and conceptualization
skills in problem-solving situations. (Pnevmatikos D, Christodoulou P, Georgiadou T,
Lithoxoidou A. Undergraduate Students’ Conceptualization of Critical Thinking and
Their Ideas for Critical Thinking Acquisition. Education Sciences. 2023; 13(4):416.
https://doi.org/10.3390/educsci13040416).
LOCAL LITERATURE
In the article, Education Secretary Briones highlights the importance of
preparing students for the impact of artificial intelligence (AI) on the workforce and
society at large. This is in line with a growing body of literature on the role of
education in preparing individuals for the increasing automation and digitization of
the workplace. For example, a study by Arntz et al. (2016) found that up to 47% of
jobs in the US are at risk of being automated in the coming decades, which
underscores the need for education systems to adapt to these changes.
Moreover, there is a growing recognition that the traditional model of
education, which emphasizes rote memorization and standardized testing, may not
be well-suited to preparing students for the demands of a rapidly-changing
workforce. Instead, some researchers advocate for a shift towards a more learner-
centered, project-based approach that emphasizes creativity, problem-solving, and
collaboration (Bereiter, 2002; Dede, 2010).
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However, there are also concerns about the potential for AI to exacerbate
existing inequalities in education. For example, some researchers have argued that
AI-based educational tools may be biased against certain groups of students, such
as those from marginalized communities or with learning disabilities (Baker et al.,
2019). Thus, it is important for education leaders to consider not only the potential
benefits of AI but also its potential risks and unintended consequences, and to
develop strategies to mitigate these risks as the technology continues to evolve.
(DepEd. (2019, October 9). Briones: Rise of artificial intelligence, challenge to
education leaders | Department of Education. DepEd. Retrieved May 14, 2023, from
https://www.deped.gov.ph/2019/10/09/briones-rise-of-artificial-intelligence-challenge-
to-education-leaders/)
"The Concept of the Filipino Student" by Adelaida C. Jines and Remedios T.
Torio is a book chapter that explores the various ways in which the Filipino student
has been conceptualized over time. The authors begin by discussing the colonial
legacy of the Philippines, which has had a profound impact on the educational
system and on how students are perceived.
The authors note that there is a tendency to view the Filipino student as
passive and obedient, with an emphasis on memorization and rote learning rather
than critical thinking and creativity. However, they argue that this stereotype is not
necessarily accurate, and that Filipino students are capable of being innovative and
adaptable.
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The conceptualization of the Filipino student has important implications for the
effects of AI on learning. While there are concerns about how AI may reinforce
traditional approaches to education, it also has the potential to promote personalized
learning and adaptability, which may be particularly beneficial for learners in diverse
contexts such as the Philippines. However, it is important to consider how AI can be
contextualized and adapted to meet the needs and values of Filipino students.
(Jines, A. C., & Torio, R. T. (2002). The concept of the Filipino student. In N. G.
Quimpo (Ed.), Filipino youth in transition: Perspectives and challenges for the 21st
century (pp. 33-52). Ateneo de Manila University Press.)
“How to Survive the AI Revolution: A Human-Centered Approach to AI in
Philippine Education” by Mark Anthony Llego is an article that talks about how AI
programs can benefit humans effectively especially in education, how should people
embrace the growing contributions of AI in the society, and through these machines
the students are being held ready for future workforce as it help educators in carrying
the task they have put on.
As the author mentioned,”Alan Turing once predicted, computers are
increasingly becoming adept at mimicking human intelligence.” This article discusses
that even in the midst of AI provides more than humans, a human-centered
approach which advocates the collaboration of humans and AI technology, as it
shows how the revolution of AI technologies guide the education in the Philippines
focusing on AIs capabilities to sustain a good learning system. Philippines education
is facing numerous challenges, such as inadequate facilities, small number of
resources, and a quickly growing population. By making use of technology to
18
substitute the inadequate capabilities of teachers and administrators, this technology
will support education gradually by unlocking its abilities and potentials for
Philippines education. There are many things that enable teachers to do their tasks
easier like: Automating tasks such as making student records, making lesson plans,
and more efficient communication between educators and students.
It strengthens the learning experience of the students in adaptive learning
technologies that work 24/7 as a guide and assistant of the learners for better
knowledge proficiency. There are also educational games which are run by AI
technologies that engage students to learn better even the complex lessons.
In connection to the researcher’s study, AIs have greatly impacted the
education’s system not only in the Philippines but also around the world. AI
technologies can be used for people’s benefit if they are used in a good and
appropriate way, it can be on the human's side or oppose depending on its usage.
Utilizing AIs is not harmful, abusing its power is one. (Llego, M. A. (2019, June 19).
How to Survive the AI Revolution: A Human-Centered Approach to AI in Philippine
Education. TeacherPH. Retrieved May 14, 2023, from
https://www.teacherph.com/surviving-ai-revolution-philippines-education/)
“The Conceptualization of the Student in the Context of Rizal Province" by
Michael F. Laranang, published in the Rizal Journal of Social Science in 2019, the
author examines the different ways in which the student has been conceptualized in
the context of Rizal province. The article explores the influence of historical, cultural,
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and socio-economic factors on the formation of the student identity in the region. The
study also discusses the ways in which the educational system in Rizal province
reinforces certain concepts of the student and the implications of these
conceptualizations on teaching and learning practices. Overall, the article provides
insight into the unique experiences of students in Rizal province and the factors that
shape their educational identities.
According to Laranang's literature, there is possible integration of AI in
education and presents new challenges and opportunities for understanding the
conceptualization of students in Rizal province. Additionally, the use of AI in
education may exacerbate existing inequalities between students from different
socio-economic backgrounds if these tools are primarily available in wealthier
schools or urban areas. (Laranang, M. F. (2018). The Conceptualization of the
Student in the Context of Rizal Province. Journal of Educational and Social
Research, 8(1), 113-118. doi:10.5901/jesr.2018.v8n1p113)
"Digital Literacy and Alternative Learning Resources for Students in Rizal
Province, Philippines" by Joyce S. Tumbaga is a literature that discusses the
importance of digital literacy and the use of alternative learning resources in the
Philippines, with a focus on Rizal Province. According to the author, digital literacy is
essential for students in the 21st century, as it enables them to access and use
various forms of technology to enhance their learning experiences.
The literature also highlights the challenges faced by students in Rizal
Province in accessing traditional learning resources, such as textbooks and libraries.
The author argues that alternative learning resources, such as online courses, open
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educational resources, and digital libraries, can provide a valuable supplement to
traditional learning materials and help bridge the gap in access to education.
In this sense, AI could potentially play a role in enhancing students'
conceptualization and oratory capacity. For example, AI-powered writing assistants
could help students improve their writing skills by providing feedback and
suggestions for improvement. Similarly, AI-powered speech recognition software
could help students practice and improve their public speaking skills by providing
feedback on their delivery and pronunciation. (Tumbaga, J. S. (2018). Digital Literacy
and Alternative Learning Resources for Students in Rizal Province, Philippines.
International Journal of Advanced Research in Computer Science, 9(4), 1-7.
Retrieved from http://www.ijarcs.info/index.php/Ijarcs/article/view/6653/5832)
“Statement by the Faculty of UP Diliman Artificial Intelligence (AI) Program
on the Use of AI Tools in the Academic Environment” by the UP Diliman Artificial
Intelligence Program is a literature published in the Diliman Information Office,
sourced from the UP Diliman Artificial Intelligence Program Facebook Page on
January 18, 2023. The literature addresses the concerns that Artificial Intelligence
programs such as ChatGPT poses in the academic sphere and its integrity. Such
concerns mentioned are the submission of students of works assisted or made by
AI-based programs (LLM & GPT).
The said works were detected by AI detector systems used by professors for
verification and thus led to students’ worry that the faculty might use these AI
detector systems to frame an honest scholarly work as AI-made.
The literature also mentions the staff’s condemnation against these AI-
generated works posed as honest scholar works and mentions A.I. as a ‘disruptive
21
innovation’. Regardless, the literature acknowledges A.I. tools as a medium that can
