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CHAPTER I

INTRODUCTION

Background of the Study

Artificial intelligence has the ability to transform education worldwide,
improving learning and transforming the way teachers educate (Mujiono,
2023). In Turkey, 43% of teachers believe Artificial intelligence can help
make learning easier. Also, 65% say Artificial will benefit the economy.
Teachers believe Artificial intelligence can help them work more efficiently,
monitor student progress, and provide personalized learning resources. Most
teachers believe Artificial intelligence will save them time (Uygun, 2024).
Nonetheless, despite the benefits shown in the Philippines, negatives
remain, including limited acceptance of AI in education and ethical
concerns. A survey found that 52% of Philippine vocational learning
institutions are more worried with issues such as the lack of creativity and
critical thinking, 49% with data privacy, and 31% with plagiarism when
students utilize AI-assisted applications (Villa, 2024).
Furthermore, teachers' views on learners' use of AI are frequently
disregarded in previous studies, despite their crucial role to the success of
the students' learning process. This oversight creates a substantial study
hurdle, limiting our understanding of how AI influences students' learning
results. The persistent lack of knowledge about teachers' views on students'
use of AI is a key impediment to the development and proper use of AI in
educational contexts, given its limitations. Understanding teachers' views on
how students utilize AI can provide significant insights into the benefits and
drawbacks of using technology to improve students' learning experiences.
Due to this research gap, narrative inquiries focusing on teachers'
perspectives on students' use of AI are required to shed light on how an AI-
driven educational environment affects students' learning results.
Research on how teachers at Isulan National High School view
students who uses artificial intelligence is needed. Even with AI's potential
advantages, a successful and proper integration into the local educational
context requires an awareness of teachers' views, including the
disadvantages and advantages they see.
The purpose of this study is to explore the various perspectives of
Isulan National High School teachers on the use of Artificial Intelligence (AI)
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by students, thereby providing insights into the benefits and disadvantages

of AI in the learning process.

Statement of the Problem

Generally, this study aims to explore the teachers views on the
learners’ usage of artificial intelligence in isulan national high school.
Specifically, this study seeks to answer the following question:
1. What are the views of teachers on the learners’ usage of artificial
intelligence?

Theoretical Framework
This study is grounded on Social Constructivism Theory. This theory
will help to explore Teacher’s views on learners’ usage of Artificial
Intelligence in Isulan National High School, aims to provide valuable insights
into how educators perceive the integration of Artificial Intelligence tools
among learners
Social constructivism is a learning theory that holds that human gro
wth is socially situated and knowledge is formed via interactions with others
(Wiener & Diez, 2018). This theory has been utilized in a variety of contexts,
including education, political research, and social media use. Furthermore
Robinson & Cole (2015) states that in education, social constructivism has
been utilized to inform educational social media use practice. In addition,
social constructivism has been recognized as a leading philosophy informing
the use of social media by educators (Dennick, 2016).

Significance of the Study

The study aims to explore the teachers' benefits and experiences
using Artificial Intelligence (AI) in their teaching strategies, which would
benefit the following:
To the teachers, this study helps them understand how students
using artificial intelligence affects their teaching methods, allowing them to
improve their approach.
To the students, this research shows how using AI can impact their
learning, potentially making it more effective and personalized.
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To the school, learning about teachers' views on students using AI

can help create better policies, improving student learning and the school's
reputation.
To the future researchers, this study gives them a clearer picture of
how AI and students interact in education, guiding further research in this
area.

Scope and Delimitation

The purpose of this study is to look into teachers' views on the
students' usage of artificial intelligence (AI) in learning.
It focused on understanding how teachers perceive the benefits and
challenges of students incorporating AI tools into their educational
experiences at Isulan National High School.
The study included interviews with eight (8) teachers from the junior
and senior high school levels at the aforementioned institution. It will be
selected purposefully.

Definition of Terms
Access and Equity refers to the fair distribution and availability of AI tools
and resources in education, ensuring all students have the
opportunity to benefit from technological advancements while
addressing disparities and preventing over-reliance on AI.

Artificial Intelligence (AI) refers to the simulation of human intelligence

processes by computer systems, including learning, reasoning, and
problem-solving, often used to enhance the educational experiences of
students.
Benefits and Challenges refers to the positive outcomes and obstacles
associated with students' adoption and utilization of AI in education,
encompassing enhancements in learning efficiency and
personalization, as well as concerns such as data privacy, creativity,
and critical thinking.
Challenges and Ethical Considerations in AI Integration refers to the
complex issues and moral dilemmas associated with incorporating AI
in education, including concerns about overreliance, impacts on
creativity and critical thinking, algorithmic bias, privacy, and the
necessity for accurate and ethical use of AI tools.
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Ethics and Responsibility in AI Usage refers to the moral considerations

and obligations associated with employing AI tools in educational
settings, including concerns about overreliance, the integrity of the
learning process, and fostering independent thinking while ensuring
ethical and responsible use of technology.

Evaluation and Assessment Practices refers to the methods and processes

enhanced by AI technologies for assessing student performance,
providing automated feedback, and improving the quality of academic
work while balancing the need for human oversight and guidance.

Impact on Learning Efficiency refers to the influence of AI technologies on

improving the effectiveness and speed of the learning process by
providing personalized support, timely feedback, and enhanced
opportunities for discovery and engagement.

Integration of AI in Teaching Practices refers to the incorporation of AI

tools and technologies into educational methods to enhance
personalized instruction, support student learning, and assist
teachers in evaluating and engaging students effectively.

Learning Process refers to the sequence of actions and experiences through

which students acquire knowledge, skills, and understanding,
influenced by various factors including instructional methods,
resources, and technologies like AI.
Overreliance on AI refers to an excessive dependence on artificial
intelligence tools and technologies, which can lead to diminished
critical thinking skills, creativity, and independent problem-solving
abilities among students.

Professional Growth refers to the continuous development of educators’

skills and knowledge, particularly in effectively integrating AI tools
into teaching practices, addressing ethical considerations, and
fostering a culture of lifelong learning to enhance student outcomes.

Student Autonomy and Responsibility refers to the ability of students to

independently manage their learning using AI tools while being
accountable for their educational progress to avoid over-reliance on
technology and maintaining critical thinking skills.

Student Usage of AI refers to the application and integration of artificial

intelligence technologies by students in their educational activities,
such as utilizing AI-driven software or tools to aid in learning tasks.
Teachers' Views refers to the Perspectives, opinions, and attitudes held by
educators regarding the incorporation of AI tools by students in their
learning process.
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter delves into theories, principles, and concepts proposed

by various authors and researchers pertinent to the study. These sources
encompass a range of mediums including books, magazines, journals,
unpublished theses, internet resources, and other scholarly works.

Artificial Intelligence
Artificial Intelligence (AI) encompasses computer processes resembling
human cognitive functions, such as learning and problem-solving (Baker &
Smith, 2019). It utilizes various analytical methods like machine learning,
neural networks, and deep learning (Aggarwal, 2018), enabling decision-
making based on data without explicit programming (Alloghani et al., 2020).
In education, AI integration includes instructional technologies like
chatbots, intelligent tutoring, and automated grading systems, offering
benefits such as personalized learning, collaborative opportunities, and
workload reduction for teachers (Clark, 2020; Luckin et al., 2016; Roll &
Wylie, 2016). AI also aids in predicting dropout probabilities, monitoring
progress, and conducting assessments (Popenici & Kerr, 2017; Swiecki et al.,
2019).
The primary benefit of AI in education is its potential for personalized
and interactive learning experiences, facilitated by technologies like
augmented reality (Radu, 2014). However, challenges such as biases in data
training and privacy concerns regarding student data must be addressed
(Cuomo et al., 2022; Baidoo-Anu & Ansah, 2023).
AI also offers benefits in load forecasting and resource allocation
efficiency but raises cybersecurity concerns (Baidoo-Anu & Ansah, 2023).
While enhancing teacher-student interaction and content development, AI
poses challenges in controlling evaluation fraud and achieving desired
learning outcomes (Hossain et al., 2019).
Despite extensive research, knowledge gaps persist, including the
impact of AI on student anxiety and teaching preferences, as well as the
development of technologies addressing biases and privacy concerns
(Bagherian et al., 2020; Baidoo-Anu & Ansah, 2023). Further exploration is
needed to maximize AI's potential in enhancing educational practices.
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In summary, the application of artificial intelligence (AI) in education

has great potential to improve efficiency, provide individualized learning, and
create dynamic learning environments. AI provides potential for
individualized training and assessment by utilizing a variety of technologies,
such as chatbots and intelligent tutoring systems. To guarantee an
egalitarian and secure adoption, however, obstacles like cybersecurity
concerns, privacy difficulties, and biases in data training must be properly
addressed. Further study is required to comprehend the wider effects of AI
on educational approaches, student wellbeing, and the creation of AI tools
that protect privacy and lessen bias.

AI in Classroom Management
According to Gray and Perkins (2019), they used machine learning
and early involvement to forecast student outcomes. Their research showed
how artificial intelligence (AI) may be used to detect pupils who may have
academic difficulties and offer timely interventions to enhance learning
outcomes. This demonstrates how AI helps with academic support and
individualized learning.
Kim et al. (2018) examined the idea of AI-powered smart classrooms
that are emotionally sensitive while talking about the problems and future
directions of engineering and education. Their research showed how crucial
it is to incorporate emotionally intelligent AI technologies into classroom
management to promote students’ socioemotional growth and overall well-
being. This points to a possible direction for further study in the creation of
AI systems that can successfully attend to the emotional needs of students
in learning environments.
Moreover, Hussain et al. (2018) researched the effects of student
involvement forecasts in an e-learning system on course evaluation scores.
The results of this study shed light on how artificial intelligence (AI) may be
used to forecast and improve student engagement, a critical component of
efficient classroom management.
Holstein et al. (2019) discussed co-designing a tool for orchestrating
classrooms in real-time to enhance the complementarity between teachers
and AI. This study highlighted how AI may help teachers control classroom
dynamics in real time and complement them, suggesting that AI has a
promising future in classroom management.
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Additionally, the shift from black box to glass box AI systems offered
insights into explainable AI. In the context of classroom management, this is
especially important because teachers must comprehend and have faith in
the AI systems that assist in their decision-making (Rai, 2019).
Therefore, even with the results of current research, there are still
several unanswered questions and possible avenues for further study in the
area of artificial intelligence in classroom management. First and foremost,
additional empirical research is required to examine the effects of AI-based
classroom management systems on teacher effectiveness and student
learning results. Further investigation into the use of AI and other proactive
tactics, such as empathy training, may be necessary to develop a more
comprehensive method of classroom management. Further research should
concentrate on creating AI systems that are specially designed to meet the
particular requirements of various educational environments and student
demographics. Lastly, investigating the moral ramifications of AI in
education and resolving issues with algorithmic bias, privacy, and data
security are important areas for further investigation (Schultze-Krumbholz et
al., 2016).
To sum up, the increasing amount of studies on the application of
artificial intelligence (AI) in classroom management highlights how this
technology has the ability to completely transform education by improving
student outcomes and teacher efficacy. AI presents exciting opportunities for
individualized learning and effective classroom management, from predicting
student results to supporting socioemotional development and enhancing
teacher dynamics. Still, there are a number of unresolved issues that call for
more empirical study into proactive tactics, AI systems’ effectiveness, and
the moral ramifications of using them. To fully utilize AI’s potential to alter
education going forward, a comprehensive strategy that takes into account
the various demands of educators and students while addressing issues with
algorithmic bias and data security will be essential.

Benefits and Challenges of Artificial Intelligence in Education

AI applications in education present a wide array of benefits,
encompassing personalized learning platforms, automated evaluation
systems, integration with social media, and predictive analytics tools (Owoc
et al., 2019). These technologies aid both educators and learners by offering
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customized instruction, prompt feedback, and avenues for collaborative

knowledge construction (Akgun & Greenhow, 2021; Miao et al., 2021).
Additionally, social networking platforms and chatbots enrich learning
experiences by promoting active engagement and fostering community
connections (Kim et al., 2019; Krutka et al., 2019).
Personalized learning systems, such as adaptive learning platforms,
represent a significant advancement in education, offering tailored learning
materials to suit individual student needs (Akgun & Greenhow, 2021).
However, concerns regarding privacy and data governance loom large,
underscoring the importance of clear policies and procedures to safeguard
sensitive information (Cheng et al., 2022; Owoc et al., 2019). Effective
utilization of big data analytics and AI necessitates a sound understanding
of data analysis techniques and ethical considerations (Tong-On et al.,
2022).
In conclusion, while AI presents numerous opportunities to enhance
educational practices, it also demands careful consideration of privacy and
data governance issues. By navigating these challenges responsibly,
educators can harness the full potential of AI to create more engaging and
personalized learning experiences for all students.

Student Perception of AI Tools

Many investigations have delved into the attitudes of students
towards integrating AI in educational settings. A survey conducted by the
Education Research Center, which polled 1,200 college students in the
United States, revealed that 70% of respondents held a positive view of AI
tools in the classroom. The students expressed optimism regarding the
potential of AI tools to enhance learning efficiency and bolster their
understanding and retention of academic content (Education Research
Center, 2021).
Ranganathan and Dutta (2021) found that students generally held
positive attitudes towards AI tools in education. They noted that students
perceived AI tools as capable of accelerating research, minimizing errors, and
facilitating personalized learning experiences. However, the study also
identified concerns among some students regarding the adoption of AI
technologies, such as apprehensions regarding privacy, perceived loss of
control, and fears of potential job displacement by automated systems.
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Additionally, in research conducted by Akbulut et al. (2020), it was

commonly observed that students maintained a positive disposition towards
incorporating AI tools within educational settings, regarding them as
valuable resources for augmenting their understanding of academic content.
Also, in the study of Alcantara-Ebuena (2023) reveals that students
generally support the use of AI tools in education. They believe AI can
enhance communication between students and teachers, identify learning
needs, improve education quality, reduce workload, and assess learning.
Junior college students particularly endorse AI's potential to improve
education quality and aid in understanding academic concepts, suggesting
they use AI more extensively for study purposes. These findings align with
previous research indicating students' positive attitudes toward AI in
education.
In conclusion, multiple studies suggest that students generally hold a
favorable attitude towards the integration of AI tools in the classroom.
Across various research efforts, students express optimism about the
potential of AI to enhance their learning experience, improve comprehension,
and streamline educational tasks. While some students voice concerns about
privacy and control issues associated with AI, the overall sentiment reflects a
positive outlook towards AI as a valuable tool for academic enhancement and
support.

