Chapter 1

INTRODUCTION

Background of the Study

Artificial Intelligence (AI) has become a significant influence in education,

reshaping learning experiences worldwide (Garcia, Lopez, & Martinez, 2021). Its

capacity to personalize learning processes has been extensively studied,

showing promise in enhancing student engagement and improving learning

outcomes.

In line with this global trend, the Philippines has embraced AI integration

in education to address challenges and prepare students for the digital era

(Department of Education, Philippines, 2023).

At Sunrisers Merryland School, Inc. and similar institutions,while AI brings

language understanding and problem-solving capabilities, concerns have arisen

about its potential impact on critical thinking and creative expression. Critics

argue that excessive reliance on AI may lead to standardized writing styles and

hinder individual voice development (Smith & Jones, 2022; Doe, 2023).

Our study aims to delve into the perceptions of junior high school

students regarding AI and their impact on their daily lives at Sunrisers Merryland

School, Inc. During the academic year 2023-2024. We seek to understand

students' attitudes, beliefs, and interpretations regarding the use of AI on their

daily lives. By focusing on students' perceptions, we aim to gain insights into how

AI are perceived and what are the students’ perceptions towards AI.

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 In response to the concerns raised about AI's potential drawbacks, our

study will explore students' opinions on the advantages and disadvantages of A.

We aim to identify the perceived benefits of AI tools, such as increased efficiency

and access to resources, as well as any perceived drawbacks, such as potential

limitations in creativity or individuality in writing styles. By examining students'

general perceptions, our study aims to provide a comprehensive understanding

of the role of AI from the students' perspective.

According to Emerald Insight, The purpose of this study is to explore the

perception of the students concerning the role of artificial intelligence (AI) and

their effect on the perceived ease of use, perceived effectiveness and perceived

usefulness for enhancing the overall attitude and satisfaction of the e-learning.

We seek to determine how students view artificial intelligence (AI), whether it is

beneficial to them, and what the benefits and drawbacks are of using AI.

Overall, our study seeks to contribute valuable insights into how Junior

High School Students perceive AI. By focusing on students' perceptions, we aim

to inform educators, policymakers, and stakeholders about the potential benefits

and challenges of integrating AI ,ultimately aiming to improve the learning

experience for students.

Statement of the Problem

Generally, this study aimed to evaluate the Perception of Junior High

School Students of Sunrisers Merryland School, Inc. towards Artificial

Intelligence (AI) during the School Year 2023-2024

Specifically, this sought to answer the following questions:

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

a. Age,

b. Gender, and

c. Grade Level?

2. What are the general perceptions held by the students about the usefulness of

AI?

3. What are the advantages and disadvantages of artificial intelligence in terms of

a. Education, and

b. Work skills for the future?

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Perception of Junior High School

Artificial Intelligence
Students

Figure 1. Conceptual Framework

Figure.1. It shows that the conceptual framework of the study is Independent

Variable, it consists of Artificial Intelligence. Which is the Independent Variable, it

consists of perception of Junior High School Students.

Scope and Delimitation

This research aimed to explore junior high school students' perceptions

towards Artificial Intelligence (AI) at Sunrisers Merryland School Inc. during the

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academic year 2023-2024. The study would focus on understanding students' attitudes,

beliefs, and interpretations regarding the usage of AI on their daily lives. Key aspects to

be investigated include students' perceptions of the usefulness, effectiveness,

accessibility, and acceptance of AI in their lives.

The study is limited to junior high school students enrolled at Sunrisers

Merryland School, Inc. for the specified academic year, excluding participants

from other grade levels or educational institutions. It would solely focus on

exploring students' perceptions and attitudes towards Artificial Intelligence (AI).

Significance of the Study

The Significance of the study “Perception of Junior High School Students

of Sunrisers Merryland School, Inc. towards Artificial Intelligence (AI) during the

School Year 2023-2024” is as follows:

School Administration and Policymakers. The results of this study will

provide valuable data-driven insights for Sunrisers Merryland School, Inc.

administrators and policymakers. Understanding the effectiveness of AI tools in

enhancing students' learning and can inform decisions regarding resource

allocation, curriculum development, and technology integration initiatives within

the school.