improve multiple academic skills such as rapid visualization of ideas and writing
skills, and a tool that is to be utilized to further heighten learning productivity.
In relation to the researcher’s study, Artificial Intelligence and AI-based
programs in general can serve as a medium for increased formulation of theories
and ideas, as well as language skills by students in their learning. As A.I. also serves
to be a gateway to broader information and knowledge, students can utilize this to
enhance their bank of knowledge for further improvement of idea conceptualization,
understanding, and speech. (Statement by the Faculty of UP Diliman Artificial
Intelligence (AI) Program on the Use of AI Tools in the Academic Environment -
University of the Philippines Diliman. (2023, January 18). UP Diliman Information
Office. Retrieved May 13, 2023, from https://upd.edu.ph/statement-by-the-faculty-of-
up-diliman-artificial-intelligence-ai-program-on-the-use-of-ai-tools-in-the-academic-
environment/)
FOREIGN STUDY
Several studies have investigated the use of AI tools by college students, and
many have found that students are interested in exploring the capabilities of AI
technology. A study by De Kock and van Zyl (2019) found that students were willing
to use AI-based writing assistants to improve their writing skills, and were generally
positive about the usefulness of these tools.
Similarly, a study by Kumar and Chadha (2021) found that students were
interested in using AI-based educational tools, such as chatbots and virtual
assistants, to improve their learning outcomes. The study also found that students
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were generally positive about the use of AI in education, and believed that it could
improve the quality of teaching and learning.
However, not all studies have found positive attitudes towards the use of AI
tools by college students. A study by Gomez-Zermeno et al. (2020) found that
students were generally skeptical about the use of AI in education, and were
concerned about the potential for bias and privacy violations. The study also found
that students preferred to receive feedback from human instructors rather than AI-
based systems.
In addition, some studies have found that students may not always use AI
tools in ways that align with their intended purposes. For example, a study by Kayes
et al. (2020) found that students sometimes used AI-based writing assistants to
generate content for their assignments rather than to improve their writing skills. The
study also found that some students were not aware of the potential ethical issues
associated with using AI in this way.
AI can help heritage language learners connect with other learners and
speakers of their heritage language through online communities and social media
platforms. These platforms can provide learners with opportunities to practice their
language skills, participate in critical dialogue, and develop a sense of belonging to
their language community. (Johnson, R. (2023, March 13). Half of College Students
Say Using AI Is Cheating. BestColleges. Retrieved May 14, 2023, from
https://www.bestcolleges.com/research/college-students-ai-tools-survey/)
The study finds that heritage language learners benefit from power
negotiation in the classroom, the use of critical language pedagogy, and teaching
materials that focus on critical vocabulary and the lived experiences of the students.
23
The study also recommends expanding critical language teaching perspectives to
include sociolinguistic topics and providing faculty development opportunities to
improve teachers' knowledge of recent perspectives in language teaching and
learning, multilingualism, and curriculum development.
AI can affect heritage language teaching and learning in several ways. One
way is through the use of language learning apps and online resources that provide
students with interactive and personalized language learning experiences. These
tools can help students build a stock of critical vocabulary and encourage them to
take more responsibility in their own learning process. AI can also help teachers
create customized teaching materials that cater to the unique needs of their students
and incorporate sociolinguistic topics that promote critical consciousness. ( Parba, J.
(2018, August). EMPOWERING THE FILIPINO LANGUAGE CLASSROOM: TOWARDS
CRITICAL PEDAGOGY AND CURRICULUM. Core Ac UK. Retrieved May 14, 2023, from
https://core.ac.uk/download/pdf/211329265.pdf?
fbclid=IwAR2HtLMbq2tQcgCmQhs8sJJ5gm3v8RjpnMy0_OV-PZWReLp1QSP0plLTMh0)
The study implies that the university is required to make a significant
transformation to meet the new demands of the digital society through the use of
Artificial Intelligence with rigorous educational rules. The forms are based on
machine learning which promise a very significant and unparalleled qualitative
increase in education across all levels. The students' learning is accurately
personalized in accordance with their needs, which is an area for improvement.
Adapting to their needs, successfully integrating various human contact
telecommunication and information technology. The urgent need to plan, build,
develop, and apply digital capabilities is what drives the millennium. To generate
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superior experts able to comprehend and advance the technological as well as
achieving the universalization of a digital environment to suit their demands
programming languages supported by artificial intelligence forms.
The data from the study that has been stated has shown that AI has an
entanglement with the students’ accurateness in terms of education. Is it appropriate
to use and invest in AI in the specific scenario of Latin America? The response is
yes, as Pounder and Liu (2018) noted, and these technologies are the key. Elements
must address regional long-term growth in order to increase competitiveness and
factors of productivity for a genuine perspective transformation with new and
improved chances in the worldwide market. (Ocaña-Fernandez, Y., Valenzuela-
Fernandez, L., & GarroAburto, L. (2019). Artificial Intelligence and itsImplications in
Higher Education. Propósitos yRepresentaciones, 7(2), 536-568.
doi:http://dx.doi.org/10.20511/pyr2019.v7n2.274)
LOCAL STUDY
“Levels of Oral Communication Skills and Speaking Anxiety of Educators in a
Polytechnic College in the Philippines” by Marlon Pontillas and Frederick Talaue is a
study about the connection of oral communication and different factors that cause
speaking anxieties in teachers.
According to the researchers, various activities can affect the oral
communication skills of the educators. It may come down to the daily routine of how
much they are talking everyday, or the number of experiences in teaching. Some
need supervision while some need further training in order to hone the said skill. In
order to achieve mastery and high competence oral communication skill, training and
25
various developmental activities can help. Due to anxiety, nervousness, and lack of
training the content, organization, and structure of their speech is sacrificed, leading
to a less desirable speech. (Pontillas, M., &; Talaue, F. (2021). Levels of oral
communication skills and speaking anxiety of educators in a polytechnic
college in the Philippines. Journal of Education, Management and Development
Studies, 1(1), 24–32. https://doi.org/10.52631/jemds.v1i1.15)
“Artificial Intelligence: The Technology Adoption and Impact in the Philippines”
by Rosales M., Magsumbol J., Palconit M., Culaba A., and Dadios E., is a research
which was publicized in December 2020. It is a study about the immense influence of
AI in the Philippines together with its benefits. As written in the study, AI both had its
bad and good effects. According to the researchers, AI can be easily controlled and
used positively as long as the people are knowledgeable enough in order to
maximize its benefits.
Furthermore, as illustrated by the statistics collected by the researchers, it
shows the significant advances of development in different sectors by the use of AI.
In the conclusion of the study, it is stated that AI is an invention that can surely make
anyone’s work much quicker, easier, and more efficient. Therefore, with enough
knowledge with the use of AI, it can surely give positive effects not just to the
country, but also to different people that will be directly affected by this innovation.
(Rosales, M. A., Magsumbol, J. V., Palconit, M. G., Culaba, A. B., & Dadios, E.
P. (2020). Artificial Intelligence: The technology adoption and impact in the
Philippines. 2020 IEEE 12th International Conference on Humanoid,
Nanotechnology, Information Technology, Communication and Control,
26
Environment, and Management (HNICEM).
https://doi.org/10.1109/hnicem51456.2020.9400025)
According to the International Journal of Teaching and Learning of Higher
Education, many courses in higher education place a strong priority on developing
students' critical thinking abilities, which are increasingly evident in course
descriptions and evaluation criteria. Despite this, students frequently struggle to
grasp it and use it in their work. The goal of the stated essay is to examine how
students interpret the concept of critical thinking and to pinpoint some of the major
variables that affect it. Four first-year undergraduate students in the education faculty
of a university in England participated in an extensive case study. Thematic and
stimulated recollection interviews were used to get the data.
The results showed that although students can speak fairly easily about more
abstract meanings of the term, they frequently find it challenging to practice and to
identify in their own work. Despite this, students firmly believe in the value of
developing critical thinking skills. Findings imply that their conceptualizations vary by
discipline and are impacted by their prior educational experiences. The requirement
for clear instruction on critical thinking, the availability of ample practice
opportunities, and the necessity of engaging in cross-disciplinary discourse to
highlight chances for fostering connection-making and transfer between various