Teacher Perception of AI Tools

Research has also investigated teachers' viewpoints regarding the
integration of AI tools in education. A survey involving 500 teachers in the
US revealed that 77% of participants expressed support for utilizing AI tools
within the classroom. Teachers highlighted the potential of AI tools to
facilitate personalized instruction for students while streamlining tasks such
as grading and lesson preparation (Kou et al., 2020).
Furthermore, Hosseinzadeh and Hughes (2021) demonstrated in their
research that the majority of teachers, drawn from a sample of 1,200
educators in the United Kingdom, held a positive view of AI tools in
educational settings. As per the findings, teachers perceived AI tools as
potential aids in enhancing classroom management and providing more
comprehensive feedback to students. Additionally, the survey revealed
teachers' belief that AI tools could alleviate the burden of repetitive tasks
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such as grading and lesson planning, thereby allowing them to allocate their
time more efficiently.
On the contrary, findings from a study conducted by Rana et al.
(2019) indicated a varied perspective among teachers regarding AI tools.
While some teachers regarded these tools as an effective means to enhance
student engagement, others perceived them as overly costly and challenging
to implement.
In the study of Alcantara-Ebuena (2023) found that teachers generally
perceive AI positively for enhancing student learning and improving
productivity, with primary teachers emphasizing its potential for
administrative tasks. Secondary teachers see AI as effective for monitoring
student behavior and attendance. Younger teachers predominantly use AI
for administrative tasks and believe it can reduce their workload and
improve communication with administrators, suggesting a preference for
digital communication over in-person interaction.
In summary, research indicates a generally positive perception among
teachers towards the integration of AI tools in education. Across various
studies, teachers express enthusiasm for the potential of AI to enhance
student learning, streamline administrative tasks, and provide personalized
feedback. While there are some concerns about the cost and complexity of AI
tools, the overall sentiment suggests that educators see AI as a valuable
resource for improving classroom effectiveness and student outcomes.

Teaching Strategies of Teachers in Education

The COVID-19 pandemic has spurred significant changes in
education, leading teachers to adapt their strategies for remote and hybrid
learning environments. Studies such as Maatuk et al. (2021) and Aydin et al.
(2022) have examined teachers' challenges and opportunities in
implementing Food and Nutrition Education (FNE), shedding light on topics
taught, resources used, and encountered barriers.
Additionally, Kassens-Noor (2012) explored Twitter's use as a teaching
tool in higher education, assessing its impact on active and informal
learning. The study provides insights into leveraging social media platforms
to enhance student engagement and learning outcomes.
Oleson and Hora (2014) revisited teaching knowledge sources and the
role of prior experience in shaping faculty practices, emphasizing the
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importance of integrating innovative elements into the curriculum. Their

research underscores the need for a balanced approach to curriculum
design, incorporating complex game designs and computational thinking
patterns to enrich the teaching and learning experience.
In summary, the reviewed studies demonstrate the evolving landscape
of education, particularly in response to the COVID-19 pandemic. They
illustrate how educators are adapting their strategies, leveraging tools like
social media and innovative curriculum design to enhance student
engagement and learning outcomes. These findings underscore the
importance of flexibility and innovation in navigating the challenges and
opportunities presented by shifting educational paradigms, ultimately
aiming to create more effective and dynamic learning environments.

Social Constructivism
The theory of social constructivism, pioneered by Lev Vygotsky in
1968, posits that language and culture serve as lenses through which
individuals perceive and comprehend reality. According to Vygotsky, the
interplay between language, culture, and social interaction shapes
intellectual development and the understanding of one's environment.
Mohammed and Kinyo (2020) emphasize that knowledge construction is a
communal endeavor, requiring participation within a shared cultural and
linguistic community. This collaborative process of learning, facilitated by
teachers or peers, promotes the co-construction of knowledge. Kennedy
(2014) underscores the role of interpersonal exchanges and real-world
experiences in shaping children's understanding of culturally relevant
concepts. Taylor (2018) extends this notion by defining potential growth as
the level of academic achievement attainable through social interactions with
various individuals, including peers, family members, and historical figures.
Social constructivism highlights dialogue, collaboration, and the strategic
use of information as essential components of learning (Taylor, 2018).
Vygotsky's perspective on social interaction as a catalyst for cognitive
development is echoed by Aljohani (2017), who emphasizes the significance
of collaborative learning in scaffolding students' comprehension and skill
acquisition. Fleury and Garrison (2014) assert that the social production of
knowledge occurs across diverse contexts, including educational
institutions, social media platforms, religious settings, and market
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environments. These interactions with both physical and immaterial

environments enrich students' insights and experiences, contributing to
their growth into adulthood. Al-Qaysi, Mohamad-Nordin, and Al-Emran
(2021) advocate for teaching techniques grounded in social constructivism,
which prioritize student participation, discussion, and knowledge sharing.
This approach encourages various interactive tactics such as whole-class
conversations, small-group discussions, and paired activities, fostering
collaborative problem-solving and the exploration of new ideas. Ultimately,
social constructivism underscores the dynamic interplay between social
interaction, cultural context, and cognitive development in the construction
of knowledge.

Synthesis
Artificial Intelligence (AI) in education offers vast potential for
enhancing teaching and learning experiences. Through technologies like
machine learning, neural networks, and deep learning, AI enables
personalized learning experiences, automated assessments, and predictive
analytics. Integrating AI into education can lead to benefits such as
individualized instruction, collaborative opportunities, and workload
reduction for teachers. However, challenges such as biases in data training
and privacy concerns need to be addressed to ensure equitable and secure
adoption.
In classroom management, AI tools can forecast student outcomes,
detect academic difficulties, and provide timely interventions. Emotionally
intelligent AI systems can promote socioemotional growth and well-being
among students, while real-time classroom orchestration tools enhance
teacher effectiveness. The shift towards explainable AI systems is crucial for
building trust and understanding among teachers.
While students generally perceive AI tools positively for improving
learning efficiency and comprehension, concerns about privacy and control
exist. Teachers also view AI tools favorably for enhancing classroom
management and productivity, although some express concerns about
complexity and cost. The COVID-19 pandemic has prompted educators to
adapt teaching strategies, leveraging tools like social media and innovative
curriculum design to create dynamic learning environments.
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Social constructivism theory emphasizes the role of social interaction,

language, and culture in knowledge construction. Collaborative learning
approaches grounded in social constructivism foster active participation,
discussion, and knowledge sharing among students, enriching their learning
experiences.
In summary, AI holds promise for revolutionizing education by
providing personalized learning experiences, improving classroom
management, and supporting both teachers and students. However,
addressing challenges related to data privacy and bias is essential for
responsible AI integration. By embracing social constructivist principles and
leveraging innovative teaching strategies, educators can create dynamic and
engaging learning environments that foster collaborative knowledge
construction and student growth.
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CHAPTER III
METHODOLOGY

This chapter outlines the methodology employed in the research,

covering the research design, participants, sampling techniques, study
location, and the data collection instrument. It details the preparation,
testing, and administration of the instrument, along with the procedure for
data analysis, including methods used and measures taken to ensure rigor
and trustworthiness. Additionally, ethical considerations in conducting the
study are discussed, ensuring adherence to ethical guidelines throughout
the research process.

Research Design
In this study, the views of teachers on learners’ usage of artificial
intelligence will be investigated using a Narrative Inquiry Approach, as
outlined by Creswell et al. (2007). The narrative approach focuses on
individuals’ lived experiences over time, allowing them to share their stories
in their own words. This approach seeks to capture the complexity and
depth of teachers’ experiences with students using artificial intelligence,
reflecting on how their views evolve and accumulate over time.

Locale of the Study

This research takes place in Isulan National High School. It is located
in Kalawag II, Isulan, Sultan Kudarat. It is a government-funded school that
caters to learners from different economic backgrounds.
Isulan National High School, a prominent school in the Sultan
Kudarat division, has achieved prestigious recognition, earning Hall of Fame
status for its consistent excellence in implementing Brigada Eskwela and
Level 3 status for its effective school-based management practices.
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Source: Googlemap.com 2024

Figure 1: Map of the Locale of the Study
Participants
This study involves eight (8) teachers with at least one year of
teaching experience in junior and senior high school, who provided insights
into learners’ usage of artificial intelligence. These educators shared their
perspectives on how students engage with artificial intelligence within the
context of junior and senior high school education.

Inclusion Criteria
The participants was purposively selected from junior and senior high
school teachers who offered their views on learners’ usage of artificial
intelligence.

Research Instrument
The researchers employed a semi-structured interview guide as their
primary tool to delve into teachers’ views on learners’ usage of artificial
intelligence. Following McCracken’s (1989) five-step process, they formulated
questions starting with the central inquiry about the benefits and challenges
encountered by educators when students utilize AI in their learning. These
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inquiries explored themes such as student engagement, the efficacy of AI

tools, and strategies for overcoming obstacles. Throughout the interviews,
the researchers documented responses meticulously, utilizing tools such as
note-taking and audio recorders, as recommended by McLeod (2014), to
ensure accurate capture of participants’ insights.

Procedure
The researcher submitted a letter to their research adviser requesting
permission to collect data from junior and senior high school teachers at
Isulan National High School, including pilot testing to ensure that the
interview questions are clear and understandable.
Upon approval of the letter request, the researchers then consider
Ethical Values in conducting this study. First, the researchers obtained
informed consent from the participants, explaining the purpose of the study,
which is to gain insights into the views of teachers regarding learners’ usage
of Artificial Intelligence (AI). Participants have the freedom to withdraw from
the study at any point.
After that, the researchers scheduled interviews at convenient times
for the teacher participants to avoid disrupting their workload. Before
participation, participants received directions and further explanations of
the data collection methods and how they contributed to the study.
Additionally, the idea of Beneficence was implemented by ensuring
confidentiality and anonymity using code names. With verbal consent,
interviews was audio recorded for reliable data gathering. The researcher
also explain how the research findings benefited the teachers themselves or
contribute to improving educational practices at Isulan National High
School.
Next, the researchers use a semi-structured interview guide as a tool
for data gathering, developed following McCracken’s (1988) 5-step approach
for qualitative interviews. With the teachers’ consent, conversations was
audio recorded for accurate data capture. Subsequently, the recordings was
transcribed, and the transcribed data undergoes careful analysis.

Data Analysis
The researchers applyed Colaizzi's Reflexive Thematic Analysis, a
phenomenological data analysis method, to generate research topics. They
 17

conducted structured interviews using validated guides, ensuring

participants' comprehension with vernacular translations. Each interview,
lasting 20 to 30 minutes, was led by researchers, allowing participants to
share experiences in their own words. The analysis involved steps like
familiarization with transcripts, identifying significant statements,
formulating meanings, clustering themes, and seeking validation through
member checking and peer consultation. This process aimed to develop
exhaustive descriptions and generate descriptive phenomenological
structures elucidating research topics from participants' experiences.
For a more detailed info about the thematic analysis that the
researchers used. Here is a step-by-step process on how the analysis works:
1. Review and Understand: Each transcript needs to be thoroughly
reviewed multiple times to grasp the content.
2. Identify Key Statements: Identify and label statements that are
relevant to the phenomenon being studied.
3. Develop Interpretations: Interpretations should be derived from the
significant statements identified.
4. Group Themes: Themes should be organized and categorized based
on common interpretations found in the data.
5. Write Comprehensive Description: The study's findings should be
documented comprehensively, detailing the phenomenon under
investigation.
6. Establish Core Structure: Formulate a statement that outlines the
essential structure of the phenomenon.
7. Validate Results: Present the core structure to participants and
validate the findings based on their experiences.

Ethical Considerations
To secure the anonymity of our study participants, the researchers
used codenames to each of them, protecting their privacy. In addition, all
participants received informed consent papers outlining the nature of the
study, their rights, and the potential hazards. Confidentiality measures was
strictly enforced, ensuring that all data collected is secure and available only
to authorized persons involved in the study process. Any identifying
information was kept secure and not revealed in any study-related
publications or presentations.
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CHAPTER IV

RESULTS AND DISCUSSION

Discussion
The study explored the various viewpoints of Isulan National High
School teachers on the use of Artificial Intelligence (AI) by students. In
addition, the participants' narratives reveal preventive actions to address
ethical concerns about learners' use of AI as well as the benefits,
disadvantages, and challenges. Several sub-themes emerged from the
interviews with the participants, which led to the identification of themes.
Research Question Number 1 sought to explore teachers' views
regarding the usage of Artificial Intelligence by students. Views encompass
opinions, attitudes, and insights that shed light on teachers' viewpoints of
learners utilizing AI. The analysis of collected data revealed several key
themes: Impact on Learning Efficiency, Access and Equity, Integration of AI
in Teaching Practices, Student Autonomy and Responsibility, Evaluation and
Assessment Practices, Professional Growth, Challenges and Ethical
Considerations in AI Integration, and Ethics and Responsibility in AI Usage.
Hence, in this question, the following are the factors influencing teachers'
views on students' usage of Artificial Intelligence for further discussions:

Relevant Theme 1: Impact on Learning Efficiency

The theme Impact on Learning Efficiency delves into the multifaceted
role of artificial intelligence (AI) in enhancing the educational experience.
With advancements in technology, AI has the potential to revolutionize
learning processes by providing personalized support, timely feedback, and
opportunities for exploration and discovery. This theme explores how AI tools
can assist students in their learning journey, addressing issues such as
motivation and engagement while promoting efficiency in academic pursuits:

Participant 5: “Kung…..kwaon ta lang ang factor nga maging

tamad sila. Kung buligan ta lang gid sila. Uhm…Mas maging
ano sila, mas maging interested, gud sila nga mag-discover and
mag-explore through AI.” [AI can help combat laziness by
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assisting students, making them more interested and inclined to

discover and explore.]

Participant 5: “Inang through through, kumbaga ang AI, siya

ang mag tawag, sina ang mag confirm. Kumbaga, ang mag-
support sa gin sulat sang bata kung tama or mali.” [AI can
serve as a tool for confirmation and support, helping students
verify the correctness of their work.]

The participants highlight the potential of AI to enhance learning

efficiency by providing support and confirmation to students. This aligns
with research indicating that AI can offer personalized learning experiences,
timely feedback, and opportunities for collaborative knowledge-building
processes (Clark, 2020; Owoc et al., 2019). By leveraging AI tools such as
intelligent tutoring systems and automated grading systems, students can
receive immediate feedback on their work, leading to a deeper understanding
of concepts and increased motivation to learn (Aggarwal, 2018).