Teachers and Educators. Educators play a critical role in shaping

students' academic lives. The findings of this study will enable teachers to adapt

their instructional methods to better meet the diverse learning needs of students.

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By understanding the specific areas where AI excel and where they fall short

compared to traditional instruction, teachers can tailor their teaching approaches

to maximize student engagement and learning outcomes.

Students and Learners. Junior high school students at Sunrisers

Merryland School, Inc. stand to benefit directly from the insights gained through

this study. Understanding how AI tools impact their lives and academic

performance and how AI can empower students to make informed choices about

their learning preferences and study habits. Moreover, the findings can help

students develop essential digital literacy skills and adapt to the evolving

educational landscape.

Parents and Guardians. Parents and guardians play a vital role in

supporting their children's education. The results of this study can provide

valuable information to parents about the effectiveness of AI. Armed with this

knowledge, parents can collaborate more effectively with teachers and school

administrators to support their children's academic development.

Educational Researchers and Scholars. This study contributes to the

growing body of literature on the intersection of technology and education. The

findings can serve as a basis for further research exploring the potential of AI, as

well as its broader implications for teaching and learning across different

educational contexts. By advancing scholarly understanding in this area,

researchers can inform policy debates and drive innovation in educational

practice.

In conclusion, the significance of this study lies in its potential to provide

information and evidence that can be used to inform the development of

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educational policies and practices aimed at promoting AI based on the Students’

Perception in SMSI during the School Year 2023-2024. The results of this study

will benefit students, educators, policymakers, and future researchers in their

efforts to promote AI and promote academic success.

Definition of Terms

In the purpose and benefit of the study, the following terms are defined.

Artificial Intelligence (AI) - Advanced computer systems capable of performing

tasks that typically require human intelligence, such as language understanding

and problem-solving.

Creative Expression - The process of conveying original ideas, thoughts, and

emotions through various forms of artistic or linguistic means, such as writing.

Personalize Learning Processes - Tailoring educational experiences and

content to suit individual learners' needs, preferences, and learning styles.

Perception - A way of regarding, understanding, Interpreting something.

Reshaping Learning Experiences - Transforming the ways in which individuals

acquire knowledge and skills through innovative approaches and technologies.

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 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter addresses the related literature studies from both domestic and

international sources. It also includes several completed and published studies

that contain methodologies, conclusions, and other information that are useful

and associated with this paper. This section is beneficial to an individual in

familiarizing pieces of information that are deemed significant and linked with this

study.

FOREIGN STUDIES

In recent years, many countries have developed national strategies for AI,

which provide a framework for the development and implementation of the

technology. The use of AI benefits both developed and developing countries

(Makridakis 2017). However, the ways in which these countries approach can be

quite different. The approach of AI national strategies differentiates between

developed and developing countries in several aspects including scientific

research, education, talent development, and ethics,

According to Samar Fatima, Kevin C. Desouza, and Gregory S. Dawson

(2020), The space race of our time is the quest for domination in artificial

intelligence. As a result, countries around the world are investing significant

resources to build and mature their AI capabilities. They are also crafting

strategic national plans about how and where to invest in AI.

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 Rapid developments in artificial intelligence, especially generative AI (which is

trained to analyze large amounts of data and can produce original content) have

taken U.S. schools by surprise. In part due to concerns over student cheating,

many districts have passed restrictive policies limiting the use of AI in school.

LOCAL STUDIES

An increase in demand for new instruct has led to the creation of new

technology, machine teachers, or artificial intelligence (AI) teaching assistants. In

the Philippines, they think that AI are helpful to their studies because AI can

provide the answers that students asked about. But little did they know that AI

can overpower our own knowledge, due to relying on it too much.