contexts are all implications for pedagogy.
The study implies that AI affects the conceptualization skill of a person. In
addition, a person’s accumulated knowledge is better to improve one’s
conceptualization that will result in having critical thinking skills as well. (Forbes, K.
(2018). Exploring First Year Undergraduate Students' Conceptualizations of Critical
27
Thinking Skills. International Journal of Teaching and Learning in Higher Education,
v30 n3 p433-442 2018, 1(1), 10. https://eric.ed.gov/?id=EJ1199418)
“Effectiveness of Memorizing Techniques to the Selected Grade 11 Students
of Rizal National Science High School” by Aquino T., Figueroa JA., Jopio JI., and
Venturina C., which was issued for the Practical Research I of RNSHS is a study that
explores the importance of learning techniques.
Researchers note that the best approach on answering listed questions such
Periodical Exams, Quizzes, and Written Works is Memorization and
Conceptualization with a huge margin. The “Connect and Link Method” was the
technique used. The effectiveness of the memorizing technique in students helped
them in their academic performance so they achieved high grades in their subjects.
The researchers highlighted that students' learning is highly affected by
techniques they used which are Memorization and Conceptualization. This also
proves that students’ learning is at risk since the major factor that affects
Memorization and Conceptualization nowadays are technology, specifically Artificial
Intelligence. (RNSHS Students. (2017). Memorizing Techniques. Effectiveness of
Memorizing Techniques to the Selected Grade 11 Students of Rizal National
Science High School, 1(1), 22.)
SYNTHESIS AND RELEVANCE OF THE RELATED LITERATURE AND STUDIES
The above collection of both foreign and local studies provides information to
the proponents that their proposed study has similarities with other systems which
are widely used. As stated, AI has brought our generation nowadays the innovation
28
that the citizens need. However, by using AI's carelessly we tend to stop the
progression of society.
The collections of studies above are related in the area of the importance of
honesty. It will give assurance that a person's oratorical skills are improving and
conceptualization skills are refined as the proponents practice it by merely relying on
AI.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter includes the method of research, population, sample size and
sampling technique, description of respondents, research instrument, data-gathering
procedure, and research ethics.
29
METHODS OF RESEARCH USED
This chapter presents the methods to be used in the study. It also describes
the subjects of the study, the instruments used, the procedure of data gathering, and
the statistical treatment of the data.
This study will determine the Effects Of Utilizing AI Based Programs To The
Oratory And Conceptualization Capabilities Of Grade 11 STEM Students Of Rizal
National Science High School by assessing their skills and capabilities from a given
text through interview.
The thematic analysis and descriptive, qualitative, interview methods of
research will be utilized during this research. Thematic analysis because it gives
description and interpretation through in-depth analysis and looking if there are the
same ideas and way of delivering their thoughts. Descriptive because one of the
targets of this paper is to describe the characteristics of the participants guided by a
specific criteria acquired from the existing learning system whenever the participants
are answering the questions provided. Qualitative method was used for us to be able
to have a deeper understanding of the experiences, phenomena and context of our
respondents. One of the targets of this paper is to find datasets that consist of
different patterns which will form themes that came from the respondents' own
answers. To obtain and construct proper and precise data from the participants, the
researchers are to conduct an interview which is formulated to know the outcome of
this study. These Interviews will help the researchers to get more information
thoroughly from the participants as their skills were assessed.
30
POPULATION, SAMPLE SIZE, AND SAMPLING TECHNIQUE
The researchers are to conduct with the participation of the Grade 11 STEM
students of Rizal National Science High School. The respondents consisted of seven
(7) boys and seven (7) girls from the five (5) different sections. The researchers limit
it to fourteen (14) participants so in that way the focus and analysis of data is exact
and accurate. Purposive Sampling is the technique the researchers are able to use
because the respondents are picked because they are the easiest to approach and
from that, the researchers are ensured that the participants are reliable.
The selection criteria for our samples encompass the following aspects.
Firstly, it is essential that the students possess an understanding of AI, ensuring a
solid foundation in the subject. Secondly, we prioritize students actively engaging or
using AI, harnessing its capabilities and actively incorporating it into their work.
DESCRIPTION OF RESPONDENTS
The chosen Grade 11 STEM students from five (5) sections of Rizal National
Science High School will serve as the study's respondents. The fourteen (14)
students who will participate in this interview are seven (7) male and seven (7)
female, distributed equally by gender. The researchers will conveniently choose the
respondents after conducting an open-ended interview to determine whether the
respondents are capable of providing the data required for this study. These
students will take part in three interviews: one to identify the necessary respondents,
one to become a basis for them to assess their own skills, and one to gather the
information needed to address the stated problem.
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Respondent 1
Respondent 1 is a 17 years old RNSHS STEM student that has been using
A.I. programs for around 2 months in the matter of answering Mathematical
problems and paraphrasing purposes.
Respondent 2
A.I. based programs for nearly 3 months in the means of summarization and
grammar checking.
Respondent 3
A.I. based programs for about 3 months in association to forming an essay and
answering knowledge-based assignments.
Respondent 4
A.I. based programs for exactly 5 months and is used for paraphrasing and getting
the main points of a text.
Respondent 5
32
Respondent 5 is an 18 year old RNSHS STEM student that has been using
A.I. based programs for the past 3 months in the usage of composing reflections and
finding textual evidence.
Respondent 6
Respondent 6 is an 18 year old RNSHS STEM student that has been using
A.I. based programs for the time-span of 2 months and it served as improving the
clarity of the essay and as language translator.
Respondent 7
A.I. based programs for about 3 months for the participant's benefit in terms of
writing an analysis or a descriptive paragraph.
Respondent 8
A.I. based programs for 5 months long and make use of them as tutors and
modifiers.
Respondent 9
Respondent 9 is a 17 years old student of Rizal National Science High School
who is taking the STEM Strand. The person has been using A.I. programs namely
ChatGPT for approximately 2-3 months as of now and has been using these
programs to understand complex information.
33
Respondent 10
Respondent 10 is a 17 years old student of Rizal National Science High
School who is currently pursuing STEM. The participant has been using A.I.
programs for over 3 months and has been using these programs for summarizing
and paraphrasing objectives.
Respondent 11
School who is an ongoing STEM student. The participant has been using A.I.
programs for over 2 months and has been using these programs for Mathematical
problems and establishing essays.
Respondent 12
School who is presently partaking in STEM. The participant has been using A.I.
programs for over 3 months and has been utilizing these programs for grammar
checking and as a language translator.
Respondent 13
School who is today working toward STEM. The participant has been using A.I.
programs for over 2 months and has been using these programs for questioning
chatbots for academic intentions.
34
Respondent 14
School who is taking STEM for the time being. The participant has been using A.I.
programs for almost 3 months and has been using these programs for writing
reflections and analysis.
RESEARCH INSTRUMENT
The following instrument will be used in the research:
Interview
This is the way of obtaining data, by meeting students face to face. Short
questions will be asked and followed by questions about their experiences in using
AI based programs. The interview will be divided into three parts.
The first part, the researchers asked the interviewee if they use AI based
programs to know if they are a reliable variable for this study. The second part, the
researchers gave two sets of text. The researchers asked the interviewee about the
first given text with only their knowledge or what they remember about the material
and gave another piece of short literature to the interviewee from which they utilized
an AI program to assist or to answer the given questions to them. This will become a
basis for the participants to assess their own skills. For the third part, another set of
questions was given to the interviewee from which they explained the effects of
utilizing AI based programs on the growth and development of their skills.
Short descriptive procedure will follow as we assess the data gathered from
the interview.
35
DATA-GATHERING PROCEDURE
The researchers prepared a letter outlining the purpose of the study and
presented it to the mentors of Practical Research I as well as the Principal of Rizal
National Science High School. They also developed a set of questionnaires that
were validated by the mentors to be given to the participants. Additionally, a letter
was created for the participants, explaining the interview process and their role as
subjects in the study. The researchers ensured that the participants understood their