Relevant Theme 2: Access and Equity

The theme, Access and Equity, addresses the challenges and
opportunities associated with the integration of artificial intelligence (AI)
tools in education. As educators strive to incorporate AI into teaching
practices, concerns arise regarding disparities in access to technology and
the potential exacerbation of inequalities. This theme examines the
complexities of ensuring equitable access to AI resources and its
implications for student learning outcomes, including issues of digital divide
and over-relia nce on technology:

Participant 5: “Isa ka hamon is ang…basi ikuan sa mga bata

ba? Nagiging….Nagiging, ano ang mga bata, nagiging dependent
na sa ai. Nga wala na sila nag hatag sang best nila. Kaya
dependent na sila AI na amo na, nagiging tamad na sila when it
comes to seek learning and knowledge.” [Another challenge is
the risk of children becoming too reliant on AI, potentially leading
to a decline in their independent effort and motivation to learn.]

Participant 8: “Some of the challenges is they cannot access

kaisili kung wala silang data, especially kung wala internet
connection” [Some of the challenges is they cannot access easily
if they don't have data, especially if they don't have internet
connection.]

The participants raise valid concerns about the potential pitfalls of

over-reliance on AI and the digital divide in access to technology. Research
 20

underscores the importance of addressing disparities in access to resources

and ensuring equitable opportunities for all students to benefit from AI
integration (Cuomo et al., 2022; Cheng et al., 2022). Efforts to mitigate these
challenges include providing access to technology infrastructure and
fostering digital literacy skills to empower students to navigate AI tools
effectively.

Relevant Theme 3: Integration of AI in Teaching Practices

The theme, Integration of AI in Teaching Practices, explores the
transformative potential of artificial intelligence (AI) in education. From
intelligent tutoring systems to language translation apps, AI tools offer new
possibilities for personalized instruction and student support. This theme
investigates the opportunities and challenges associated with integrating AI
into teaching practices, including considerations of pedagogical alignment,
teacher autonomy, and student engagement:

Participant 5: “Yes, eh. Especially, I'm an English teacher. So,

hindi mana siling nga pag gin pagamit ko sila sang AI, kung
ano ba nang kalain na sa part nga nag pagamit ko AI sa
ila.....And another is, ang AI, pwede siya maging evaluator.
Pwede amoto ang mag-evaluate sa obra sang bata kung tama o
hindi” [As an English teacher, I have to be cautious about the
potential downsides of using AI with my students... AI can
function as an evaluator, providing feedback on whether the
students' work is correct or not.]

Participant 8: “Okay, so as a teacher, it is beneficial talaga to

integrate AI apps...So, sabi ko ngayon, okay, pwede na ninyo,
kung hindi ninyo maintindihan yung question na English,
translate nyo sa Tagalog, and then, intindihin ninyo kung ano
ang ibig sabihin” [Okay, so as a teacher, it is beneficial really to
integrate AI apps... So, I say now, okay, maybe you, if you don't
understand the question in English, translate into Tagalog, and
then, understand what that means.]

The participants express both caution and enthusiasm regarding the

integration of AI into teaching practices. While AI can offer valuable support
in evaluating student work and facilitating l anguage learning, it is essential
for teachers to maintain a critical stance and ensure that AI tools align with
educational objectives (Radu, 2014). Additionally, incorporating AI tools into
language learning can enhance accessibility and cater to diverse student
needs, as highlighted by Participant 8's example of using translation apps.
 21

Relevant Theme 4: Student Autonomy and Responsibility

In the theme, Student Autonomy and Responsibility, the balance
between autonomy and responsibility in using AI tools for learning is
examined. While AI has the potential to enhance student autonomy by
providing access to personalized learning resources, concerns arise about
over-reliance on technology and its impact on critical thinking skills. This
theme delves into the complexities of student autonomy and responsibility in
the context of AI integration, highlighting the importance of educators
scaffolding students' use of AI tools:

Participant 6: “Because there will be times or some reasons

that AI could hinder the learning progress of students by relying
on it... But of course, we cannot avoid those things to happen
because there is what we call the technological advancement.”

Participant 7: “So my view is, AI is useful, but it's useful to

students who are responsible.”

The participants emphasize the importance of fostering student

autonomy and responsibility in using AI tools. While AI can enhance
learning experiences, there is a risk of students becoming overly reliant on
technology to the detriment of their critical thinking and problem-solving
skills (Bagherian et al., 2020). It is crucial for educators to scaffold students'
use of AI tools and encourage them to take ownership of their learning
process, as highlighted by Participant 7's emphasis on responsible usage.

Relevant Theme 5: Evaluation and Assessment Practices

The theme, Evaluation and Assessment Practices, focuses on the role
of artificial intelligence (AI) in shaping evaluation and assessment processes
in education. With AI technologies offering opportunities for automating
assessment tasks and providing timely feedback, this theme explores the
potential benefits and challenges of AI in evaluation practices. From
improving the quality of student work to considering human guidance and
interpretation in feedback processes, this theme examines the evolving
landscape of assessment in the age of AI:

Participant 5: “AI. Kwan? Inang through, through, kumbaga,

ang AI, siya ang mag-tawag, sina ang mag-confirm. Kumbaga,
ang mag-support sa gin sulat sang bata kung tama or
mali....Halimbawa, ng Grammarly nga na. Kaya, siyempre,
mapansin ko sa buong mga papers na rin, sa mga research
 22

papers, may mga wrong grammar pa. Pwede nai-grammarly nila

para at least kahit pa paano tama man ang present nila.” [AI
can serve as a tool for confirmation and support, helping
students verify the correctness of their work... Grammarly can be
used to identify and correct grammar mistakes in research
papers, improving the overall quality of their work.]

Participant 8: “Syempre, with ano, proper guidance sa mga

bata. So, i-guide mo sila, what they have learned, kung ano
yung natutunan nila sa kanilang pagsagot. So, dapat, kung ano
yung, ano, binigay ng AI na sagot, so dapat intindihing din
nila.” [Of course, with what, proper guidance to the children... So,
should, what, yeah, AI gives the answer, so they should
understand.]

The participants recognize the benefits of AI in improving the quality

of student work through tools like Grammarly, which can identify and
correct grammar mistakes. However, they also emphasize the importance of
providing proper guidance to students to ensure that they understand the
feedback provided by AI tools (Hossain et al., 2019). This aligns with
research indicating that effective integration of AI in evaluation and
assessment practices requires a balance between automated feedback and
human guidance to support student learning (Popenici & Kerr, 2017).

Relevant Theme 6: Professional Growth

The theme, Professional Growth, highlights the evolving role of
educators in the age of artificial intelligence (AI) integration in education. As
AI becomes increasingly integrated into educational settings, educators are
presented with opportunities for professional development and growth. This
theme explores how educators can effectively leverage AI tools in their
teaching practices, navigate ethical considerations, and embrace ongoing
professional development to enhance student learning outcomes and foster a
culture of lifelong learning in their classrooms:

Participant 8: “Okay, that's it. Sometimes, kids are just relying

on AI....So, i-guide mo sila, what they have learned, kung ano
yung natutunan nila sa kanilang pagsagot.” [Okay, that's it.
Sometimes, kids are just relying on AI... So, guide them, what
they have learned, what have they learned in their response.]

The participant highlights the role of educators in guiding students'

use of AI tools and fostering critical thinking skills. As AI becomes
increasingly integrated into educational settings, educators have an
opportunity to enhance their professional growth by developing strategies to
 23

effectively leverage AI tools to support student learning (Roll & Wylie, 2016).
This underscores the importance of ongoing professional development and
reflective practice to ensure that educators are equipped to harness the full
potential of AI in education.

Relevant Theme 7: Challenges and Ethical Considerations in AI

Integration
This theme explores the complex challenges and ethical dilemmas
arising from the integration of artificial intelligence (AI) in education.
Participants voice concerns about AI's potential to hinder critical thinking
and creativity, questioning the balance between AI assistance and fostering
independent learning:

Participant 2: “But the big question is, when they go to college.

What if time comes, or when they go to universities where cell
phone is not allowed, can they actually write essay? Can they
actually write a single paragraph without the use of AI? And
with just the use of their natural brain? So that is the challenge
because, as I have said in the first question, it really destroys
their creativity to think on their own.”

Participant 1: “What are your views? Okay. The use of AI or

Artificial Intelligence is a big help to the students in their
learnings but in every advantage there are also disadvantages
and we need to cite things, we need to formulate things that uh
would lessen the disadvantages of what this AI can give to us or
and to the students.”

Participant 4: “Basta accurate kasi yung ibibihAsBasta

accurate kasi yung ibibigay mo ng instruction doon sa ai,
accurate din yung ibibigay niya sayon a result. Diba? Kasi pag
mali yung in enter mo medyo naguluhan yung ai sap ag enter
ng data sap ag enter mop ala ng question or ng data na
hinihingi mo, so hindi din siya makapagbigay ng accurate na,
na, tawag dito, na sagot” [As long as the instructions given to AI
are accurate, the results it provides will be accurate as well,
right? Because if you input incorrect information, the AI might get
confused with the data you entered, resulting in inaccurate
answers.]

Participant 4: “wag mong kunin lahat kung ano yung binigay

ng AI, kasi nag-rely ka na doon” [Don't just take everything that
AI gives you because you've already relied on it.]

The participants raise concerns about the overreliance on AI tools,

particularly in academic settings. They highlight the potential negative
impact on students' creativity and critical thinking skills if they become
 24

overly dependent on AI for tasks such as essay writing. This aligns with
existing literature that discusses the ethical implications of AI integration in
education, including concerns about algorithmic bias, privacy issues, and
the erosion of independent thought (Cuomo et al., 2022; Baidoo -Anu &
Ansah, 2023). Additionally, concerns are raised about the accuracy of AI-
generated results, emphasizing the importance of providing accurate
instructions to AI systems to avoid misleading outcomes. This underscores
the need for educators to be vigilant in ensuring the integrity and accuracy
of AI-generated content. Furthermore, participants caution against blindly
accepting AI-generated outputs without critical evaluation. This aligns with
research advocating for a balanced approach to AI integration, where the
process of learning and critical thinking is prioritized over the final output
(Schultze-Krumbholz et al., 2016).

Relevant Theme 8: Ethics and Responsibility in AI Usage

This theme delve into the ethical dimensions and responsibilities
associated with using AI tools in educational settings. Participants raise
questions about the appropriateness of AI integration, particularly regarding
students' overreliance on AI as a shortcut to success:

Participant 7: “AI is useful, but it's useful to students who are

responsible.”

Participant 6: “AI is a threat to education because students are

just relying, they are not leaning on their own knowledge.”

Participant 2: “But for adults who are already in master's

degree or taking doctoral degree. It's quite okay.”

Participant 2: “But for those who are lagging behind, um, di

siya advisable, kasi nagiging shortcut nila ito, into success,
pero, alam mo yung hilaw, walang lasa” [But for those who are
lagging behind, um, it's not advisable, because it becomes a
shortcut to success, but, you know, it's like it lacks substance.]

Participant 4: “Kasi after all, the process is more important

than the information or the final output na makukuha mo. Mas
magandang aralin mo o pagdaanan mo yung proseso, pero wag
lang yung, wag ka lang mag-rely dun sa pinaka-final talaga na
output ba.” [Because after all, the process is more important
than the information or the final output you'll get. It's better to
learn or go through the process, but not just rely on the final
output.]
 25

Participants express differing views on the ethical implications of

using AI tools in education. While some participants view AI as acceptable
for adults pursuing higher education degrees, others caution against its use,
particularly for students who may rely on it as a shortcut to success and
subsequently struggle with independent thinking. This highlights the
importance of considering the developmental stage and educational context
when integrating AI tools in learning environments. Moreover, participants
emphasize the importance of the learning process over the final output,
advocating for a balanced approach to education that prioritizes critical
thinking and active engagement. This resonates with the principles of social
constructivism, which underscore the significance of collaborative learning
experiences and the construction of knowledge through social interaction
(Vygotsky, 1968; Aljohani, 2017). Overall, the discussion underscores the
need for educators to approach AI integration with careful consideration of
its ethical implications and to foster a learning environment that promotes
independent thinking and ethical responsibility.
 26

CHAPTER V

INSIGHTS AND RECOMMENDATIONS

Insights
The findings from our research on teachers' views on learners' usage
of artificial intelligence (AI) at Isulan National High School highlight both the
opportunities and challenges associated with AI integration in education.
Teachers recognize the potential of AI to enhance learning efficiency, provide
personalized support, and facilitate assessment processes. However, they
also express concerns about overreliance on AI, its impact on critical
thinking skills, and ethical considerations such as bias and privacy issues.
Overall, the findings emphasize the importance of thoughtful
integration of AI tools in education, with a focus on promoting student
autonomy, promote responsible usage, and addressing equity issues in
access to technology. Educators play a crucial role in guiding students' use
of AI tools, providing proper scaffolding, and promote a culture of lifelong
learning that prioritizes critical thinking and ethical responsibility. As AI
continues to evolve, educators must remain observant in navigating its
complexities while harnessing its potential to enhance student learning
outcomes.

Recommendations
Based on the findings of the study, the following suggestions are
proposed:
1. The students may utilize AI tools as supplementary resources to
enhance their learning experience while maintaining a balance with
traditional study methods.
 27

2. The teachers may provide guidance and support to students in

navigating AI tools, fostering responsible usage and promoting critical
thinking skills.
3. The school may establish policies and guidelines for the ethical and
responsible use of AI in education, addressing concerns such as
privacy, algorithmic bias, and academic integrity.
4. Future researchers may research about the impact of over-reliance
on AI tools in education and its effects on students' critical thinking
skills and creativity.

