Research Proposal

A Conceptual Framework for the research title “Navigating the terrain: exploring challenges faced in teaching-
learning in the era of AI integration in Abuyog Community College”.
1. Introduction
In the contemporary landscape of 21st-century education, the integration of Artificial Intelligence (AI) marks a
significant shift in the traditional methods of teaching and learning. AI mainly deals with the use of technology to
make devices behave like human beings. It is the ability of computers to act as human to do tasks. In this context
computers and other machines with algorithms and methods to pretend human insight and judgment making
practices to positively complete activities related to teaching and learning can be referred as AI (Murphy, 2019).
The student researchers at Abuyog Community College (ACC) recognizes the potential of AI to revolutionize
educational instruction by providing tailored feedback and resources to students and teachers across various
disciplines. AI have promises to change radically the way higher education work, and enhance student learning in
many disciplines and at any level (Schroeder, 2019). This proposal aims to investigate the opportunities and
challenges presented by AI integration within the teaching and learning processes at Abuyog Community College
(ACC).

2. Problem Statement
The importance of developing a constraint-free and reliable work plan has long been recognized by the
industry. However, numerous construction projects are still plagued by delays and cost overruns, which can frequently
be traced to ineffective identification and treatment of constraints. First, when a constraint is not properly identified
during scheduling, subsequent conflicts in the field are inevitable. Today’s projects are becoming more and more
technically complex and logistically challenging, which exposes construction operations to even more complex
constraints. Second, the traditional scheduling methods, bar charts and Critical Path Method (CPM) which are widely
used as a basis for constraint analysis, greatly limit our capability in modeling and resolving constraints
during look-ahead scheduling. These methods have long been blamed for their limitations in modeling and
communicating constraints, including inability to cope with non-time-related precedence constraints and difficulty to
evaluate and communicate inter-dependencies at the field operation level (e.g. Sriprasert and Dawood 2002; Chua
and Shen 2001). In summary, there is a need for a better understanding of constraints in construction and a structured
approach in identifying and modeling constraints to ensure a constraint-free work plan. More specifically, the
following research questions need to be addressed:

1. What are the typical constraints found in various construction projects?

2. How to classify these constrains for easier identification and modeling?
3. What are the current industry practice as well as research advancements in modeling and resolving
constraints?
How to unify the constraint classification knowledge and various constraint modeling efforts into a framework for
total constraint management?

3. Objectives
The long term goal of the research is to develop a formalized
constraint management system. Constraint management is defined herein as the process of identifying, classifying,
modeling, and resolving constraints. The objective of the current study is to provide a comprehensive review of
literatures and industry practices in relation to constraint analysis and outline a conceptual framework for constraint
management. Particularly, the study has the following sub-objectives:

1. To provide a comprehensive review of sources and characteristics of constraints typically found in

construction projects;
2. To develop a constraint classification method for easier constraint identification and modeling;
3. To review current industry practices and researches in regards to constraint modeling;
4. To outline a conceptual framework for total constraint management.

The result of this study will be valuable to the industry practitioners as well as related software providers in
developing better practice and tools for constraint management and look-ahead scheduling.

4. Preliminary Literature Review

A Preliminary Literature Review revealed that there have been zero (0) studies regarding AI integration in
Abuyog Community College, which marks a great opportunity and significance for this research study to be
conducted. This proposed investigation into AI integration within Abuyog Community College (ACC) aligns
with a growing body of research emphasizing technology's potential to revolutionize education. Murphy (2019)
and Schroeder (2019) underscore AI's capacity to personalize learning experiences and enhance educational
outcomes. Despite the tremendous opportunities that Artificial Intelligence holds. Concerns in higher education
and the current teaching and learning process have many unresolved problems and issues such as global
competition, student’s lack of skill, the high cost of establishing and maintaining physical laboratories and
smart rooms, shortage of technologists, lack of real-time assistant of the individual student, adapting the new
form of knowledge, lack of creativity or the capacity to learn and a lifelong readiness to face new things and
adjust learned expectations
accordingly and others (Kerr, 2017). This research study will gauge the level, issues, and opportunities
encountered by both educators and learners in integrating Artificial intelligence (AI) in the process of
education at Abuyog Community College (ACC), and by building upon existing scholarship and engaging in
empirical inquiry-tailored to the specific context of ACC, this proposed investigation holds promise for
illuminating pathways toward enhanced educational outcomes and pedagogical innovation in the 21st century.

5. Methodology
This study will employ a phenomenological approach to investigate the lived experiences and perceptions of
stakeholders involved in the integration of AI in teaching and learning at Abuyog Community College (ACC).
Phenomenology is particularly well-suited for exploring subjective experiences and understanding the essence
of phenomena from the perspective of participants. By adopting a qualitative research design, this study aims to
uncover rich insights and nuanced understandings of the phenomenon under investigation. In-depth semi-
structured interviews will be conducted with participants to explore their experiences, perceptions, and
challenges related to AI integration in education. An interview guide will be developed, comprising open-ended
questions focusing on participants' experiences with AI technologies in teaching and learning. lastly, the
interviews will be audio-recorded with participants' consent and transcribed verbatim for analysis.

References
Murphy, R. F. (2019, January). Artificial intelligence Application to support K-12 Teachers and Teaching.
Schroeder, R. (2019, June 19). Emerging Roles of AI in Education. Retrieved from Inside Higher
ED:https://www.in sidehighered.com/digital-learning/blogs/online-trending-now /emerging-roles-ai-education.
Kerr, S. A. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education.
Research and Practice in Technology Enh