responsibilities and maintained the anonymity of the respondents. The participants
were requested to answer the questionnaire honestly. Following the completion of
the interviews, the researchers collected and transcribed the data for analysis and
interpretation.
RESEARCH ETHICS
Informed Consent Process
The participants in the focus group and interviews were carefully selected.
Every individual who took part in the focus group signed a consent form. This form
provided detailed information about the objectives of the project, the structure of the
study, the activities participants would be involved in, concerns regarding
confidentiality, data storage and usage, and any necessary follow-up procedures.
Confidentiality
The participants received assurances from the researchers that all information
obtained for this study would be kept confidential. Each respondent formally
36
authorized the use and disclosure of data in this study. The researchers instructed
anonymity in this study to report the data from each respondent. All digital
information, including the interviews, was stored in a private Google Drive. The
researchers were the only people who had access to the said data.
Subject Participation
Prior to conducting this study, the approval of the Practical Research I
mentors and Rizal National Science High School’s principal was requested and
participated in formal consultations for the betterment of this paper. The following
information was covered in these initial consultations: the use of AI-Based programs
and the subject’s correlation to the Science, Technology, Engineering, and
Mathematics Strand (STEM). The mentors’ and principal’s approval was also
requested prior to conducting the interviews for the participants of this research.
Treatment of Data
Qualitative research was conducted and qualitative information from
interviews were documented with the respondent’s permission using audio-video
equipment, and consent forms were presented in order for them to be aware of the
interview process and data use. The availability of the interviewees determined the
place and time of the interviews.
With verbal consent from the interviewees, each individual interview was
videotaped. The videotaped interviews were reviewed and analyzed for grading and
37
data gathering. Data acquired from this process were used to construct data tables
and recommendations.
Data sharing and Validation Activities
To prove the transcripts of the interviews done by the researchers, there were
workshops used to gather the shared data and validation of the selected
respondents. This practice was aimed to guarantee and secure precise information
representation and interpretation. Participation together with the proper consent were
given accordingly.
CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the results and interpretation of data and subtitles of
topics/problems.
38
RESULTS AND INTERPRETATION OF DATA
This part discusses the data and findings from the interview conducted among
14 Grade 11 students with the purpose of assessing the effects of utilizing AI based
programs to the oratory and conceptualization capabilities of grade 11 STEM
students of Rizal National Science High School.
The collected data from the interviews were carefully analyzed by the
researchers. The various themes based on the participants' responses were
identified and discussed accordingly. These themes were further categorized into a
selected number for the final presentation. The researchers obtained diverse
answers from the chosen participants and organized them based on their similarities.
For the first question, it encompasses directly getting the response of the
students if AI based programs affect their oratory capabilities. There are twelve
respondents who said “yes” with their own reasons which state that they are affected
through their speaking abilities such as answering questions, the way they speak,
and the accuracy of their grammar. One participant said “no”, AI doesn't affect
his/her speaking abilities but instead, the respondent only uses AI for checking facts
and getting ideas. One answer said that “not much affected” as the respondent
explained that there is only a slight difference on his/her answer compared to AI’s
answer in terms of construction and correct utilization of grammar.
For the second question, the respondents were asked if they have noticed
anything in the way they conceptualize and formulate ideas on the spot. All the
participants answered “Yes” with various reasons. Thirteen participants said that
using AI resulted in them relying on this said program, thus finding impromptu
39
speeches hard, while one respondent said that this aids the development of his/her
conceptualization skills.
SUBTITLES OF TOPICS/PROBLEMS
QUESTION 1 THEMES:
Theme 1. Unaffected.
The following students were unaffected as they do not rely on AI. They are
still able to conceptualize, understand, speak fluently and comprehend without the
use of AI based programs.
“Hindi masyado? My answers are pretty well constructed and also
grammatically correct. So parang ‘di masyadong malaki ‘yung pagkakaiba sa
performance nung skill ko lang tas ‘yung may AI."
“I don't notice any effects with my oratorical ability. I only use it to get ideas
and facts."
As it was said, a student’s performance and skills will not be affected if he will
not wholly rely on it but rather use it as a help only.
Theme 2. Psychological Effects.
The psychological effects pertain to the student’s state of mind during a
question and answer type of learning. Here the students said that they get nervous
which leads to getting tongue tied, stuttering, and it affects their voice quality in the
process.
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“Minsan talaga nags-stutter ako tapos minsan hindi ko na rin masyadong
naiisip 'yong tamang grammar”
“Feel ko hindi ako gano’n kagaling mag-deliver.” “Doon sa voice quality ba
‘yon? Feel ko kasi sometimes hindi gano’n ka-clear 'yong pagdedeliver ko ng
sagot.”
“Tapos kung walang use ng AI, hindi maiiwasan (na) mabulol at mag pa-stop
stop kasi nag-iisip.”
“I also started to become nervous of my own skills in public speaking kasi I
don’t know if tama 'yung (uhm) grammar ko kasi I became used to using AI eh."
“Mas okay 'yung ano (uhm) 'yung overall performance ko when using
ChatGPT kasi medyo nag stustutter ako nung hindi ako gumagamit.”
The statements above indicate that without the help of AI they are not able to
show full confidence during oral related activities.
Theme 3. Mechanics and Delivery.
The mechanics and delivery includes how the students observe proper
grammar and correct pronunciation. Most of the students were not able to follow the
propers standards in this manner
“Hindi ko na rin masyadong naiisip 'yong tamang grammar kaya may mga
mali talaga lalo na’t hindi naman ako gano’n kadalas mag-english.”
“Hindi ko na rin masyadong naiisip 'yong tamang grammar kaya may mga
mali talaga lalo na’t hindi naman ako gano’n kadalas mag-english.” “ Feel ko kasi
sometimes hindi gano’n ka-clear 'yong pagdedeliver ko ng sagot."
“May tendency kasi na kapag hindi ako gumagamit (ng AI) mali-mali grammar
ko.”
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“The speed, grammar, and 'yung pagka ayos o sunod-sunod ng thoughts,
mas okay 'yung ano (uhm) 'yung overall performance ko when using ChatGPT.”
“AI tools make life easier because of the ease to use and get results that's
why it affects me slightly in grammar etc.”
“It is a better way to learn and enhance my speaking skills. Also, it will help
me socialize and communicate with other people, specifically those who speak
English."
As stated above, most students have a hard time formulating their sentences
accurately. AI based programs helped them to better compose their sentences.
“Yes medyo naapektuhan nga ng AI 'yung skills ko in terms of public
speaking.”
“I don’t know if tama 'yung (uhm) grammar ko kasi I became used to using AI
eh."
Being dependent on AI can cause a negative effect. In these statements the
student was great with his oratorical skills before he was introduced to AI programs.
However, now that he started using AI his skills have been affected.
Theme 4. Low Comprehension.
The ability to assess and understand a given passage is under
comprehension, which is not fully observed during the interview.
“Tapos hindi naman ako magaling sa impromptu speech kaya mabagal din sa
akin mag process 'yong mga tanong. Plus 'yong comprehension ko is mababa kaya
mas okay if gumagamit ako ng AI ."
“Lalo na’t hindi naman ako gano’n kadalas mag-english. Mas ok din kasi ako
sa tagalog”
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A student’s comprehension is affected by being dependent on AI. As stated,
they had a hard time understanding the passages to be read in a single reading.
However, when they used the AI program they were able to answer the questions
efficiently and accurately.
QUESTION 2 THEMES:
Theme 1. Conceptualization.
Conceptualization is the skill of students to construct thoughts and ideas from
their own mind. The use of AI affects the student's conceptualization capabilities.
When they are using AI, they have a better analyzation and formulation of ideas.
“Like what I've said earlier mabagal nga ko mag isip kapag on the spot tas
kakaunti din. Unlike AI kumpleto, nando’n na, lahat nando’n na.”
“I (uhm) started to rely on generated responses imbes na (uh) formulating my
own thoughts or ideas kaya I find it hard nowadays to come up with answers
immediately 'di tulad ng dati.”
“Hindi agad ako makaisip ng thoughts.”
“I have a problem with formulating ideas on the spot because I am a slow
thinker, sometimes I need to get inspiration from other things to formulate and
conceptualize ideas."
Based on their responses, they have a hard time conceptualizing when they
only rely on their skills. Which is the reason why most of the students experience a
better performance whenever they are using AI.
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“I have seen that using AI tools has slightly affected my thinking capability to
formulate ideas on the spot, because of the use of AI it doesn't let me use my