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APPENDICES
 33

APPENDIX A
Semi-Structured Questionnaire

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

TEACHERS’ VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL

INTELLIGENCE IN ISULAN NATIONAL HIGH SCHOOL

Semi-Structured Interview Questions

What are the 1. In your opinion, 1. Sa iyong opinyon, ano

views of what are the ang mga potensyal na
teachers’ on potential benefits benepisyo ng paggamit
learners’ of students using ng AI ng mga estudyante
using AI for learning? para sa pag-aaral?
artificial
intelligence?
2. What are some 2. Ano ang ilang hamon na
challenges you nakikita mo sa paggamit
foresee with ng AI ng mga estudyante
students using AI para sa pag-aaral?
for learning?
3. Do you believe AI 3. Naniniwala ka ba na
can enhance maaaring mapahusay ng
student learning AI ang mga resulta ng
outcomes in your pag-aaral ng mga
subject area? estudyante sa iyong
How? asignatura? Paano?
4. How might the use 4. Paano maaaring
of AI by students maapektuhan ng
impact your paggamit ng AI ng mga
 34

teaching methods estudyante ang iyong

or classroom mga pamamaraan ng
dynamics? pagtuturo o dinamika sa
silid-aralan?
5. What are some 5. Ano ang ilang mga
ethical concerns alalahaning etikal na
you have, if any, mayroon ka, kung
regarding students mayroon man, tungkol
using AI for sa paggamit ng AI ng
learning? mga estudyante para sa
pag-aaral?
6. In your ideal 6. Sa iyong ideal na
scenario, how senaryo, paano mo
would you like to gustong makita ang
see AI integrated integrasyon ng AI sa
into the learning proseso ng pag-aaral sa
process at Isulan Isulan National High
National High School upang
School to benefit makinabang ang mga
students? estudyante?
7. Are there any 7. Mayroon bang mga
specific learning partikular na aktibidad
activities where sa pag-aaral kung saan
you think AI could sa tingin mo ay
be particularly maaaring maging
helpful for partikular na kapaki-
students? pakinabang ang AI para
sa mga estudyante?
8. Do you have any 8. Mayroon ka bang
additional karagdagang mga
thoughts or pananaw o komento
comments tungkol sa paggamit ng
regarding learners’ AI ng mga mag-aaral at
use of AI and its ang mga implikasyon
implications for nito sa edukasyon?
education?
9. How can teachers 9. Paano masisiguro ng
ensure responsible mga guro ang
and ethical AI use responsableng at etikal
by students? na paggamit ng AI ng
mga estudyante?
10.If students are 10.Kung gumagamit ang
using AI, how do mga estudyante ng AI,
you think it affects paano mo sa tingin
their learning naaapektuhan nito ang
process? kanilang proseso ng
pag-aaral?

Prepared by:
 35

ALFREDO B. SORSANO III

KIRZHY JANE T. SUMAGAYSAY

Group Leaders

Noted:

VINCENT B. BIALEN, MAT

Research Adviser

APPENDIX B
Letter of Request to the Principal Office for the Conduct of the Study

Republic of the Philippines

Department of Education
Region XII
Divission of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat

May 10, 2024

LORELY ANNE F. VALENCIA, EdD.

Principal II
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat

Ma’am:

Greetings of Peace and Prosperity! We are Alfredo B. Sorsano III and Kirzhy
Jane T. Sumagaysay, the team leaders of Grade 11 STEM 2 are presently
working a study entitled “TEACHERS’ VIEWS ON LEARNERS’ USAGE OF
ARTIFIACIAL INTELLIGENCE IN ISULAN NATIONAL HIGH SCHOOL” in
partial fulfillment of the requirement in Practical Research I.

In this connection, may we request from your good office to allow us to

conduct our study in the school, with the Junior and Senior High School
Teachers’ as participants of the study. Rest assured that the information and
data gathered would be treated with confidentiality.

Your kind assistance and approval of this endeavor will contribute to the
realization of our study and will be remembered always.

Respectfully yours,

ALFREDO B. SORSANO III

 36

KIRZHY JANE T. SUMAGAYSAY

Team Leaders

APPENDIX C

Informed Consent

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.
 37

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
the accuracy and completeness of the write-up. Only members of the
research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 38

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

____________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
the accuracy and completeness of the write-up. Only members of the
 39

research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 40

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

______________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines
Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
the accuracy and completeness of the write-up. Only members of the
research team shall have access to the recordings. The recording will be
 41

erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 42

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

__________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines
Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
the accuracy and completeness of the write-up. Only members of the
research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
 43

computer files of the audio-recordings will be password protected during the

study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 44

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

__________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
the accuracy and completeness of the write-up. Only members of the
research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
 45

computer files of the audio-recordings will be password protected during the

study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 46

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

____________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes ____

___No

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
 47

the accuracy and completeness of the write-up. Only members of the

research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 48

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

____________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
 49

the accuracy and completeness of the write-up. Only members of the

research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 50

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

____________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

Republic of the Philippines

Region XII
Division of Sultan Kudarat
Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
School Year 2023-2024

Informed Consent

We are from Grade 11 STEM 2 of Isulan National High School, Isulan,

Sultan Kudarat. We invite you to participate in the study “TEACHERS’
VIEWS ON LEARNERS’ USAGE OF ARTIFICIAL INTELLIGENCE”. The goal
of this study is to better understand teachers’ perspectives on how students
utilize artificial intelligence in their learning. By participating in this study,
you will be helping us to understand the challenges and experiences
teachers face regarding students’ adoption of AI technologies in the
classroom.

This study consists of doing a single interview. The interview you will
do with us shall take place in a private location of your choice and shall last
approximately thirty minutes. In the interview, we shall ask for your views
and experiences regarding students’ usage of artificial intelligence. Your
insights shall help us identify and refine themes to be explored further in
interviews.

Participation in this study is completely voluntary; it is entirely up to

you to choose to participate or not to participate. You can choose to leave
this study at any time. Nothing will happen if you decide to stop.

With your permission, we would like to audio record the interview.

The audio recordings will be used in writing up the interview, to help ensure
 51

the accuracy and completeness of the write-up. Only members of the

research team shall have access to the recordings. The recording will be
erased from the recorder as soon as it is transferred onto the computer. The
computer files of the audio-recordings will be password protected during the
study and deleted at the end of the study. Refusing the recording does not
mean you cannot participate in the study.

The risks of participating in this study are minimal. It is possible that

you might get tired during the interview. You may find some of the questions
uncomfortable or hard to answer. If this happens, we can discuss the
situation, take a break, or stop. If you choose to stop, we can either finish
the interview another day or you can end your participation in the study.

This research is intended to help us understand teachers’ views on

learners’ usage of artificial intelligence. The alternative to participating in
the study is not to participate. There shall be no compensation for your
participation in this study. Your privacy is protected as a participant in this
study. There will be a number rather than your name on copies of your
interview. None of the information you give us will be shared with anyone
outside the research project. Your name will not be used in any written
reports or published articles that result from this project.

Though unlikely, there is always a chance of breach of confidentiality

when taking part in a research study. We shall make every effort to protect
you from this risk. Every effort will be made to ensure that descriptions of
you as an individual in reports or articles are done in ways that mask your
identity.

Your participation in this study is voluntary and you have the right to
refuse to participate. If you change your mind about participating at any
time, including during the interview, you have the right to withdraw.

If you have questions about this research, you may contact Alfredo B.
Sorsano III, the Team Leader on mobile number: 0926 246 0745 or you
may visit them at their classroom.

I have fully explained to the participant the nature and purpose of the
procedures described above and the risks involved in participating in this
study. I have asked if any questions have arisen regarding the procedures
and I have answered these questions to the best of my ability.

ALFREDO B. SORSANO III May 10, 2024

Name of Researchers over Printed Name Date

KIRZHY JANE SUMAGAYSAY

Name of Researchers over Printed Name
 52

I have read/been read this information and understood the purpose of

the study. I have had the opportunity to ask questions, and questions that I
have been answered to my satisfaction. I consent to participate in this study
and understand that I have the right to withdraw from the study at any time.

____________________________ _____________ May 10, 2024

Participant’s Signature over Printed Name Date

I agree to have the interview audio-recorded _______Yes _______No

APPENDIX D

Thematic Narrative Analysis

Question Significant Formulated Theme Findings

Statement Meaning
SOP: P1: “What are your Teachers Impact AI can
What are views? Okay. The use see AI as on combat
the views of AI or Artificial a tool to Learni student
of Intelligence is a big combat ng laziness
teachers help to the students student Efficie and foster
on in their learnings but laziness ncy interest in
learners in every advantage and learning.
usage of there are also enhance Access
artificial disadvantages and we engageme and AI can
intelligen need to cite things, we nt in Equity enhance
ce? need to formulate learning. accessibility
things that uh would Integra to learning
lessen the Teachers tion of materials
disadvantages of what believe AI AI in through
this AI can give to us can Teachi language
or and to the benefit ng translation
students.” students Practic support.
P2: “Well, as a by es
teacher, my view on providing Over-
the learners’ use of language Studen reliance on
artificial intelligence translatio t AI may
is, I think it is, to n Autono hinder
some extent it helps support, my independen
them. But for enhancin and t effort and
students who are not g Respo motivation
yet fully equipped accessibil nsibilit to learn.
with the basic ity to y
knowledge, when they learning AI can
use artificial materials. Evalua provide
intelligence, it tion feedback
 53

destroys their own Teachers and and

creativity, it destroys foresee Assess evaluation
their own capacity to the risk ment support to
think, and ummit of Practic enhance
somehow, it is students es learning
detrimental to their becoming outcome.
learning. So my take overly Profess
is negative for reliant on ional Teachers
students. But for AI, which Growt may need to
adults who are may h guide
already in master’s hinder students to
degree or taking independ Challe prevent
doctoral degree. It’s ent effort nges over-
quite okay.” and and reliance on
P3: “On the usage of motivatio Ethical AI
an artificial n to Consid
intelligence it will learn. eration Teachers
make learners lazy to s in AI are
think and will result Teachers Integra concerned
to a poor learning.” believe AI tion about AI
P4: “Okay, so my can hindering
overall ah overview enhance Ethics students
about students using learning and creativity
AI is it depends kung outcomes Respo and critical
paano nila yung by nsibilit thinking
ginagamit, e, diba? providing y in AI skills.
So, kung ginagamit feedback Usage
naman nila for like and Teachers
researching uh topics, evaluatio advocate for
that's okay kasi n support a balanced
nangangalap sila ng to approach to
information. But if students. AI
doon na sila mag-rely integration,
mismo sa AI in terms Teachers prioritizing
of um doing their may need the learning
outputs or AI na to guide process
mismo yung students over the
gumagawa ng to fonal
kabuuan na ng prevent output.
output nila, so hindi over-
na yun siya tama. reliance Over-
Kasi umaasa na lang on AI and reliance on
sila doon, hindi na maintain AI may
sila kumbaga, hindi a balance hinder
na sila nag-exert ng between students
extra effort or ng AI usage learning
100% effort para and process and
magawa nila yung traditiona critical
yung outputs nila or l thinking
yung mga projects methods. skills,
nila.” particularly
Teachers for
[Okay, so my overall have struggling
overview about concerns students
students using AI is about AI
that it depends on hindering Teachers
how they use it, right? students’ have
So, if they use it for creativity varying
researching topics, and opinions on
 54

that's okay because critical the

they're gathering thinking appropriate
information. But if skills, ness of AI
they start relying particular usage
solely on AI for doing ly in based on
their outputs or if AI academic students
itself generates their settings educational
entire output, then where AI level and
that's not right. usage context.
Because they're just may not
depending on it, be Teachers
they're not putting in permitted emphasize
the extra effort or the
giving 100% effort to Teachers importance
complete their outputs emphasiz of
or projects.] e the responsible
P5: “Ang view ko, importan AI usage.
actually, sang una ce of the
daw hiniugusto. Daw, learning
para sa akon, daw process
nega siya kay kuan over the
na nagiging final
dependent ng mga output
students sa AI pero and
sang subong na, kay advocate
ti amo na gani, kalain for a
siya kay in the sense balance
na magiging approach
irresponsible ang to AI
bata. Very traditional integratio
ba'y ko. So, hindi na n.
sila gud maningka
mot. Mag-research or Teachers
what kay nag salig believe
nalang sa AI pero over-
later on, sang nag- reliance
sige nako ka-observe on AI
man, especially dire may
sa klase, nang may hinder
mga teachers man students
nga naga-allowed nga learning
mag gamit AI, just process
like mga chatGPT, and
ano pa nang iban critical
dira, mga Grammarly, thinking
makonsider mo na sa skill,
sila diba nga AI? particular
Kung gamiton gali ly for
siya with proper students
guidance, kag ano, who are
kag ginatawag sina ng already
proper instruction, struggling
nga i-guide gid sang
teacher. Okay man, Teachers
gali siya. Nang nami have
man gali siya. Hindi varying
man gali siya silling opinions
nga maging burden sa on the
part sa parent kag sa appropria
 55

teacher nga maging teness of

irresponsible ang bata AI usage
pero kung maayo lang based on
man gali ang pag students
gamit, i-supervise education
sang teachers, maka al level
ano gid man gali siya, and
maka-help siya. Mas context.
beneficial siya kaysa
sa mas, kumbaga Teachers
mas damo ang emphasiz
positive effect niya e the
kaysa sa negative or importan
mas damo ang ce of
advantages niya responsib
kaysa sa le AI
disadvantages niya. usage
So, as of now, for the and
time being, medyo highlight
okay na pagtan-aw ko the role of
sa AI. Kay ako, me students
myself, may mga responsib
assignments man ko ility in AI
sa lain nga field sa use.
akon nga life,
ginagamit ko man ang
AI to ano eh to
support man ang
akon nga mga ano
kay nami man siya
gyapon, kaya inang
mas mabroadened
ang nabal-an mo. So,
I go for AI. I go na for
AI. Basta with proper
guidance.”

[My initial view on AI

was actually quite
negative. I thought it
would make students
dependent and
irresponsible, as I
have a very
traditional mindset. I
believed they would
rely too much on AI
instead of putting
effort into research or
learning
independently.
However, as I
observed more,
especially in classes
where teachers
allowed the use of AI
tools like ChatGPT or
Grammarly, I realized
that with proper
 56

guidance and
supervision, AI can be
beneficial. It doesn't
necessarily burden
parents or teachers
with irresponsible
behavior from
students. If used
correctly and under
the teacher's
guidance, AI can
actually be helpful
and have more
positive effects than
negative ones.
Personally, I've
started using AI to
support my
assignments in
various fields, and I
find it beneficial
because it broadens
my knowledge. So, for
now, I'm okay with AI,
as long as it's used
with proper guidance.]
P6: “Of course, as
what we call the
technological
advancement in our
modern world,
specifically or the
inclusion of what we
call the Artificial
Intelligence, helps a
lot, especially for the
students to make
their activities more,
performance tasks
more easier. But of
course, in relying to
AI, especially in
making their activities
more performance
tasks, I could say that
something AI is a
threat to education,
because students are
just relying, they are
not leaning on their
own knowledge nor
the activities given by
the teachers. So of
course, I do not say
that AI is indeed bad
for the students'
learning process or
progress, but there
should have what we
 57

call moderation.”
P7: “So my view is, AI
is useful, but it's
useful to students
who are responsible.
Because it is an
opportunity, but aside
from that opportunity,
there's a
responsibility. So it's
useful to the students
who are responsible.”
P8: “Okay. So, about
sa AI, some of them
are using AI and
because of AI, they
can easily answer the
question.”