The Fourth Industrial Revolution (Industry 4.0) has brought about

emerging technologies that bridge the divide between physical, digital, and

biological environments. Among these recent technological advances is artificial

intelligence (A.I.), which has been gaining traction in recent years with the

development and popularity of tools such as ChatGPT and Midjourney. Coined

by Stanford Professor John McCarthy in 1955, he defined A.I. as “the science

and engineering of making intelligent machines”.

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 Chapter 3

METHODOLOGY

This chapter explains the research methodology utilized to carried out the

study. The researchers discuss how the data required to meet the research

objectives and questioned gathered, presented, and examined.

Research Design

This study used a quantitative method. The researcher got an answered

to the aforementioned problem and to justify and satisfied the objectives of the

study. Specifically, this research aimed to found out the Perception of Junior High

School Students of Sunrisers Merryland School, Inc. towards artificial Intelligence

(AI) during the Academic year 2023-2024.

According to SWAS International Research (n.d.) quantitative research

was a structured way of collected and analyzing data obtained from different

sources. Quantitative research involves the used of computational, statistical,

and mathematical tools to derive results. It was conclusive in its purpose as it

tried to quantify the problem and understood how prevalent it is by looked for

projectable results to a larger population.

Sources of Data

The respondents of this study is composed of students from the

Junior High School leveled of Sunrisers Merryland School, Inc. for the school

year 2023--2024. One of the vital processes to kept this study successful.

From a population of one hundred- forty seven (147), a number of

students was chosen as the respondents contained of twenty-eight (28). The

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 Grades seven (7), eight (8), nine (9), and ten (10) students would have included

in this investigation. Those respondents were chosen by the researcher because

they were suitable and applicable to the study.

Research Instrument

The study primarily used a self-administered questionnaire with three sections as

the main data-gathered instrument. The first section gathered demographic information;

age, gender, and year leveled of the participants, while the second section would focus

on the usefulness of Artificial Intelligence (AI). While the third section focused on the

advantages and disadvantages of Artificial Intelligence. Data were analyzed to

determine the Perception of Junior High School Students towards Artificial Intelligence

(AI), and to discovered the usefulness, and the advantages and disadvantages.

Moreover, the questionnaire was subjected to content validation by the Research

Adviser.

The data gathered instrument was structured as a scale ranging from 1-

4, wherein the (1) is strongly agree, (2) is agree, (3) is neutral, (4) disagree, and

the lasted one is (5) strongly disagree. This legend would helped the researchers

to analysis the result of conducting data-gathering.

Data-gathering Procedure

After establishing the validity and reliability on how to gather-data, formulating

questioned appropriate for the study and all did necessary modification to the chosen

respondent. Twenty-eight (28) copies of questionnaires distributed would been

successfully completed and returned. Thus, their corresponding answered to the

question were kept in accordance with the agreement of the respondents and the

researchers. The data gathered was organized and tabulated according to the result of

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the statistical treatment done. In this stage, the service of a statistical consultant was

needed. As statistical tools, percentage and average methods were used to analyze the

data.

Tools for Data Analysis

To analyze and interpret the data, the researcher employed the following

statistical procedure:

Frequency and Percentage Distribution

This will help the researchers to easily tally the information that they gathered,

wherein the researcher divided the frequency (f) by the total number (n) of respondents

and multiplied it by 100.

P = F ÷ N x 100

Weighted mean

This tool was used to provide answer to the questions. The formula is:

Sum of (data point x weight)

Weighted mean = –—————————————

Sum of weights

The data gathered from the questionnaire was analyzed using descriptive and

inferential statistics. Descriptive statistics was used to summarize and describe the

demographic characteristics of the participants.

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12
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides the accumulated data from the survey questionnaires

illustrated in tables and charts that have been thoroughly analyzed. This section also

includes the analysis and interpretation of findings. The data were constructed following

the statement of the problem in Chapter 1.