thinking capabilities”
“It aids in the development of my thorough analysis and critical thinking, which
shows that it can strengthen conceptualization skills.”
Based on the student’s responses, using AI improved their thinking and also
the capabilities to formulate ideas immediately. This means that they can use AI to
strengthen their conceptualization skills.
Theme 2. Comprehension.
Comprehension is the action or capability of the students to understand
something. AI also improves their comprehension compared to when they are only
using their skills.
“Mas mabagal ko talaga ma-comprehend yung passage when skills lang also
din yung pagbuo ng idea unlike when I use AI.”
“Kapag may mga tanong tas need ko mag-ayos ng isip usually nahihirapan
ako kasi wala kong maayos na comprehension. Hindi ko agad gets yung tanong lalo
na pag english kaya mabagal.”
As stated, AI proves to be a valuable tool for students, particularly in
addressing their weaknesses, such as difficulties in comprehension and formulating
ideas, by providing assistance and enhancing their abilities in these areas.
Theme 3. Intrapersonal Conflicts.
Intrapersonal conflict arises when an individual experiences a distinctive lack
of confidence, nervousness, and struggles with providing vague answers, creating
an internal struggle that hinders the standard of coherent manner of speaking.
44
“Tsaka, usually kapag on the spot nakakakaba.”
“Oo kasi kinakabahan ako tapos (uhm) hindi agad ako makaisip ng thoughts.”
“I've noticed that my ideas are incomplete and vague. I did not elaborate well
on the thoughts that I wanted to say because I can't speak fluent English.”
The provided responses reflect the common challenges students face when
they experience Intrapersonal Conflicts. These problems arise especially when
students find themselves in on-the-spot situations or impromptu scenarios, inhibiting
their ability to express their thoughts effectively. Additionally, language barriers can
contribute to incomplete and vague ideas. AI alleviates all these conflicts, providing
individuals with necessary support and tools to overcome their conflicts.
Theme 4. Speed.
The speed pertains to the duration a student responds after when formulating
or creating their own thoughts briefly. When the students are using AI, they tend to
have a slower comprehension and conceptualization about a specific topic.
“Ang bilis kasi talagang makakuha ng sagot kapag may AI kaysa kapag mag-
gegenerate ako ng own answer ko.”
“Ang bilis kasi talagang makakuha ng sagot kapag may AI kaysa kapag mag-
gegenerate ako ng own answer ko.”
“Yes, I have seen that using AI tools has slightly affected my thinking
capability to formulate ideas on the spot, because of the use of AI it doesn't let me
use my thinking capabilities which result in me having slower capability to formulate
ideas”
This statement shows that students usually tend to have a slower
comprehension and conceptualization when they use their own skill after using AI.
45
“Hindi ko siya gano’n kabilis na-oorganize 'yung thoughts ko.”
“Usually mas mabagal kung ako lang lalo na if wala kong background info
about sa topic.”
“Actually I do, mas mabagal ko talaga ma-comprehend yung passage when
skills lang also din yung pagbuo ng idea unlike when I use AI.”
While these statements also explained that when they are using AI, compared
to their skills when they are not using AI, the speed of their conceptualization and
comprehension have a significant difference.
PROBLEM
In today’s technology, AI's capacity is progressing and becoming more
accessible. The problem that the research addresses is students that are relying
more on AI based tools than on their own abilities. To determine the effects of AI to
the students' oratorical and conceptualization capacities, the researchers prepared
these research questions to guide them throughout the research:
1. How does the students who use AI based programs excel in activities in terms
of:
3.1. Conceptualization of the given topic;
3.2. Understanding;
3.3. Processing of information;
3.4 Delivering the information gathered.
While students are being dependent on AI, it equates to better results in terms
of conceptualizations, understanding, and processing of information. With the help of
46
technology information is gained without much effort and hardships. Technically
speaking, students do not engage themselves to enhance and think creatively
anymore. With that being said, it was concluded that students perform less without
AI based programs.
2. How did the use of AI based program limit the capabilities of students in terms
of:
4.1. Assimilation of information;
4.2. Retainment of information.
The use of AI programs limits the capabilities of students, be it in their
assimilation or retainment of information. The growth of their skills has slowed down
as they have grown dependent using AI-based programs, highlighting the negative
impacts of this situation. Assimilation is lacking as the students do not understand
the information given, and in line with that, is the student’s ability to retain
information. Whereas without understanding something they would not be able to
keep the information in tack.
CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter includes the summary, findings, conclusions, and
recommendations.
47
SUMMARY
The main objective of this study is to directly determine whether the use of an
AI-based program has an effect on the oratory and critical thinking skills of students.
The researchers employed a descriptive-thematic research method for this study.
They developed several sets of questionnaires that were conducted with the fourteen
(14) respondents who are students of Rizal National Science High School in the
eleventh grade.
To guide the formation of conclusions, the researchers prepared various
categories that encompass different abilities to help demonstrate the capabilities of
the respondents related to the main objectives, oratory and conceptualization. These
categories aided the researchers in obtaining meaningful data.
Based on the data gathered by the researchers, the following findings were
discovered:
The performance of students when they use AI were higher compared when
they were only using their skills. This indicates that there is a difference in the results
between with and without AI.
The category of speech with the most difference according to students is the
mechanics or the ability to speak fluently and write correctly. This suggests that the
use of AI has a significant impact on the technical skills of a student because the
ideas presented to them are already formulated, and they no longer need to
construct their own answers to the questions.
The category of speech with the lowest difference when they use AI or not is
the voice or the quality of speech delivery. This indicates that in this category, the
48
use of AI has minimal effect on the students' abilities in their voice’s volume and
tone. Most of the students are experiencing change to their skills when they are
using AI and only few experiencing little to no change to their skills.
FINDINGS
Performance of the Respondents
It was revealed in the respondents’ answers in the interview that they felt that
they can perform better when utilizing A.I. programs in their activities. Statements
such as “AI tools make life easier...” and “Kapag kasi gumamit ako ng A.I., alam ko
agad na sure tama yon. Yung accuracy lalo na sa ChatGPT ay mataas.“, indicated
that they felt that using A.I. programs elevated their performance and the level of
output they can produce due to their trust in A.I.’s ability to create accurate and
correct information.
A.I.’s Effect to Conceptualization and Oratory
The common consensus from the respondents is that they use A.I. to
compensate for their stuttering and lapses in fluency. This highlights that A.I has an
effect on the technical ability of a person. Responses indicated that the uses of A.I.
can also expand to discourse, specifically when it comes to comprehending
questions and answering them impromptu. The generated information from A.I. tools
are used, this leaves the mind to not be used, affecting how well it can create
information and express them consistently.
A.I.’s Minimal Effect to Voice Quality
Although respondents stated A.I. having an effect in the technical and
mechanical aspect of how they think and speak, they are aware of that their reliance
49
on A.I. programs does not affect how loud they can speak entirely. They only feel
significant effects in their speaking skills in terms of fluency and frequency, but voice
quality doesn’t seem to be affected that much.
CONCLUSIONS
After careful and thorough study, the following conclusions were drawn:
1. The use of AI based programs has a significant effect on the oratory and
conceptualization skills of the students.
2. Students who utilized AI based programs had an advantage in terms of their
confidence, delivery, grammar and mechanics, complete answers, and
organization of ideas.
3. The abilities of the students have been reduced without the aid of AI
compared to the students who have used AI based programs.
RECOMMENDATIONS
The following recommendations are offered for the students:
1. Utilize AI programs only for important matters like for checking grammar,
correct usage of words, and for clarifications.
2. Rely more on their capabilities and potential to answer the activities without
the presence of AI programs.
3. Recommendation for guidelines in choosing virtual output or diagram based
activities over essay type or Qna based activities due to the fact that these
activities can be easily answered by AI programs, so in that case they can
truly assess their abilities in analyzation and understanding.
50
These are the guidelines the researchers recommended so that students can truly
assess their abilities in analysis and understanding:
Guidelines:
Limit the usage of AI
Limiting the use of AI based programs to essays and mathematical problems.
Virtual output or diagram based activities over essay type and QnA activities.
Choosing virtual output or diagram based activities over essay type or Qna
based activities due to the fact that these activities can be easily answered by AI