[Okay, so about AI,

some of them are
using AI and because
of AI, they can easily
answer the question.]
1. In your P1: “Ang AI na
opinion, ginagamit ng
what are estudyante ay
the makapagbigay ng
potential karagdagang
benefits kaalaman sa mga
of bagay-bagay sa
students kanilang pag-aaral.”
using AI
for [The AI that the
learning? students are using
can give additional
knowledge about stuff
in their learnings.]
P2: “Okay, if the
students will only use
it correctly, umm and
if they will use the AI,
and not just for
compliance and
submitting it to their
teachers. If they will
read it, and if they
will reflect on it, it will
actually help them
correct their
grammar. And their
semantics, their
context, how they
express their
thoughts. If there is a
reflection after. But if
there is none, after
just using AI, and
they will just submit
 58

it to the teacher for

compliance, then it
will not help them. So
in order for them to
help, in order for AI to
help them, there
should be a reflection
on the students, on
the students' part.”
P3: “The potential
benefit of AI would be
an aid for learning.”
P4: “Okay, so in my
point of view, using AI
kasi you can save a
lot of time. Kasi kapag
nag-input ka ng some
words doon sa AI,
automatic marami na
siyang information na
nakakalap, yun na
yung ibibigay sa'yo.
Kung baga parang
summary na siya ng
lahat, nakakalap niya
sa iba't ibang
websites. So mas
nakakasave ka talaga
ng time. So yun yung
advantage na nakikita
ko doon.”

[Okay, from my point

of view, using AI can
save a lot of time.
Because when you
input certain words
into AI, it
automatically gathers
a lot of information
and presents it to you.
It's like a summary of
everything it gathered
from various websites.
So, you really save a
lot of t ime. That's
the advantage I see in
it.]
P5: “Kuwan. Pwede
man siya abi nga
negative pero pwede
mo siya i-pursue or i-
tanawon nga positive.
Inang...ang aton abi
nga ano... Ang aton
nga... Uhm...
Society... Naga ano,
naga evolve. Naga ano
kita, naga... Naga
 59

taas ang level. Ang

trend, naga bago,
naga change. Naga
upgrade. Te karon
kung hindi makisabay
ang mga tao, mabilin
sila. That's why ang
isa sa positive nga
effect niya,
makasabay ang
estudyante sa trend.
Wherein... Uhm... Sa
mga occupations.
Especially sa mga
estudyante, no? In
the future, ang mga
occupations, ang mga
trabaho. Ano na gid?
Involve na, gid? Or
ara na, gid, ang AI?
So, benefit sa part
nila, kay subong
palang, kabalo na sila
mag gamit hindi sila
mapag-iwanan ba. Isa
na sa benefit nga
makita. Then, another
is... Uhm...
Kung...kwaon ta lang
ang factor nga maging
tamad sila. Kung
buligan lang gid sila.
Uhm... Mas maging
ano sila, mas maging
interested, gud sila
nga mag-discover and
mag-explore through
AI. Amo na, mas
damo sila mabalaan,
mas damo sila ma-
explore. Ma... Ano
nila ang potential nila
ba? Ma daw ma-
widen ang ila nga
potential.”

[Sure. It's possible to

initially see AI as
negative, but you can
also pursue or view it
as positive. Our
society evolves, levels
up, trends change,
and upgrades
happen. If people
don't keep up, they
get left behind. One
positive effect is that
students can keep up
 60

with trends, especially

in occupations. In the
future, many jobs will
involve AI, so it
benefits students to
learn to use it now—
they won't be left
behind. Another
benefit is that AI can
help combat laziness
by assisting students,
making them more
interested and
inclined to discover
and explore. This
expands their
potential.]
P6: “Of course, AI is
indeed beneficial for,
ah, students'
learning, because just
like Google, no,
whenever the teachers
are giving the
activities or the
performance tasks to
them, so they can be,
ah, easily, ah, what
we call that, like
paghahanap ng sagot
or answers doon sa
google. So with the
inclusion or with the
advancement of what
we call Artificial
Intelligence, it is
easier for them to
make their projects or
activities given by the
teachers without
stressing themselves,
because as a teacher
as I am, so I try to
explore the Artificial
Intelligence we're in.
When you're going to
put the questions that
you are trying to
know, of course the AI
will provide all the
information that you
need, provided that in
assessing the answers
given by the AI, so
you should be aware,
ah, if those
information are
correct or incorrect,
nor related to the
 61

given activities.”

[Of course, AI is
indeed beneficial for
students' learning,
because just like
Google, whenever the
teachers are giving
the activities or the
performance tasks to
them, so they can be
easily, what we call
that, looking for
answers to Google. So
with the inclusion or
with the advancement
of what we call
Artificial Intelligence,
it is easier for them to
make their projects or
activities given by the
teachers without
stressing themselves,
because as a teacher
as I am, so I try to
explore the Artificial
Intelligence we're in.
When you're going to
put the questions that
you are trying to
know, of course the AI
will provide all the
information that you
need, provided that in
assessing the
answers given by the
AI, so you should be
aware if those
information are correct
or incorrect, nor
related to the given
activities.]
P7: “Benefits? For me,
it can enhance the
structure of the
sentences or
paragraphs of the
students.”
P8: “So, one of the
benefits na gain nila
sa paggamit ng AI is
madali nilang
nasagutan kung
anuman yung mga
needs, kung anuman
yung mga questions.
Then, doon sa may
mga cellphone, maka-
access lang sila if they
 62

have internet
connection. Pero kung
wala, hindi din sila
maka-access. So,
para sa kanila, sa
mga learners na na-
observe ko, madali
lang sa kanila
magsagot ng kanilang
mga, especially sa
mga research, ganit
ang AI.”

[So, one of the benefits

that they gain from
using AI is they can
easily answer any
needs, any questions.
Then, with cellphones,
they can only access
it if they have internet
connection. But if they
don't, they can't
access it. So, for them,
for the learners that I
observed, it's easy for
them to answer,
especially in research,
using AI.]
2. What P1: “Napakalaking
are some hamon. Una, hindi
challenge mo malalaman kung
s you ang ideya ay
foresee nanggaling sa
with estudyante mismo.
students Pangalawa, mahirap
using AI tukuyin kung ang
for mga sentences o ang
learning? essay na ginagawa ng
mga estudyante ay sa
kanila nga talaga.
Pangatlo, ahh, hindi
mo ma-re-range if ang
mga estudyante ay
may alam sa kanilang
kinopyang AI na sagot
sa iyong katanungan
sa klase o sa mga
takdang aralin.”

[A very big challenge.

First, you won't know
if the idea came from
the student
themselves. Second,
it's difficult to
determine if the
sentences or essays
being produced by
 63

students are really

theirs. Third, ahh, you
can't really tell if
students are
knowledgeable about
the AI-generated
answers they copied
for your class or
assignments.]
P2: “Okay, for
students, the
challenges that they
may face, my take is
in the future. So fo
today, given or
granted that they can
comply. They will
submit. They can
graduate in their
basic education from
junior high to senior
high school with
flying colors. But the
big question is, when
they go to college.
What if time comes,
or when they go to
universities where
cellphone is not
allowed, can they
really write essay?
Can they actually
write a single
paragraph without
the use of AI? And
with just the use of
their natural brain?
So that is the
challenge because, as
I have said in the first
question, it really
destroys their…. Their
creativity to think on
their own”
P3: “The challenges
would be, the
students will become
lazy to think and they
would probably
become poor in
learning.”
P4: “Okay, so mga
hamon or siguro yung
mga challenges
somewhat parang
disadvantage din sa
paggamit ng AI is that
yung, lalo pa sa akin
kasi nga, Filipino for
 64

example, magbibigay
ako ng output na
kailangan mo.
Kailangan mo lang i-
comply ng student. So
one of the
disadvantage na mag
ma-e-encounter ng
students or
challenges na ma-
encounter ng
students kapag
gumamit sila ng AI at
i-apply nila yun sa
mga Filipino na
kailangan nilang
sagutan sa Filipino is
hindi accurate 100%
yung data na may
bibigay ng AI because
medium of instruction
niya nga is Filipino.
Unlike kapag English
siguro, medyo mas
accurate pa siya. Pero
kapag Filipino kasi,
halimbawa binigyan
mo siya ng task na
translation, tapos
gumamit siya ng AI so
ang mangyayari doon
is isasalin niya lang
yung word per word
pero hindi niya
makukuha 100%
yung pinaka-thought
ng ipapagawa mo sa
kanya o ipapasearch
mo sa kanya.”

[Okay, one of the

challenges or perhaps
disadvantages when
using AI, especially
for me in Filipino, for
example, if I give an
output that the
student needs to
comply with. So one of
the challenges that
students may
encounter when using
AI and applying it to
tasks in Filipino is
that the data provided
by AI may not be
100% accurate
because its medium of
instruction is Filipino.
 65

Unlike in English, it
might be more
accurate. But in
Filipino, for example,
if you give them a
task like translation
and they use AI, what
will happen is they
will just translate
word for word, but
they won't fully grasp
the main thought of
what you're asking
them to do or search
for.]

P5: “Mga hamon,

mga challenges. Of
course, number one,
gid dira ang financial
kay hindi ka man abi
makagamit sang AI
kung wala sang
internet kay siyempre,
internet, gid ang
number one na
source sa AI. So,
kung wala ka sang
pang-load para
makainternet ka,
budlayan ka gyapon
bisan may AI pa. Na
amo na na siya
financial, gid. Pag-
amuto siya, isa ka
hamon is ang... Basi
ikuan sa mga bata
ba?
Nagiging...Nagiging,
ano ang mga bata,
nagiging dependent
na sa AI. Nga wala na
sila nag-hatag sang
best nila. Kaya
dependent na sila sa
AI Na amo na,
nagiging tamad na
sila when it comes to
seek learning and
knowledge.”

[Challenges and
obstacles definitely
exist. Firstly, there's
the financial aspect—
access to AI relies
heavily on internet
connectivity, so
without funds for
 66

internet access,
utilizing AI becomes
difficult. Another
challenge is the risk of
children becoming too
reliant on AI,
potentially leading to
a decline in their
independent effort
and motivation to
learn. They might
become lazy in
seeking knowledge
themselves, relying
solely on AI.]
You sent
P6: “Uh, I think the
challenges that I
foresee students
using AI is what we
call the, yung
pagiging, uh, pag rely
nila doon sa mga
sagot na nakakuha
nila. So the teachers,
uh, who serves as the
molder of the learning
progress of the
students, parang
madi-disregard,
because students
tend to rely answering
the activities on AI.
No, so the teachers
will serve as just a,
what we call that,
parang non-beneficial
to them, because
whether they listen or
not, so whenever that
the teachers will give
the activity, so by
simply putting the
questions on the AI or
the Artificial
Intelligence, so they
will be having
answers that we are
trying to know.”

[I think the challenges

that I foresee students
using AI is what we
call relying on the
answers they get. So
the teachers who
serves as the molder
of the learning
progress of the
 67

students, so it will be
disregard, because
students tend to rely
answering the
activities on AI. So the
teachers will serve as
just a, what we call
that, like non-
beneficial to them,
because whether they
listen or not, so
whenever that the
teachers will give the
activity, so by simply
putting the questions
on the AI or the
Artificial Intelligence,
so they will be having
answers that we are
trying to know.]
P7: “One of the
challenges may be
that children become
lazy. They might
become lazy when it
comes to science
because they would
rely on AI for some of
their learnings. They
might become lazy,
thus relying more on
AI.”
P8: “Ano na siya?
Hamon? So, yun.
Some of the
challenges is they
cannot access kaisili
kung wala silang
data, especially kung
wala internet
connection. So,
struggle na sila sa
paggamit ng AI But,
mostly sa TVL,
especially sa TVL
students, because
they are hindi sila
masyado mayaman.
Nasa average lang
sila. Some of them
cannot provide their
cellphones. Ano ang
mga challenges sa
ilang wala silang mga
cellphones? Tapos
yung iba, nakikihiram
lang sa mga
classmates.”
 68

[What is it?
Challenges? So, some
of the challenges is
they cannot access
easily if they don't
have data, especially
if they don't have
internet connection.
So, they struggle in
using AI. But, mostly
in TVL, especially in
TVL students,
because they are not
that rich. They are
just average. Some of
them cannot provide
their cellphones. There
are no challenges for
them. They don't have
cellphones. Then,
others just borrow
from their classmates.]
3. Do you P1: “Opo. Ito ay isang
believe AI may napakalaking
can kontribusyon
enhance especially in the field
student of science dahil hindi
learning lang basta-basta na i-
outcomes explain ng guro ang
in your lahat ng kaalamang
subject gustong malalaman
area? ng mga bata. So,
How? hindi naman uhmm
alam ng guro ang mga
bagay-bagay sa
paligid especially ang
mga latest na mga
pangyayari in the field
of science. Ito ay
malaking bagay at
malaking tulong para
sa istudyante kung
sila ay marunong
lamang gumamit
dito.”