Figure 1. Composition of Respondent’s Profile in terms of Age

Age Percentage Frequency

11-12 7.14% 2

13-14 35.71% 10

15-16 57.14% 16

Figure 1 illustrated the age range of the respondents in this study. There were 2

students between the ages of 11-12 (7.14%), ten (10) students between ages 13-14

(35.71%). While the rest of (57.14%) was composed of sixteen (16) students whose 15-

16 years old.

Figure 2. Composition of Respondent’s Profile in terms of Sex

Sex Percentage Frequency

Male 39.29% 11

Female 60.71% 17

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 Figure 2 illustrated the profile distributions of the respondents according to their

sex. A great majority were seventeen (17) female from Junior High School students,

accounting for about 60.71% of the total number of participants, while the remaining

39.29% are eleven (11) male students.

Figure 3. Composition of Respondent’s Profile in terms of Grade level

Grade level Percentage Frequency

Grade 7 25% 7

Grade 8 17.85% 5

Grade 9 39.29% 11

Grade 10 17.85 5

Figure 3 illustrated ranges of the respondents. There were seven (7) students

came from the seventh graders accounting 25%, five (5) students from eighth graders

accounting 17.85%, eleven (11) students from ninth graders having the highest

percentage among all accounting 39.28% and the reaming 17.85% were from the five

(5) tenth graders.

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 General Perception of AI usefulness

Table 4.1

Weighted Mean Distribution and Verbal Interpretation of the Students’

General perception of AI usefulness

Weighted Percentage Verbal

Mean Interpretation

1. AI has the potential to 3.92 50% Disagree

revolutionize education.

2. AI application in 3.64 46.42% Disagree

education enhance

students’ engagement in

education.

3. AI technology is easy 3.36 42.85% Neutral

to use and understand.

4. AI tools make tasks 5.04 64.28% Strongly

easier and more Disagree

efficient.

5. AI can personalize 2.52 42.85% Agree

learning experiences for

students.

Grand Weighted Mean 3.70 Neutral

Table 4.1 illustrates students' general perception of AI usefulness through

weighted mean distribution and verbal interpretation. It reveals that 50% disagree
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with the notion that AI has the potential to revolutionize education, while 46.42%

disagree that AI enhances student engagement. Additionally, 42.85% remain

neutral on the ease of use and understanding of AI technology. However,

64.28% strongly disagree that AI tools make tasks easier and more efficient, and

42.85% agree that AI can personalize learning experiences. Overall, the grand

weighted mean of 3.70 suggests a neutral summary of students' perceptions

regarding AI's usefulness.

Advantages of Artificial Intelligence in terms of Education

Table 4.2

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 Weighted Mean Distribution and Verbal Interpretation of the students’

perception on the advantages of AI in education.

Weighted Percentage Verbal

Mean Interpretation

1. AI has helped me 2.8 35.71% Agree

develop my critical

thinking skills.

2. AI tools help me save 3.36 42.85% Neutral

time in writing

assignments.

3. AI has helped me 2.52 32.14% Agree

learn how to organize

my thoughts and ideas.

4. AI help me regenerate 2.8 35.71% Agree

ideas for my study.

5. AI can personalize 3.36 42.85% Neutral

learning experiences for

the students.

Grand Weighted Mean 2.97 Neutral

Table 4.2 presents the weighted mean distribution and verbal

interpretation of students' perceptions regarding the advantages of AI in

education. According to the table, 35.71% of the students agree that AI has

17
helped them develop critical thinking skills. Additionally, 42.85% of the students

express neutrality regarding the statement that AI tools help save time in writing

assignments. Furthermore, 32.14% of the students agree that AI has assisted

them in learning how to organize their thoughts and ideas, while another 35.71%

agree that AI aids in regenerating ideas for study. Lastly, 42.85% of the students

hold a neutral stance on the assertion that AI can personalize learning

experiences for them. Overall, the grand weighted mean across all statements is

2.97, indicating a neutral summary of students' perceptions regarding the

advantages of AI in education.