programs.
Using of AI detectors
Teachers should be able to comprehend if a student’s work is directly from AI
or not. There are AI detectors that they could use in this manner.
BIBLIOGRAPHY
BOOKS
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JOURNALS
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Laranang, M.F. (n.d.). The Conceptualization of the Student in the Context of
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Tumbaga, J. S. (2019, May 7). . Digital Literacy and Alternative Learning
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Forbes, K. (2018). ERIC - EJ1199418 - Exploring First Year Undergraduate
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technologies-in-stem-education/
APPENDIX
APPENDIX A
55
(CONSENT)
56
APPENDIX B
(LETTER FOR THE RESPONDENTS)
57
APPENDIX C
58
APPENDIX D
APPENDIX E
59
APPENDIX F
60
APPENDIX G
(SET OF QUESTIONS)
61
1. Do you know any AI-based programs?
2. Do you use AI-based programs?
3. If yes (No. 2), what AI-based programs do you use?
4. Are you willing to participate in an interview session?
- In order to be eligible for the next set of questions, students should
know AI-based programs, have used/use AI-based programs
specifically grammar checker, math, and essay bot AI’s.
"Ancient philosopher and teacher Confucius is believed to have said, "Wherever you
go, go with all your heart." This quotation, along with the other ideas of his
philosophy, shows how important Confucius thought it was to be kind and good and
to lead by example. Confucius taught that people should be kind and lead a moral
life. He encouraged people to respect their elders, in the family and in society. This
shows how much he valued kindness and goodness. In his work, Confucius led by
his example. He followed his own teachings and tried to do the right thing. In his own
life, he did as he told others to do."
a. Can you summarize the text given?
b. What are the key points that you have learned from the text?
c. In your own words, explain the meaning of the quote, “Wherever you go, go
with all your heart.”
“Whenever you get an impression of some pleasure, as with many impressions,
guard yourself from being carried away by it, let it await your reaction, give yourself a
pause. After that, bring to mind both times, first when you have enjoyed the pleasure
62
and later when you will regret it and hate yourself. Then compare to those the joy
and satisfaction you’d feel for abstaining altogether. However, if a seemingly
appropriate time arises to act on it, don’t be overcome by its comfort, pleasantness,
and allure – but against all of this, how much better the consciousness of conquering
it.”
[“Enchiridion by Epictetus”]
a. Can you summarize the text given?
b. What are the key points that you have learned from the text?
After the essay questions.
a. How did using AI-based programs like ChatGPT have any effect on your
oratorical ability?
b. Have you noticed anything in the way you conceptualize and formulate ideas
on the spot? How so?
APPENDIX H
(RESPONSES OF THE PARTICIPANTS)
QUESTION:
63
1. For you, did using AI-based programs like ChatGPT have any effect on your
oratorical ability i.e. speaking skills, grammar, fluency? Please elaborate in what
way.
RESPONSES:
a. "Oo. Lalo na siguro sa way ng pagsagot ko. (Uhm), minsan talaga nags-
stutter ako tapos minsan hindi ko na rin masyadong naiisip 'yong tamang
grammar kaya may mga mali talaga lalo na’t hindi naman ako gano’n
kadalas mag-english. Mas ok din kasi ako sa tagalog. Mas mabilis kong na-
e-express sarili ko. Kapag kasi may ChatGPT alam na tama agad lahat lalo
na sa english na grammar."
b. "Yes. Tingin ko lalo na sa pagsasalita. In my opinion, feel ko hindi ako
gano’n kagaling mag-deliver. Nawawala kasi sa isip ko 'yong grammar
minsan tapos (uhm) siguro 'yong sa pinakita niyong criteria, doon sa voice
quality ba ‘yon? Feel ko kasi sometimes hindi gano’n ka-clear 'yong
pagdedeliver ko ng sagot."
c. "Oo, may tendency kasi na kapag hindi ako gumagamit (ng AI) mali-mali
grammar ko. Kapag kasi gumamit ako ng AI alam ko agad na sure tama
yon, 'yong accuracy lalo na sa ChatGPT ay mataas."
d. "Oratorical 'yon 'yong sa way ng pagsasalita ko ‘di ba? Oo, kasi 'yong sa AI
diretso(ng) may sagot, kung pagsasalitain man ako, scripted na siya
kumbaga. Tapos kung walang use ng AI, hindi maiiwasan (na) mabulol at
64
mag pa-stop stop kasi nag-iisip. Tapos hindi naman ako magaling sa
impromptu speech kaya mabagal din sa akin mag process 'yong mga
tanong. Plus 'yong comprehension ko is mababa kaya mas okay if
gumagamit ako ng AI ."
e. "Oo, kasi before the pandemic started (uhm) noong face-to-face pa, I was
used sa oral exams. Tapos (uhm) I also started to become nervous of my
own skills in public speaking kasi I don’t know if tama 'yung (uhm) grammar
ko kasi I became used to using AI eh."
f. "Ah oo, because ano diba dati ‘di pa uso iyang mga AI na iyan so I used my
own skills. Pero kasi, ang galing ng AI like andoon na kaya mali ko rin
naman pero nag depende ako dito. And (uhm) ayon, na-notice ko 'yung
(uhm) decrease of my skills, ganoon."
g. "Oo naman, nung before pandemic kasi ano, medyo nakakasagot pa ako sa
mga essay ganyan. Kahit math problems pa yan kaya with all honesty. Yes
medyo naapektuhan nga ng AI 'yung skills ko in terms of public speaking."
h. "Ah yes (uhm) I think lalo na talaga nung tinatamad na ako mag-effort sa
mga schoolworks sa sobrang ‘di ko na gets lessons or ahh nad-drained na
ako sa mga bagay bagay mas nagrely nalang ako sa AI kaya pag recitation
ngayon hindi ako maka sagot ng ayos."
i. "(Uhm) yes because from, (uhm) the speed, grammar, and 'yung pagka
ayos o sunod-sunod ng thoughts, mas okay 'yung ano (uhm) 'yung overall
65
performance ko when using ChatGPT kasi medyo nag stustutter ako nung
hindi ako gumagamit, ‘yun lang."
j. "(Uhm) hindi masyado? My answers are pretty well constructed and also
grammatically correct. So parang ‘di masyadong malaki ‘yung pagkakaiba
sa performance nung skill ko lang tas ‘yung may AI."
k. "No, although I do use A.I. programs, I don't use ChatGPT that much, I don't
notice any effects with my oratorical ability. I only use it to get ideas and
facts."
l. "Yes, somewhat, because AI tools make life easier because of the ease to
use and get results that's why it affects me slightly in grammar etc."
m. “Yes, it has an impact on me in some way by helping me to learn how to
pronounce the words I didn't know and by correcting my grammar. As a
result of new and constant learning, which later increased my speaking
abilities and fluency."
n. “Yes, of course, knowing that I am not that fluent in speaking English. It is a
better way to learn and enhance my speaking skills. Also, it will help me
socialize and communicate with other people, specifically those who speak
English."
Table 1. Grade 11 students’ responses on the effects of AI on their oratorical ability i.e.
speaking skills, grammar, fluency.
QUESTION:
66
2. Have you noticed anything in the way you conceptualize and formulate ideas on
the spot? How so?
RESPONSES:
a. "Oo rin. I think kaya nga ako minsan nagkakaroon ako ng stutter dahil
(uhm) di ko pa masyadong naaayos 'yung sasabihin ko sa utak ko. Hindi ko
siya gano’n kabilis na-oorganize 'yung thoughts ko. Kapag naman may AI
makukuha agad 'yung sagot tapos ayos na rin 'yung sagot."
b. "Meron. Mas matagal akong makaisip ng mga sagot kapag sarili ko lang
compared kapag (uhm) may AI tapos i-iinput nalang 'yung tanong. Feel ko
halos lahat naman ata ng tao gano’n din? Ang bilis kasi talagang
makakuha ng sagot kapag may AI kaysa kapag mag-gegenerate ako ng
own answer ko. Input mo lang tanong tapos boom may sagot na."
c. "Usually mas mabagal kung ako lang lalo na if wala kong background info
about sa topic. Tsaka, usually kapag on the spot nakakakaba. Kung 'yung
mga questions is personal tulad nito okay lang naman pero if not 'yung
confidence ko walang wala."
d. "Like what I've said earlier mabagal nga ko mag isip kapag on the spot tas
kakaunti din. Unlike AI kumpleto, nando’n na, lahat nando’n na. Tas 'yung
pag-o-organize ko ng thoughts ko like yes alam ko sya sa sarili ko pero
mahirap sabihin kasi hindi siya ayos."
e. "Yes, as (ano) I (uhm) started to rely on generated responses imbes na (uh)
formulating my own thoughts or ideas kaya I find it hard nowadays to come
67
up with answers immediately 'di tulad ng dati."
f. "Oo kasi kinakabahan ako tapos (uhm) hindi agad ako makaisip ng
thoughts nang mabilis 'di tulad ng may AI akong gamit eh."
g. "Yes, I think nung (uhm) lalo na pag may recitation sa room ang laging
naiisip ko is need ko ng ChatGPT haha I mean nakakapagformulate ako ng
ideas pero like kulang kulang siya, gano’n."
h. "Ay oo, hindi ko lagi mahanap 'yung exact words or like di ko ma-organize
thoughts ko lalo na pag ano (uhm), (ah) ayon may debate kami or anything
siguro na impromptu na activity."
i. "Actually I do, mas mabagal ko talaga ma-comprehend yung passage
when skills lang also din yung pagbuo ng idea unlike when I use AI. Mas
mabilis and then intindi ko agad since pure information sya."
j. "Kapag may mga tanong tas need ko mag-ayos ng isip usually nahihirapan
ako kasi wala kong maayos na comprehension. Hindi ko agad gets yung
tanong lalo na pag english kaya mabagal."
k. "I have a problem with formulating ideas on the spot because I am a slow
thinker, sometimes I need to get inspirations from other things to formulate
and conceptualize ideas."
l. "Yes, I have seen that using AI tools has slightly affected my thinking
capability to formulate ideas on the spot, because of the use of AI it doesn't
let me use my thinking capabilities which result in me having slower
68
capability to formulate ideas."
m. "Yes, it can be difficult to come up with ideas on the spot. However, in the
end, it aids in the development of my thorough analysis and critical thinking,
which shows that it can strengthen conceptualization skills."
n. "I've noticed that my ideas are incomplete and vague. I did not elaborate
well on the thoughts that I wanted to say because I can't speak fluent
English."
Table 2. Grade 11 students’ responses on the effects of AI on their ability to conceptualize