[Yes, it's a significant

contribution,
especially in the field
of science, because it's
not just about
teachers explaining all
the knowledge
students want to
know. Sometimes
teachers may not be
aware of all the latest
developments in the
field of science. It's a
 69

big thing and a great

help for students if
they know how to use
it effectively.]
P2: “Ah yes, in my
area, if, as I have said
in your second
question, if there is a
reflection, if the
students reflect, oh,
ay, ganito pala siya,
ay, ganito pala gawin,
ganito pala mag-
English, ganito pala i-
translate yung
thought ko sa mind
into written works,
kung merong
reflection. But if for
compliance lang
talaga siya, gusto niya
lang may mapasa,
wala talagang
learning. So therefore,
ang nangyayari
ngayon sa education
system natin is,
compliance na lang,
mag-research siya AI,
kung may ipasa o
nag-submit on time
with honors. But, ano
yung, what kind of
students are we
producing? Paano
kaya kung wala
talagang cellphone,
no? Ipass, iwalang
cellphone during the
whole day. Tapos,
ipasulat mo sila ng
essay the whole day.
Can they really write?
And, what are, how
sure are we nga? Ano
ang mga vocabulary
words na na-stack
niya sa mind niya?
Ilan kayang basic
words ang alam niya
without the using of
AI? Nag-pop up ba
yun naturally nga?
Ano yung words na
gagamitin ko? Kasi
totally, they are
becoming dependent
on AI.”
 70

[Ah yes, in my area,

if, as I have said in
your second question,
if there is a reflection,
if the students reflect,
oh, this is how it is,
oh, this is how it's
done, this is how to
speak English, this is
how to translate my
thoughts into written
works, if there's
reflection. But if it's
just for compliance, if
they just want to
pass, there's really no
learning happening.
So therefore, what's
happening in our
education system now
is just compliance,
researching using AI,
if they pass or submit
on time with honors.
But, what kind of
students are we
producing? What if
they don't have
cellphones? Require
them to submit
without cellphones for
the whole day. Then,
make them write an
essay the whole day.
Can they really write?
And, how sure are
we? What vocabulary
words have they
stacked in their
minds? How many
basic words do they
know without using
AI? Do those words
naturally come to
mind? What words
will they use?
Because totally, they
are becoming
dependent on AI.]
P3: “Yes. It can
enhance through
giving a good answers
but not of best
answers for they have
just simply copying
and pasting it without
excluding those errors
or irrelevant.”
P4: “Siguro yes.
 71

Partly, pero not 100%,

naniniwala din
naman talaga ako na
mas mapapadali
yung, ano no, mas
mapapadali yung
yung academic,
kumbaga, academic
life ng students kapag
gumagamit sila ng AI,
kasi nga sila ay,
tawag dito, aside from
time, tawag dito,
makakasave sila ng
time, mas magiging,
tawag dito, accurate.
Basta accurate kasi
yung ibibigay mo ng
instruction doon sa
AI, accurate din yung
ibibigay niya sa'yo na
result. Diba? Kasi pag
mali yung in-enter
mo, medyo
naguluhan yung AI sa
pag-enter ng data, sa
pag-enter mo pala ng
question or ng data
na hinihingi mo, so
hindi din siya
makapabigay ng
accurate na, na,
tawag dito, na sagot.
Pero, ang isa sa
makikita ako doon is,
ang, kumbaga, yung
negative side niya ba?
Negative side ng
paggamit ng AI, kapag
lahat-lahat na, isa na
ng student, doon sa
AI, so wala na,
mawawala na yung,
yung pagpuprusigi ng
mag-aaral, na mag-
research, diba,
mawawala na din
yung interest nila sa
paggamit ng mga
traditional na mga
mga materials na
palagi nating
ginagamit, pero, at
some point naman,
mas may improve
yung, yung, tawag
dito, mas may
improve yung
kaalaman ng mag-
 72

aaral, kasi nga, mas

marami siyang ideas,
kumbaga, na
makukuha, kasi mas
maraming ibibigay na
suggestions si AI.”

[Perhaps, yes. Partly,

but not 100%. I truly
believe that using AI
can indeed make the
academic life of
students easier
because, aside from
saving time, it can
also make things more
accurate. As long as
the instructions given
to AI are accurate, the
results it provides will
be accurate as well,
right? Because if you
input incorrect
information, the AI
might get confused
with the data you
entered, resulting in
inaccurate answers.
However, one of the
negative aspects of
relying solely on AI for
everything is that it
might diminish the
students' diligence in
researching. They
might also lose
interest in using
traditional materials
that we commonly
use. But at some
point, the students'
knowledge might
actually improve
because they'll have
access to more ideas
and suggestions from
AI.]
P5: “Yes, eh.
Especially, I'm an
English teacher. So,
hindi mana siling nga
pag gin pagamit ko
sila sang AI, kung ano
ba nang kalain na sa
part nga nag pagamit
ko AI sa ila. Just like
for example, concrete
example. Diba
English teacher ko? I
 73

usually let them

write. So, magamit ko
siya in the sense nga,
pasulaton ko sila.
Tapos, igamit nila ang
AI. In order for them
to check. Especially,
ang grammar. Ang
other nga, ano pa nila
ba, mga kwan nila sa
AI. Kwan? Inang
through, through,
kumbaga, ang AI, siya
ang mag-tawag, sina
ang mag-confirm.
Kumbaga, ang mag-
support sa gin sulat
sang bata kung tama
or mali. And another
is, ang AI, pwede siya
maging evaluator.
Pwede amoto ang
mag-evaluate sa obra
sang bata kung tama
o hindi. And that way,
maging beneficial din
ang AI sa akon
mismo, sa teacher, sa
pagtudlo ko sa ila.
Halimbawa, ng
Grammarly nga na.
Kaya, siyempre,
mapansin ko sa
buong mga papers na
rin, sa mga research
papers, may mga
wrong grammar pa.
Pwede nai-grammarly
nila para at least
kahit pa paano tama
man ang present nila.
Nan.”

[Yes, indeed.
Especially as an
English teacher, I
have to be cautious
about the potential
downsides of using AI
with my students. For
example, I often
assign writing tasks
to my students. I can
incorporate AI by
having them write
their pieces and then
use AI to check for
errors, especially in
grammar and other
 74

aspects they're unsure

about. AI can serve as
a tool for confirmation
and support, helping
students verify the
correctness of their
work. Additionally, AI
can function as an
evaluator, providing
feedback on whether
the students' work is
correct or not. This
way, AI becomes
beneficial not only for
the students but also
for me as a teacher in
facilitating their
learning. For instance,
Grammarly can be
used to identify and
correct grammar
mistakes in research
papers, improving the
overall quality of their
work.]
P6: “Okay. So I had
been a teach... or I
have been teaching
different subjects or
learning areas here in
senior high school. So
I didn't think that AI
could help the
learning process of
students. Because
there will be times or
some reasons that AI
could hinder the
learning progress of
students by relying on
it. So I still believe
that the learning
process, it should be
hard-earned by self-
reliance or studying
on your own to know
if there is progress on
you. Listening to the
teachers. Yes, or
doing the task given
by the teachers by not
relying on AI. But of
course, we cannot
avoid those things to
happen because there
is what we call the
technological
advancement. That
includes the existence
 75

of what we call
artificial intelligence.”
P7: “It can enhance.
For example, in my
subject, immersion, it
can improve the
output of the
students when it
comes to their
journals, in crafting
paragraphs, and in
making sentences. So
it can improve the
students' writing in
their journals.”

P8: “So, dependi na

yun kung paano nila
gamitin ang nasabing
apps. So, yung iba,
like for example sa
mga students, alam
naman natin na
nahirapan sila
especially pag
nagsagot. Especially
mga English
questions. Mahirap
talaga yan sa kanila.
And then, yung iba
naman, para
makapasa ng
kanilang mga
requirements, gamit
ang AI So, in just one
click, makasagot ka
agad sila. So, dependi
na din yan sa teacher
kung paano nila i-
introduce ang AI Kasi,
as for me, as a
teacher, sinasabihan
ko sila na, okay gamit
kayo ng ChatGPT
para hindi na kayong
mahirapan mag-
English. Pwede na sya
i-translate ang tagalog
sa English. But, yung
mga ano dyan, yung
mga sagot dyan, hindi
naman ano yung AI
Hindi na naman natin
masabi na ano ganing
ang tawag doon.
Kumaga, hindi naman
sya, hindi ko sya
maano kung ano na
sya. Bali, ano nalang,
 76

gamitin nila ng
maayos, and then,
entindihin kung ano
yung mga nakasulat
doon. Tama man,
diba? Kasi yung iba,
basta maka-answer
para makapasa ng
kanilang mga
requirements. So, ako
i-introduce ko gamit
ang AI, entindihin din
nila kung ano yung
mga nakasulat doon.”

[So, It depends on
how they use the
apps. So, for others,
for example, for
students, we know
that it's hard for them,
especially when they
answer English
questions. It's really
hard for them. And
then, for others, it's
just to pass their
requirements. So,
using AI, in just one
click, you can answer
them right away. So,
it also depends on the
teacher on how they
introduce AI. As for
me, as a teacher, I tell
them, use a ChatGPT
so that you don't have
to struggle with
English. You can
already translate
Tagalog to English.
But, the answers
there, it's not AI. We
can't say, what do
you call it, it's not, I
can't say, it's not. So,
just use it properly,
and then understand
what's written there.
It's right, right? For
others, it's just to
answer, to pass their
requirements. So,
there. So, I introduce
using AI, they also
understand what's
written there.]
4. How P1: “Ang AI merong
might the malaking epekto.
 77

use of AI Una, ang pagtuturo

by mo ay magiging
students exciting. Dahil sa
impact merong maisasagot
your ang estudyante sa iyo.
teaching Pangalawa, open ang
methods lahat ng kaalaman
or para sa mga
classroom kabataan. Pangatlo,
dynamics ah, ito ay maaaring
? ah kailangan ang
teacher ay maging
handa sa anumang
katanungan at
anumang idea na
maaaring malalaman
ng istudyante hinggil
sa mga topiko na
nanggaling sa AI.”

[AI has a significant

impact. First, teaching
becomes exciting
because students
have answers to their
questions. Second, all
knowledge is open to
young people. Third,
ah, teachers may
need to be ready for
any questions and
ideas students may
have about topics
sourced from AI.]
P2: “Actually,
because I am an
English teacher, no?
So, the use of AI of
my students is
actually negative
talaga ako, no? Hindi
naman ako research.
So, imbis nga ang
tinuturo ko yung
basic na grammar
para maka-construct
sila ng basic
sentences, subject,
verb agreement. Pag
may AI kasi advanced
na. So, advanced for
compliance na on the
surface level, akala ng
mga teachers na
comply yung ano
namin yung
competencies na goal
namin and objectives.
But, the truth is, in
 78

the deeper sense, can

these students, ano,
alam na talaga nila
yung sinasabi nila?
Alam talaga nila yung
content ng knowledge
na? So, dapat talaga
may, hindi lang siya
pag pinasa is check-
an na. Dapat meron
talagang deeper
analysis pa kung
talagang naintindihan
ba ng bata. Alam niya
ba yung sinasabi
niya?”

[Actually, because I
am an English
teacher, right? So, I
really have a negative
view of my students'
usage of AI, right? I'm
not a research
teacher. Instead, what
I teach is basic
grammar so they can
construct basic
sentences, subject-
verb agreement.
Because with AI, it's
already advanced. So,
it appears advanced
for compliance on the
surface level, and
teachers think that
we're meeting our
competencies and
objectives. But the
truth is, in a deeper
sense, can these
students really, you
know, understand
what they're saying?
Do they truly grasp
the content
knowledge? So, there
really should be, it
shouldn't just be
about passing and
checking off. There
should be a deeper
analysis to see if the
child really
understands. Do they
really know what
they're saying?]
P3: “The impact to
students on the
 79

classroom method
has helped teacher to
generate ideas on
particular topic.”

P4: “Um, dynamics sa

silid-aralan, tapos
gumagamit sila ng AI,
siguro, ano, kung let's
say, halimbawa, kasi
sa loob naman ng
classroom, marami
tayong students, so,
let's say, I have 50
students and 30 or 35
of them are using AI
kapag magpapagawa
ako ng outputs, ang
mangyayari doon is,
halos pare-pareho
siguro yung ipapasa
nila na output, lalo na
halimbawa, bibigyan
mo sila ng task na
essay. So, kung AI
ang gagamitin nila,
encode nila yung
question, kasi nga,
diba, the essence of
same question, same
answer, parang ganon
yung mangyayari. So,
magiging ano siya,
tawag dito, um, um,
ang ma-fall siya sa
ano, parang, parang
nag-cheating,
kumbaga, ang dating,
kumbaga, na
magiging output nila,
kasi pare-pareho
yung lalabas na
sagot. So, yun yung,
yung ano naman,
yung problema. At
saka, siguro,
makakaapekto siya sa
pag-handle ko ng, at
tawag dito ng
classroom structure
or kung paano ko sila
i-handle in a way na,
um, kasi, ano lang,
um, alam nila sa
sarili nila na, ah, I
can rely to AI. Kaya,
pwede ako mag-rely
sa AI, hindi na ko ya
mamati kay ma'am. I
 80

will not listen to my

teacher anymore, kasi
AI can do that for me.
AI can answer my
questions. AI can do
my activities, my
projects, my outputs.
Yun na.”

[In the classroom

dynamics, if they're
using AI, for example,
let's say, because
inside the classroom,
we have many
students, so, let's say,
I have 50 students
and 30 or 35 of them
are using AI when I
assign tasks. What
will happen is that
almost all of them will
submit similar
outputs, especially if I
give them an essay
task. So, if they use
AI, they'll just input
the question, and
because the essence
is "same question,
same answer," that's
what will happen. It
will be like they're
falling into cheating
because the output
will be the same since
the answers will be
similar. So, that's the
problem. Also, it might
affect how I handle
the classroom
structure or how I
manage them in a
way that they'll think,
"I can rely on AI. I
don't have to listen to
my teacher anymore
because AI can do
everything for me. AI
can answer my
questions. AI can do
my activities, my
projects, my outputs."
That's it.]
P5: “Teaching
methods? Classroom
dynamics? Um, mas...
Mas ano... Um...
Damo actually sang
 81

pwede. Your number

one is ang
management. Class
management. Mas
ma-manage mo sila
properly. I think ang
mga ginagamit ko ng
mga techniques,
mas... Magiging...
Ano... Mas... Mas...
Tawag sina man...
How can I explain it?
Mas ma-provide ko
ang... Mas proper nga
learning style sa ila
through the help of
AI. Kung mga nang
ma-improve pagid ba
ang mga
management, ang
mga style, ang mga
techniques na
ginagamit ko sa
pagtuturo sa mga
bata.”