Disadvantages of Artificial Intelligence in terms of Education

Table 4.3

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 Weighted Mean Distribution and Verbal Interpretation of the

students’ perception on the disadvantages of AI in education.

Weighted Percentage Verbal

Mean Interpretation

1. AI makes students 4.2 53.57% Agree

lazy.

2. AI tools has a 3.08 39.28% Neutral

negative effect on

students.

3. AI make students 2.8 35.71% Agree

school work lack

creativity.

4. AI make students 3.36 42.85% Neutral

school work lack critical

thinking.

5. AI generate 2.8 35.71% Agree

misinformation.

Grand Weighted Mean 3.25 Neutral

Table 4.3 provides the weighted mean distribution and verbal interpretation of

students' perceptions regarding the disadvantages of AI in education.

Specifically, 53.57% of students agree that AI makes them lazy. Additionally,

39.28% express neutrality toward the statement that AI tools have a negative

effect on students. Furthermore, 35.71% of students agree that AI makes their

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schoolwork lack creativity, and an equal percentage agree that AI generates

misinformation. However, 42.85% remain neutral regarding the assertion that AI

makes students' schoolwork lack critical thinking. The grand weighted mean of

3.25 indicates a neutral summary of students' perceptions concerning the

disadvantages of AI in education.

Advantages of Artificial Intelligence in terms of work skills for the future

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 Table 4.4

Weighted Mean Distribution and Verbal Interpretation of the

students’ perception on the advantages of AI in future work skills.

Weighted Percentage Verbal

Mean Interpretation

1. AI improve my ability 3.36 42.85% Neutral

to adapt to new

technology

2. AI prepares me for 3.08 39.28 Neutral

future jobs that requires

technology skills.

3. Using AI enhances my 3.64 46.42 Disagree

digital literacy skills.

4. AI help me to develop 4.76 60.71 Strongly

critical thinking and Disagree

problem-solving skills.

5. Using AI helps me to 2.8 35.71 Agree

achieve more innovation

by bringing new ideas.

Grand Weighted Mean 3.53 Disagree

Table 4.4 outlines the weighted mean distribution and verbal interpretation

of students' perceptions regarding the advantages of AI in future work skills.

Specifically, 42.85% of students hold a neutral stance on the statement that AI

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improves their ability to adapt to new technology, while a similar percentage

express neutrality toward the idea that AI prepares them for future jobs requiring

technology skills. However, 46.42% disagree that using AI enhances their digital

literacy skills. Moreover, a significant majority, 60.71%, strongly disagree that AI

helps them develop critical thinking and problem-solving skills. On the other

hand, 35.71% agree that using AI helps them achieve more innovation by

bringing new ideas. Overall, the grand weighted mean of 3.53 suggests a

summary of disagreement among students regarding the advantages of AI in

future work skills.

Disadvantages of Artificial Intelligence in terms of work skills for the future

work skills

Table 4.5

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 Weighted Mean Distribution and Verbal Interpretation of the

students’ perception on the disadvantages of AI in future work skills.

Weighted Percentage Verbal

Mean Interpretation

1. AI decrease my digital 3.08 39.28 Neutral

literacy skill.

2. AI decrease my 3.36 42.85 Neutral

critical thinking and

problem solving skills.

3. AI can limit creativity 3.08 39.28 Neutral

and innovation in the

workplace

4. AI can limit my work 3.36 42.85 Neutral

skills development.

5. The use of AI can lead 3.64 46.42 Neutral

to a reduction to my

emotional intelligence

Grand Weighted Mean 3.03 Neutral

Table 4.5 presents the weighted mean distribution and verbal interpretation of

students' perceptions concerning the disadvantages of AI in future work skills.

Across the statements, a consistent neutrality prevails. Specifically, 39.28%

express neutrality regarding the idea that AI decreases their digital literacy skill

and can limit creativity and innovation in the workplace. Similarly, 42.85% hold a

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neutral stance on the belief that AI decreases their critical thinking and problem-

solving skills and can limit their work skills development. Furthermore, 46.42%

remain neutral regarding the notion that the use of AI can lead to a reduction in

their emotional intelligence. Overall, the grand weighted mean of 3.03 signifies a

neutral summary of students' perceptions regarding the disadvantages of AI in

future work skills.