and formulate ideas on the spot.
APPENDIX I
(ADDITIONAL INTERPRETATION OF DATA)
Do the students rely on AI based programs or their own knowledge? Why?
Researchers concluded with the help of the data in Table 1 and 2 that the
students rely more on AI based programs as it is the easiest, quickest and is an
accurate platform that helps them accomplish tasks with just a few clicks. They find it
convenient as their skills significantly increase to have the answers just right at their
fingertips.
69
When do students most often use AI based programs in their studies? How?
Students most often use AI based programs with schoolworks in relation to
language competency and numerical skills that involve essays, math problems, etc.
They utilize it usually by just typing the instructions of a schoolwork and paraphrase
it using their own words. These are inclined with our oratory and conceptualization
skills as it is affected while using AI.
APPENDIX J
(TABLE OF RESPONDENTS’ SKILLS)
TABLE 3
The Overall Marks Of The Respondents Based On The Criteria
Correctness Frequency Fluency Mechanics Confidence Relevance Voice Total

Quality
With 279 134 131 134 66 69 63 876

(AI)
Without 223 95 88 89 42 56 52 645
70
(AI)
TOTAL: /280 /140 /140 /140 /70 /70 /70 /910
TABLE 4
Average Mean Of The Overall Marks Of The Respondents Based On The
Criteria
MEAN Correctness Frequency Fluency Mechanics Confidence Relevance Voice Total

Quality
With 19.93 9.571 9.357 9.571 4.71 4.93 4.5 62.57

(AI)
Without 15.93 6.785 6.286 6.357 3 4 3.71 46.07

(AI)
TOTAL: 20 10 10 10 5 5 5
APPENDIX K
(TABLE OF SCORES)
TABLE 5
71
APPENDIX L
(VICINITY MAP)
72
73
APPENDIX M
(CURRICULUM VITAE)
Full name: Jullienne Reyes Agpaoa
Address: 0016 Manila East Road
Highway
Batingan Binangonan Rizal
Cell Phone number: 09399698107
Nickname: Julie
Birthday: April 25, 2006
Birthplace: Angono, Rizal Senior High School: Rizal National
Age: 17 Science High School
Nationality: Filipino
Civil status: Single Academic achievement:
Religion: Roman Catholic 1. 1st Place Religion Quiz Bee
Father's name: Guillermo Flores (G1)
Agpaoa 2. 3rd Place Mathematics Quiz
Mother's name: Daisy Amoranto Bee (G4)
Reyes 3. 3rd Place EPP Quiz Bee (G4)
Education background: 4. 1st Place Nutrition Month
Elementary: Binangonan Catholic Drawing Contest (G5)
College 5. 1st Place Mathematics Quiz
Junior High School: Binangonan Bee (G5)
Catholic College
74
6. 5th Place Tagisan ng mga
Rizaleno sa Sipnayan 2017
San Beda College, Taytay (G5)
7. 2nd Place Mathematics Quiz
Bee (G6)
8. 2nd Place Nutri Quiz Bee (G6)
9. Best in Conduct (G7)
10. 1st Place Science Quiz Bee
(G8)
11. SSG Auditor (G10)
12. 2nd Place Sumobot (By
Sections) (G11)
13. 2nd place sumobot finals
(Grade 11)
14. With Honors (G3-Present)
75
Full name: Danela Althea Ramiro
Añonuevo
Address: 0942 Añonuevo St. Batingan
Binangonan Rizal
Nickname: Danie
Bday: April 2, 2005
Birthplace: Cardona, Rizal
Age: 18
Nationality: Filipino Academic achievement:
Civil status: Single 1. 3rd Place Best in Poetry Recital
Religion: Roman Catholic (G3)
Father's name: Earl Nelson M. 2. 1st Place best in Poetry Recital
Añonuevo (G4)
Mother's name: Precious Reah R. 3. SSG Auditor (G5)
Añonuevo 4. 3rd Place CLEd Quiz Bee (G6)
5. 2nd Place CLEd Quiz Bee (G8)
Education Background: 6. SSG Secretary (G6)
Elementary: Child Jesus of Prague 7. 3rd Place “Tagis-Talino” Filipino
School QuizBee (G8)
Junior High School: Child Jesus of 8. Best in Conduct (G9)
Prague School 9. Best in Conduct (G10)
Senior High School: Rizal National 10. RSPC Radio Broadcasting 3rd
Science High School Place (G 11)
76
Full name: Ehra Amika Gonzal
Calderon
Address: Blk. 13 Lot 31 Santorini
Estates
Brgy. Calumpang Binangonan, Rizal
Nickname: Mika
Birthday: December 9. 2006
Birthplace: Angono, Rizal
Age: 16 Junior High School: Divine Child Jesus
Nationality: Filipino School (Grade 7-8)
Civil status: Single Child Jesus of Prague School (Grade 9-
Religion: Roman Catholic 10)
Father's name: Gerald M. Calderon Senior High School: Rizal National
Mother's name: Ma. Jennelyn G. Science High School
Calderon Academic achievement:
1. Award of Academic Excellence
Education background: (every year)
Elementary: D’Spring Of Wisdom 2. 1st place spelling bee (Grade 3)
Learning Center (Grades 1-3) 3. 3rd place math quiz bee (Grade
Shining Light Christian College (Grade 4)
4) 4. 1st place gen info quiz bee
Divine Child Jesus School (Grade 5-6) (Grade 5)
5. Best in science (Grade 6)
77
6. Best in math (Grade 6)
7. Best in computer (Grade 6)
8. Best in english (Grade 6)
9. Best in writing (Grade 6)
10. Valedictorian (Elementary)
11. 1st place spelling bee (Grade 7)
12. 2nd place Taytay Private
School Association (TAPRISA)
science group quiz bee (Gr 7)
13. 3rd place Taytay Private School
Association (TAPRISA) science
group quiz bee (Gr 8)
14. 1st place science group quiz
bee (Grade 9)
15. 2nd place CJPS my poetry
competition (Grade 9)
16. Best in conduct (Grade 9)
17. 3rd place filipino quiz bee
(Grade 10)
18. Best in conduct (Grade 10)
19. 2nd place sumobot (by section)
(Grade 11)
20. 2nd place sumobot finals
(Grade 11)
78
Full name: Miel Kristine C.Crismundo
Address: Block 4 Lot 4, Grand Monaco
Libis, Binangonan, Rizal
Nickname: Miel
Birthday: January 10, 2006
Birthplace: Queen Mary Help of
Christians
Hospital, Cardona Rizal
Age: 17 Academic Achievement
Nationality: Filipino 1. Best in Conduct (G8)
Civil status: Single 2. Top 3 in Science (G7)
Religion: Roman Catholic 3. Top 7 in Science (G7)
Father's name: Michael Crismundo 4. Top 3 in Science (G8)
Mother's name: Janneth Crismundo 5. With Honors (G3-Present)
6. 3rd place in Poster Making (G7)
Education background: 7. Top 7 in class (G6)
Elementary: Child Jesus of Prague 8. 2nd Place Sumobot [by section]
School (G11)
Junior High School: Child Jesus of 9. 2nd Place Sumobot Finals
Prague School (G11)
Senior High School: Rizal National
Science High School
79
Name: Ahron Dale Villarete Delantar
Address: #169 blk 9 lot 25, Rotary
Ville
Darangan Binangonan Rizal
Cell Phone Number: 09661805553
Nickname: Eron
Birthday: November 1, 2005
Birthplace: Angono, Rizal
Age: 17
Civil Status: Single Academic Achievement:
Religion: Roman Catholic 1. Valedictorian (Grade 6)
Father’s Name: Larry Boy Delantar 2. 1st place science quiz bee
Mother’s Name: Katherine Delantar (Grade 6)
3. 2nd place ap quiz bee (Grade
Education Background: 6)
Elementary: PBTS 4. 2nd place Photo Journ
Junior High School: Rizal National 5. Best in EPP (pagluluto) (Grade
Science High School 6)
Senior High School: Rizal National 6. Award of Academic Excellence
Science High School (every year)
80
Full name: Aurick Dwayne Cervo