[Teaching methods?
Classroom dynamics?
There are actually
many possibilities.
Number one is
management, class
management. Properly
managing them is
key. I believe that
with the techniques I
use, it becomes
more... I would say...
More... It's like... How
can I explain it? I can
provide a more proper
learning style for them
through the help of AI.
If I can improve
management, styles,
and techniques in
teaching the
students.]
P6: “How might the
use... excuse me. AI
by students and
teachers Impact
teaching methods or
classroom dynamics.
As what I have said
earlier, that the
students might do
things just like not
listening to the
 82

teachers, focusing to
the teachers'
explanation. Because
whatever the time
that the teachers will
give the activities,
okay, the students
will simply put their
questions on AI and
the AI will provide
the... the answers. So
what is the use of
listening to the
teachers or focusing
to the teachers'
explanation if AI will
easily give them the
answers that they are
trying to know?”
P7: “How might the
use of AI improve? It
could impact
positively. For
example, the students
can answer it in a
more precise answer.
But the negative side
is that the students
would rely on the
answer of the
computer. Without
internet, without AI,
the students di maka-
answer diyan. And it's
because they would
rely sa AI.”

[How might the use of

AI improve? It could
impact positively, for
example, by enabling
students to provide
more precise answers.
However, the
downside is that
students might
become overly reliant
on the computer's
answers. Without
internet access or AI,
students may struggle
to answer questions
because of their
dependency on AI.]
P8: “So, the big
impact, as a student
using E.I., siyempre
gamit ang E.I. is ano?
Kumbaga, hindi ka na
 83

mahirapan mag-
check, especially sa
mga grammar, mga
spelling, kasi direct
naman yun. May apps
doon na gamit yung
AI, Direct Grammar
Checker at spelling
checker. So, as a
teacher, madaliin lang
sa akin yung pag-
check, especially yung
grammar. Like, for
example, ngayon,
nag-a-imersion. So,
sabi ko sa kanila para
hindi na ako
mahirapan mag-
check ng mga
grammars ninyo.
Okay, gamitin ninyo
yung apps na AI, para
madaliin na rin para
sa akin yung pag-
check. So, ano nalang
ang gin-check ko?
Mga tuLdok, mga
comma, so yun na
lang. So, yun yung
pinaka-impact is
madaliin na lang para
sa akin, as a teacher,
na mag-check ng
kanilang mga output.”

[So, the big impact as

a student using AI, of
course, using AI, you
won't have a hard
time chatting,
especially with
grammar, spelling, it's
direct. There are apps
that use AI, Direct
Grammar Checker
and Spelling Checker.
So, as a teacher, it's
easy for me to check,
especially grammar.
Like for example, now,
I'm doing immersion.
So, I told them, so that
I won't have a hard
time checking your
grammar, use your
apps, your AI, so that
it's easy for me to
check. So, what do I
check? Period, like
 84

commas, that's all. So,

that's the biggest
impact, is that it's
easy for me as a
teacher to check their
outputs.]
5. What P1: “Ah Ethical
are some standards. Bawal ang
ethical estudyante gumamit
concerns ng cellphone habang
you have, meroong klase. Hindi
if any, kailangang gumamit
regarding ang mga istudyante
students ng cellphone. Ang
using AI cellphone ay
for ginagamit lamang sa
learning? pagsagot ng mga, mga
takdang aralin sa
kanilang bahay.
Subalit, hindi ko uh
papayagang sasagot
ang istudyante ko
gumana na may
gamit na cellphone
during the class
discussion.”

[Ah, ethical
standards. Students
are not allowed to use
cellphones during
class. Students don't
need to use
cellphones.
Cellphones are only
used for completing
assignments at home.
However, I won't
allow my students to
answer using a
cellphone during class
discussions.]
P2: “Okay, so my
ethical concern is that
the authenticity and
originality of the ano
of the content. Kasi
nowadays, so the
same. The same way
with my ano, last time
lang nag-check ako
ng immersion
portfolio. So, ang
ganda-ganda ng mga
paragraph nila. Daw
ma-amaze ka. And
then, you will see that
the same thought, if
as a teacher, you
 85

really read, the same

thought is also copied
and used by other
students. So, same-
same na lang sila ng
thought. So, parang,
ano, yung the kind of
experience that they
have is no longer
authentic. Because,
as much as gusto
nilang mapaganda
ang ilang na
paragraph, gumamit
sila ng AI, eh, isa lang
naman yung, isa lang
naman yung sagot ng
AI. So, iba yung
experience na isa, iba
yung experience na
isa. Hindi niya na ma-
express authentically
and originally yung
thought na gusto
niya.”

[Okay, so my ethical
concern is about the
authenticity and
originality of the
content. Because
nowadays, it's all the
same. Just like what
happened last time
when I checked the
immersion portfolio.
The paragraphs were
beautifully written.
You'd be amazed. And
then, you will see that
the same thought, if
as a teacher, you
really read, the same
thought is also copied
and used by other
students. So, they all
have the same
thoughts. So, the kind
of experience they
have is no longer
authentic. Because as
much as they want to
embellish their
paragraphs, they use
AI, and AI only has
one answer. So, the
experience of one is
different from the
other. They can't
 86

express their thoughts

authentically and
originally anymore.]
P3: “As what I have
observed students
rely so much on Ais
and it is quite
alarming and will end
an education to
nothing, and
unpurposive. Hence
produce robotic
learners in the future
who is not capable to
think.”
P4: “Ethical? When in
terms to, ano naman,
paggamit ng AI, mga
ethical, kumbaga,
mga values, siguro,
yung ano, tawag dito,
ah, um, kagaya ng
paggawa ng research.
Kapag kasi gumagawa
ka ng research, diba,
importante na wala
kang, anong tawagan
gani non, yung kapag
nag-cite ka, diba,
yung plagiarism,
tama ba? Yung term
po, yan. Mga
plagiarism, mga
ganyan, mas
maganda kasi kung
ikaw mismo, yung
sariling gumawa, lalo
na kung RRL na part,
mag-cite ka ng mga
sources mo, mas
importante or mas,
mas maganda kasi
kung ikaw mismo
yung nag-cite, kasi
alam mo yung
magiging process.
Unlike kapag nag-AI
ka, yes, pwede naman
siguro yung is-cite
niya, pero I don't
think kung ang AI ba
meron siyang tawag
dito, um, diba, meron
tayong tinatawag na
dapat hindi mo siya i-
copy lang basta-
basta, parang gano'n,
yung proper citation.
Baka ang mangyari,
 87

diba, pag hindi mo

na-double-check,
kung nagpagawa ka
lang kay AI, ng
ganito, okay,
maghanap ka ng RRL
tungkol sa topic na
ito, tapos hindi pala
siya na-cite ng
proper, maayos, so
ang mangyari, tapos
yung research mo,
what if yung research
mo, maganda talaga
yung topic mo,
nakaabot sa mas
mataas na level, tapos
doon pa nalaman na
nagkaroon pala ng
plagiarism, or kung
ano pa man, eh di,
syempre, diba, ikaw
mismo hindi ka
aware, kasi nag, ano
ka lang tawag dito,
parang mas lalo na
kung umasa ka lang
doon sa AI mismo, so
mahirap.”

[Ethical considerations
when it comes to
using AI involve
values, such as
conducting research.
When you're doing
research, it's
important to avoid
plagiarism when
citing sources, right?
Plagiarism, that's the
term. It's better if you
do it yourself,
especially in the
literature review part,
where you cite your
sources. It's better or
more important
because you know the
process. Unlike when
you use AI, yes, it can
probably cite sources,
but I don't think AI
has what we call
proper citation. What
might happen is, if
you don't double-
check, if you just ask
AI to do this, okay,
 88

find literature reviews

on this topic, and then
it turns out it didn't
cite them properly,
what will happen is,
what if your research,
your topic is really
good, it reaches a
higher level, and then
it's discovered later on
that there was
plagiarism or
something else, right?
Of course, you
yourself weren't
aware because you
just relied on AI. So
it's difficult.]
P5: “Amo to. Inang...
Amo na gani ng ga
salig na lang sila so
hindi na ila ang
knowledge. Instead na
nga magbulig lang
ang AI. Ang kuhaan is
daw gina claim na
nila. Nga ila to nga
hinimuan. Daw amo
na ba? Syempre nang
unethical. Gina claim
mo ang work sang AI
diba? Nga example,
mag-present ka sang
work mo. Parehas sa
kaina nang wala na
edit. Obviously, sa AI
gid siya halin kay
damo sang mga wala
na co-insight ang mga
ano ba ang mga
kuhaan sa study.
Wala na edit ang
iban. So, amuna. I
think a concern is
wala na naga
paninkamot ang mga
bata. Kaya ginaklaim
na nila, nga ila, tung
ginubra or ginukuha
sa AI. Ang sabat sa
AI.”

[That's it. They rely

solely on it, so it's no
longer their
knowledge. Instead of
AI just assisting, they
claim its work as their
own. Is that it? Of
 89

course, that's
unethical. You're
claiming the work of
AI, right? For example,
you present your
work, but it's
obviously from AI
because many parts
lack personal insight.
Some parts aren't
even edited. So,
there's that. I think a
concern is that
students aren't
making an effort
anymore. They're
claiming that the work
they produced or took
is theirs, when in fact,
it's from AI. The
answer lies with AI.]
P6: “I think the, uh,
ethical standards that
they are going to
know is to limit
themselves by using
AI. I do not see any
problem in using AI
because as teachers,
no, we as teachers are
also using AI
sometimes. If there
are things that we are
having difficulties in
understanding the
subject matter, of
course, as learning is
a continuous process,
no, it is inevitable
that sometimes
teachers are having
difficulties. Just like
with the students,
they are having
difficulties in
understanding the
subjects. Or the
subject matter. So
that's the reason why
with the existence of
AI, so they are lucky
enough, no, to know
the answers that they
are trying to know.
But of course, there
should have an
ethical standards to
follow, especially this
is on the part of the
 90

teachers, no, in
checking the AI-
generated answers
coming from the
students. So if the
teachers allow that
particular scenario,
so it's a big deal. So
it's a big problem, no,
when the students
will face the reality or
in the society.”
P7: “For me, the
students would be
responsible with
using AI.”
P8: “Okay, so yun na
lang yung mga ethics,
yung sinasabi natin
is, like, for example,
ano ba, wag
masyadong abusuhin,
no? Dahil, kumbaga,
nasa apps na lahat
kung ano yung mga
kailangan nila. So,
kumbaga, hindi na
lang sila maghambog
na nakasanggot sila
ng ganun-ganun
because of AI So, yun
na lang ang natin, i-
apply na lang natin sa
kanila is kung ano
yung natutunan mo
about sa AI, paano
nila gamitin yung AI
na apps.”

[So, those are the

ethics that we're
talking about. Like for
example, don't abuse
too much, because it's
all in the apps, what
are their needs, so
they won't just be like,
they will be impatient,
that they have to
answer like that,
because of AI. So,
that's what we should
apply to them, is kung
ano yung natutunan
mo about sa AI. Paano
nila gamitin yung AI
na apps.]
6. In your P1: “Sa ngayon, uh,
ideal maraming mga
 91

scenario, teachers ang

how gumagamit ng AI.
would Meron na tayong mga
you like television. Kulang
to see AI lamang ay internet
integrate connection. Sa
d into the hinaharap, maybe 2
learning to 3 years, ang AI ay
process napakalaking tulings,
at Isulan tulong. Subalit, dapat
National i-training ang mga
High kabataan. Kailangan
School to nilang i-screen ang
benefit kanilang nakikita at
students? nalalaman sa AI dahil
hindi lahat dito ay
tama at nakakabigay
sa kanila ng tamang
impormasyon at
kasagutan sa mga
tanong.”

[For now, many

teachers are using AI.
We already have
televisions. We just
need an internet
connection. In the
future, maybe in 2 to
3 years, AI will be a
huge aid, a help.
However, young
people need to be
trained. They need to
screen what they see
and learn from AI
because not
everything there is
correct and provides
them with the right
information and
answers to their
questions.]
P2: “Actually, ang sa
AI, no, ang nakita ko
dyan, di ba, kailangan
mo pa yan sa mag-
ano ka na, mag-login
ka, no? Ako, ano, abe,
ng personally, wala
ako, hindi ako
nagagamit. Hindi ko
naman siya
kailangan, hindi ko
naman nagma-
masters, no. Sa law,
wala namang gang,
hindi naman, hindi
pwedeng mag-AI sa
 92

law. So, ano,

maganda sana siya,
pero sana yung, ano
lang, yung, yung
reader, yung mga
non-reader natin,
yung mga basic ba
ang sinasabi, mas
gusto ko yung dati,
yung parang, pag may
word tapos ipapabasa
lang, tapos meaning.
Ngayon kasi masyado
ng advance yung AI,
even sentences and
paragraph, kaya niya
nang gawin. Um, sana
yung meron ding,
ano, yung, meron
talagang, um,
counterpart or
participation yung
mga students, nga.
Um, after nyan,
kunyari ako kasi may
nagpasa sa akin ng,
grabe ka AI, no, tapos
hindi gid siya mag-
amin, nga gin AI niya,
karon gin kwa ko ang
cellphone niya,
hambal ko pungko,
dira. Himo-a ko sang
one paragraph na
essay kung talagang
hindi ka nag-AI,
because as a teacher,
I will determine, diba,
kung gumamit siya ng
AI, hindi man siya
ayaw niya mag-sulat
ng essay. So, it shows
na talagang, tapos
yun, later, umami na
siya, maam, nag-AI
ako. So, maganda
sana siya for, for
advanced students,
yung mga bright na
good sila, nung learn
na good sila, kasi it
will enhance the,
their, ano, their brain
processes. But for
those who are lagging
behind, um, di siya
advisable, kasi
nagiging shortcut nila
ito, into success,
 93

pero, alam mo yung

hilaw, walang lasa,
las-AI sila, tapos,
nung daw, hinog sa
pilit, nang prutas,
bala na, hinog, hinog
siya outside, pero,
kailayan ng lasa. So,
ano na ang nag-a-
karatabo?”