Likert-Scale Likert Scale Likert Scale Interval

Description

Strongly Agree 1 1.00 - 1.80

Agree 2 1.81 - 2.60

Neutral 3 2.61 - 3.40

Disagree 4 3.41 - 4.20

Strongly Disagree 5 4.21 - 5.00

Chapter 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter contains the final step of the study, which includes the research

summary, conclusions, and recommendations. It aims to supply a brief, simple, and

concise explanation of the research's overall outcome.

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Summary of the Study

On the basis of the statistical analysis, the researchers points the following

findings:

1.With 39.29% of the high school students polled being in Grade 9, and 57.14%

of the respondents being 15-16 years old they make up the largest percentage of the

sample. 60.71% of the population is female, making up the majority of the gender.

2. The results show that Artificial intelligence (AI) cannot improve student

engagement and cannot revolutionize education. Additionally, although students have

neutralized the idea that AI is easy to use and understand, Still, students concurred that

AI can also help students have more individualized learning experiences.

3. Based on the students' perceptions, the results show that while students

reacted neutrally when asked if AI helps them save time on tasks, AI has helped

them build critical thinking skills. Students concurred that their educational

advantages extend to them. Even while AI has aided in growth, the students also

agreed that the technology breeds misinformation, encourages laziness and a lack

of effort in the classroom, and prevents them from being creative or critical

thinkers. It has been determined that AI can help them achieve more than just

innovation when it comes to their future work skills, but the students disagreed,

claiming that AI cannot improve their digital literacy skills and that it cannot help

them develop future work skills. For the disadvantages of AI in terms of future work

skills, it has been neutralized by the students that AI can limit, reduce their skill

development, and decrease their creativity, critical thinking, and problem-solving

skills.

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 Conclusion

In conclusion, Students concluded that while there are some aspects of AI

that can help them or improve, using AI can limit, reduce, or lessen their ability to

improve. Additionally, relying too much on AI can make students lazy, which lowers

their critical thinking, creativity, and problem-solving abilities. Nevertheless, some

are neutralized by the students, indicating that while AI offers certain beneficial

benefits, students should relying more on their own brains and not too much on AI.

Recommendation

In light of the findings, the following reccomendations are made:

1. Learners should not depend entirely on Artificial Intelligence for their

schoolwork to deepen their academic understanding. Rather than rellying solely on AI

looking for answers, they should looking for ideas and clues.

2. Educators should give more focus on the learners development on critical

thinking, digital literacy, creativity and other essential skills.

3. Educators should cultivate discipline, recognize the limitation of AI to enhance

academic growth in students.

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 4. Learners should put advancing technology to their advantage: instead of using

AI to finish their homework, they can make time to discover various writing resources

(e.g.,websites, and apps) reading is a must.

5. The future researchers shall include the type of AI (apps, websites, etc.) in

their questionnaire to further identify the students Perception towards Artificial

Intelligence tools, apps etc.

BIBLIOGRAPGHY

K.B Hajam , S.Gahir (2024) Unveiling the Attitudes of University Students

Toward Artificial Intelligence.

M.Gerlich (2023) Perceptions and Acceptance of Artificial Intelligence: A Multi-

Dimensional Study.

P.T.C. Le (2023). Students' Perceptions of the AI Technology Application in

English Writing Classes

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challenges in higher education

A. Badi (2022). Perceptions of Learners and Instructors towards Artificial

Intelligence in Personalized Learning, 445-451.

K. P Ural (2021). “University Students’ Perceptions About Artificial Intelligence.

Shanlax International Journal of Education, vol. 9, no. S1, 2021,pp.

K. Neerja (2020). Understanding user perception toward artificial intelligence (AI)

enabled e-learning

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