Oliveros
Address: Narcicorn st. Darangan,
Binangonan, Rizal
Nickname: Aurick
Bday: July 6, 2006
Birthplace: Cardona, Rizal
Age: 16
Academic achievement:
Civil status: Single
Religion: Catholic 1. Top 7(Elementary)

Father's name: Homer D.C. Oliveros
2. With high honors(Junior High
Mother's name: Gloria C. Cervo
School)
3. First in Writing Poem Tagalog

Education Background:
Category (inside the school)
Elementary: Darangan Elementary
School (Junior High School)
Junior High School: Binangonan

Catholic College

Science High School
81
Full Name: Randie Ferdinand Florece
Rafin
Address: 142 M.OJA Road, Mahabang
Parang, Binangonan, Rizal
Cell Phone Number: 09561441766
Nickname: Macoy.
Birth Date: June 06, 2006
Birthplace: Binangonan, Rizal
Age: 17
Nationality: Filipino Academic Achievement
Civil status: Single 1. Best in Computer of Graduating
Religion: Roman Catholic Class (Grade 6)
Father's name: Randie L. (Lamug) 2. Model Student for the Month of
Rafin October (Grade 6)
Mother's name: Jesselyn F. (Florece) 3. Award of Academic Excellence
Rafin (Every Grade)
Educational Background
Elementary: Child Jesus of Prague
School
Junior High School: Rizal National
Science High School
Science High School
82

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EFFECTS OF UTILIZING AI BASED PROGRAMS TO THE ORATORY AND

CONCEPTUALIZATION CAPABILITIES OF GRADE 11 STEM

In Partial Fulfillment of the

The research entitled Effects Of Utilizing AI Based Programs To The Oratory

And Conceptualization Capabilities Of Grade 11 Stem Students Of Rizal National

Science High School, prepared and submitted in partial fulfillment of the

requirements for the Practical Research I in Science, Technology, Mathematics, and

NANETTE S. STA. CATALINA JECELYN Q. CEREMONIA-CERDA

WILLIAM G. CELESTIAL CARA CAMILEE D.L. DELA CRUZ

PRACTICAL RESEARCH I MENTORS

Approved in partial fulfillment of the requirements for the Practical Research I

in Science and Technology, Mathematics, and Engineering (STEM).

Accepted in partial fulfillment of the requirements for the Practical Research I

in Science and Technology, Mathematics, and Engineering (STEM).

Date: ____________ DR. EDITH SA. DELOS SANTOS

Principal IV, RNSHS

The researchers family,

To their fellow STEM students,

To their fellow Riscians,

To the future researchers,

For the nation's innovation.

enabled us to conduct our research effectively.

improve our research and make it more robust.

greatly contributed to the accuracy and reliability of our research results.

Jecelyn Q. Ceremonia-Cerda, for her valuable assistance and support

with excellent quality.

endeavor. Their unwavering support and encouragement have been instrumental in

remain inspired by their expertise and commitment to excellence.

Programs To The Oratory And Conceptualization Capabilities Of Grade 11 STEM

proper referencing and acknowledgement were made.

Title: Effects Of Utilizing AI Based Programs To The Oratory And Conceptualization

Capabilities Of Grade 11 STEM Students Of Rizal National Science High School

Researchers: Jullienne R. Agpaoa, Danela Althea R. Añonuevo, Ehra Amika G.

Calderon, Miel Kristine C. Crismundo, Ahron Dale V. Delantar, Aurick Dwayne C.

Oliveros, Randie Ferdinand F. Rafin

Name of School: Rizal National Science High School

School Year: 2022-2023

Research Mentors: William G. Celestial, Jecelyn Q. Ceremonia-Cerda, Jomar V.

Cruz, Cara Camilee D.L. Dela Cruz, Nanette S. Sta. Catalina

Programs To The Oratory And Conceptualization Capabilities Of Grade 11 Stem

ideas with the use of AI.

The study utilized a descriptive method, incorporating thematic analysis and

qualitative interview techniques to gain in-depth understanding and interpretation of

participants' thoughts and experiences. The aim was to describe participant

characteristics and identify patterns and themes in their responses, ultimately

constructing precise data through interviews.

The instrument used is conducting face-to-face interviews with students to

the impact of using AI programs on their skill development. A descriptive procedure

will be followed to assess the collected interview data.

the school principal, distributing validated questionnaires to participants, and

conducting interviews. The researchers emphasized participant understanding,

confidentiality, and honest responses. Afterwards, the researchers collected and

transcribed the data for analysis and interpretation.

Findings revealed that utilizing AI programs improved the performance and

expanding communication abilities, although it had minimal impact on voice quality.

Based on the conclusions, the following were recommended. First is utilizing

potential to answer the activities without the presence of AI programs.

Recommendation for guidelines in choosing virtual output or diagram based

abilities in analyzation and understanding.

Title Page ……………………………………………………….………………………. i

Approval Sheet ………………………………………………….…………………….. ii

Dedication ……………….……………………………………….…………………..…. iii