[Actually, with AI, you

need to log in and
create an account,
right? Personally, I
don't use it. I don't
need it since I'm not
pursuing a master's
degree or anything in
law where AI isn't
applicable. It could be
useful, but I prefer the
old method, where
readers, especially
those with basic
skills, learn word by
word, and their
meanings are
explained. Nowadays,
AI is too advanced; it
can even generate
sentences and
paragraphs. I wish
there were more
student participation
and accountability.
For instance, if
someone submits
work claiming they
didn't use AI, but later
admits they did, I'd
have them write an
essay paragraph to
confirm. As a teacher,
I need to determine if
they used AI because
it's not just about not
wanting to write. It
shows that they took
a shortcut to success,
but it lacks substance.
It's like picking unripe
fruit; it might look ripe
outside, but it lacks
flavor. So, what's
happening now?]
P3: “It shall be
regulated because
some ideas produced
 94

by an AI are not
verified so it will
create students to
retain a wrong idea
instead.”
P4: “Um, siguro
ayong, ano, tawag
dito, um, kapag
gumamit kayo ng AI,
there are times kasi
talaga that we need
sources, diba, so
kung very handy para
sa iyo yung paggamit
ng AI, pwede mo na,
pwede ka namang
mag-search ng, tawag
dito, mga words, or
kaya magpahanap ka
kay AI ng mga
information, pero it
doesn't mean na kung
ano na yung i-provide
ng AI yun na lahat.
Siguro, masuggest ko
is, kung ano man
yung mahanap mo
kay AI, ano man yung
mga information na
mag-provide ni AI,
gamitin mo yun, pero
dapat gumawa ka ng
sarili mo based doon
sa binigay ni AI, wag
mong kunin lahat
kung ano yung
binigay ng AI, kasi
nag-rely ka na doon,
baka yung iba nga
pag kumuha ng
information from AI,
diretsyo na lang copy-
paste without
reading, without
understanding kung
ano yung nandoon sa
information na
binigay ni AI, lalo pa
kung Filipino, paano
kung hindi mo yun
binasa, may mali pala
doon, tapos tinanong
ka, hindi mo nasagot
kasi hindi mo nga
binasa in the first
place. So, mas okay
na nakumuha ka na
lang ng idea from AI,
tapos yun yung
 95

gagamitin mo, or yun

yung pagbabasahan
mo ng gagawin mong
output.”

[ Um, perhaps when

using AI, there are
times when we really
need sources, right?
So if using AI is very
handy for you, you
can search for words
or ask AI to find
information, but it
doesn't mean that
whatever AI provides
is all you need.
Perhaps, my
suggestion is,
whatever you find
from AI, whatever
information AI
provides, use that, but
you should create
your own based on
what AI gave you.
Don't just take
everything that AI
gives you because
you've already relied
on it. Some people
might just copy-paste
information from AI
without reading,
without
understanding what's
in the information AI
provided, especially if
it's in Filipino. What if
you didn't read it,
there's a mistake
there, and then you're
asked about it, and
you can't answer
because you didn't
read it in the first
place. So, it's better to
just get an idea from
AI, and then use that
or read it as a
reference for your
output.]
P5: “Siyempre gusto
ko nga in the future,
dire sa Isulan
National High School,
kung ano na, inang
mag-ano kita sa
system ba? Nga
 96

pwede na i-allow na
ang use of AI sa mga
kuhaan, sa mga
tawag sina, sa
mga...Sa classroom.
Classroom teaching.
Kay diba may mga
teachers nga, wala
nila ginapagamit sang
AI ang mga bata?
Pwede man siya.
Nang gusto ko nga
mag-develop ang
school, or mag-ano
kita, maki-tandem
kita sa mga ano mga
naga kuhaan sang AI,
maki-tandem kita,
maka-ano kita sang
mga... maka-develop
kita sang mga system,
nga magamit ang AI
for the benefit of
students. Nang daw
maka himo bala, kita
sang mga program,
nga ma-utilize ang AI
in a proper way. Nga
nang makabulig sa
mga bata. It's
something about
kung ano naman eh,
on how, paano siya
magamit. The system
ba, may mga isang
system, isang
program pala. Just
like for example, sa
ano nalang abi? Sa
attendance. Diba?
Nang mag-ano ka
lang sang inyo mga
QR code, or may ano
ka lang dira, ma-
register ang inyo nga
attendance.
Magsulod, diba? AI.
Artificial Intelligence.
Something like that.
Hindi lang siya
actually sa classroom
settings. Pwede nga
pud siya sa mga
forms. Sa mga
teachers. Sa forms
ninyo. Mga
database.Nga nang
pagsulod mo bala
sang isa ka info,
 97

tanan-tanan na,
makuhaan na.
Pagsulod mo sa grade
sa bata, sa card.
Masulod na sa iya
nga Form 137. Muna
ba AI? Nang database,
may isang system
nga, mapa less ang
ubra. Mapa less ang
ubra. Mapa less ang
paper. Nga hindi na
kinang-lan nga, naka-
printed tanan. Nang
ano nalang, software
nalang tanan. Para
less ang gasto.”

[ Of course, in the
future, here at Isulan
National High School,
I envision developing
a system that allows
the use of AI in
various aspects,
particularly in
classroom teaching.
Some teachers
currently don't
incorporate AI into
their teaching
methods, but it's
definitely feasible. I
aim to collaborate
with experts in AI
technology to develop
systems that benefit
students. The goal is
to create programs
that properly utilize AI
to assist students.
This involves
considering how AI
can be effectively
utilized. For example,
implementing AI for
attendance tracking
using QR codes or
other methods. AI can
also be applied
beyond the classroom,
such as in forms, for
teachers' use, and in
databases. Inputting
information once
would automatically
update various
records, like a
student's grades
 98

being reflected in their

report card and Form
137. With such a
system in place,
workload would be
reduced, as well as
the need for paper, as
everything would be
digital. This would
result in cost savings.]
P6: “Okay. For the
integration of AI in
the learning process
specifically here at
Isulan National High
School, if we are going
to integrate AI, I do
not see if it benefits
the students if we are
going to integrate AI
in the learning
process. Because AI
serves as the comfort
of the students. So
what would be the
use of teachers if we
are going to integrate
AI? Because teachers,
no, we studied a lot,
no, during our times,
there is no AI at all.
So we only have
Google to rely on. So
with the existence of
AI. So I do not see or I
don't think that AI
could be integrated,
no, in school. I think
it is just for the
reliance of students
for them to make
their activities or
projects easier or
more accessible. But
with integration in
school, I don't think
so.”
P7: “Hindi ko gusto
mag-integrate siya sa
school. For me as a
teacher, hindi ko siya
agree kung for me ang
naiintegrate siya sa
school ang AI. Kaya
hindi sila responsibo
lang atong mga
classmates at mga
estudyante sa
National. Pero may
 99

positive na pwede
man siya ma-
integrate if the
student would be
responsible enough.
Hindi nga ba is tanan
na lang ng
assignments or in
creating paragraphs
or sentences or
assignments. Kaya
ginarelyo nila sa AI.
Just like in research,
they would rely in sa
research. So magiging
tamad ng bata kung
mag-read sa mga
articles or other
technical books. Or
mga research studies.
Mag-relyo nila siya sa
AI. So just type
anything in AI and
then magwas ang
answer. So for me,
hindi ko gusto ma-
integrate fully ang AI
sa school.”

[I don't like integrating

AI into the school. As
a teacher, I don't
agree with integrating
AI into the school
because it makes our
classmates and
students less
responsible. However,
there are positive
aspects if the students
would be responsible
enough. Not all
assignments or tasks
should be reliant on
AI. Just like in
research, they would
rely on AI for
research. So, students
might become lazy to
read articles or other
technical books, or
research studies.
They would rely on AI.
They just type
anything into AI and
then get the answer.
So for me, I don't want
AI to be fully
integrated into the
 100

school.]
P8: “Okay, so as a
teacher, it is
beneficial talaga to
integrate AI apps. Yun
nga, yung sabi ko
kanina is para
madalit na lang silang
maka-access or
madali silang
makasagot kung ano
yung mga kailangan.
Kasi sometimes sa
TVN, kahit simple
question, naga-lito-
lito pa yan sila.
Parang hindi pa nila
maunawahan. So,
kailangan mo pang i-
translate from
English, Tagalog,
papunta sa Ilonggo
para maintindihan
nila. So, sabi ko
ngayon, okay, pwede
na ninyo, kung hindi
ninyo maintindihan
yung question na
English, translate nyo
sa Tagalog, and then,
intindihin ninyo kung
ano ang ibig sabihin.
Kasi hindi naman
lahat AI or ano na
lang yung provided na
lahat ng apps na yan.
So, kahit nandyan na
intindihin ninyo, as
long as na madali na
lang para sa inyo
magsagot. At least,
ano na, kung ano
man yung hinihingi
ng isang teacher, so,
intindihin na lang
nila, no? Kasi
sometimes,
mahirapan talaga sila
mag-intindi.”

[ Okay, so as a
teacher, it is beneficial
really to integrate AI
apps. Yeah, well, I'm
telling you which is
just to make it easy
for them to access or
easily answer what
they need. Sometimes
 101

in TVN, even simple

questions, they're
even more like that.
They don't seem to
understand yet. So,
you need to translate
from English, Tagalog,
to Ilonggo to
understand. So, I say
now, okay, maybe
you, if you don't
understand the
question in English,
translate into Tagalog,
and then, understand
what that means. Not
all AI or what is just
provided that all apps
are there. So, even if
you have to ask, as
long as it is easy for
you to answer. At
least, what, whatever
a teacher is asking,
so, they just
understand, no?
Sometimes, they can
hardly understand.]
7. Are P1: “Meron sa loob ng
there any classroom sa mga
specific exams at saka sa mga
learning group activities at sa
activities mga classroom
where activities para
you think malaman ang, para
AI could ma... mala.... mag
be magkakaroon ng
particular tinatawag na hands-
ly helpful on yung mga
for kabataan hinggil sa
students? leksyon na tinituro sa
kanila.”

[Inside the classroom,

during exams, group
activities, and
classroom activities,
there are hands-on
experiences for
students to gain a
deeper understanding
of the lessons being
taught to them.]
P2: “Um, specific
activities? mmm, sa
inyong, sa inyong
mga, kung ano niyo,
sa inyong mga
subjects, pero, um,
 102

basically, mas gusto

ko yung tinuturo
niya, na mas gusto ko
sana yung AI na hindi
talaga paragraph ang
ginagawa niya, na
yung parang word
lang, pag tuturo niya
sa'yo, anong English
ng ganito, tapos
ganito, tapos ikaw
mismo, kasi may
determining factor pa
rin yung student,
paano niya i-co-
collaborate itong mga
sentences na to. Yung
paano niya
pagsasama-samahin
na maging sentence,
na, ano siya, yung sa
basic lang. Um,
magamit niyo siya sa
research, magamit
niyo siya sa, in all
aspects of your areas,
no? I think sa math
lang kayo hindi
maka-AI, no? Sa
math lang.”

[Um, specific
activities? In your, in
your subjects, but
basically, I prefer
teaching methods
where AI isn't used to
generate paragraphs,
but rather focuses on
individual words. For
example, when
teaching, it could
provide the English
equivalent of a word,
and then you, as the
student, have to
determine how to
incorporate those
words into sentences.
It's about how you
piece together
sentences in a basic
manner. You can use
it for research and in
all aspects of your
areas, except maybe
math. Only math is
excluded from AI.]
P3: “I see no good
 103

result this towards

students, so it is not
helpful towards the
students except for
using that as an aid
for searching specific
topic, but then still it
sometimes produces
unverified ideas
which is alarming.”
P4: “Of course,
meron. Kasi nga diba,
reality naman talaga,
hindi lang dito sa
atin, pero for some
school or most of the
schools here in the
Philippines din
siguro, nagkakaroon
ng struggle in terms
of paghahanap ng
source of yung mga
materials, diba?
Lalong-lalo na ang
books. Sa ating
siguro, baka yung
books natin dito,
hindi naman siya
ganun ka-updated,
unlike sa mga private
schools. Pero, even in
private schools, hindi
din naman ganun ka-
updated yung ibang
books nila. So, siguro,
if kulang talaga tayo
ng information, diba,
yung mga teachers
naman, pag
halimbawa, walang
walang mapagpunan
talaga na aklat,
sasabihin naman ng
teacher na, okay, you
can find information
sa Google, or kung
mas reliable para
sa'yo yung AI, okay,
sige, pwede. Pwede
kang kumuha ng
information doon. But
again, kung ano yung
ibigay niya, learn the
concept, tapos i-
rephrase, hindi
naman sinabing i-
rephrase, no.
Pagbasehan mo lang
siya.”
 104

[Of course, there are

struggles in terms of
sourcing materials,
not just here but in
many schools in the
Philippines, I guess.
Especially with books,
our books might not
be as updated
compared to those in
private schools. But
even in private
schools, some of their
books may not be that
updated either. So, if
we lack information,
teachers might say,
okay, you can find
information on Google,
or if AI is more reliable
for you, then okay, go
ahead, you can get
information from
there. But again,
whatever it provides,
learn the concept, and
then rephrase it, not
necessarily saying to
rephrase it, but just
base it on what it
gives.]
P5: “Sa English gid
Grammar amo gid na.
Nang kwan,
makabuligid sila, nga
ma correct na ang
mga bata. Sa
siyempre English
teacher po, diba?”

[Yes, indeed,
Grammar is crucial,
especially in English.
With AI, they can
assist in correcting
students' mistakes. As
an English teacher,
that's essential, right?]
P6: “Yes, for some
instance, there are
some activities that AI
could help students.
Example, the
research. Yes,
because research
would not be attained
in just a single
glimpse of scenario or
 105

in just a single day to

finish your research.
So you are going to
look for the review of
related literature, the
studies related to
your study that you
are trying to attain, or
the theories that you
are going to anchor
with your studies. So
AI could help assist
the students in giving
the information that
they needed. So
eventually, AI could
help or sometimes
helpful for the
students.”
P7: “We haven't really
delved into using AI
yet. It's not something
we're familiar with.
Alright then. What's
your answer? So,
what's my answer?
Isn't it about learning
activities? So,
perhaps in answering
assignments. So,
specific learning
activities could be...
well, for me, I would
base it on my
subjects, like
research. So, specific
learning activities
could involve creating
their RRL, the Review
of Related Literature,
which could make it
easier for students to
just type in, for
example, ChatGPT,
and simply click to
request, for instance,
"give me a review of
related literature for
this research study
with this title." So, it's
easier for students to
search for RRLs
rather than reading
through individual
research studies.”
P8: “So, ano ba yung
mga specific activities
na gamit ang AI? na,
ano ba? Ano nga? Ulit
 106

nga? So, ano ba yung

mga activities? Like
for example, during
ano, during... nung
ano, nung... ano nga
yun? Yung
nasuspended ang
klase, okay? When I
was teaching ano,
online class. So,
madali ko silang ma-
ano, ma-turoan
through... Oo, yun,
yung sa Google Meet.
Tapos, halimbawa,
makaano sila, mas
madali, mas madali
makaano yung mga
bata sa pagsagot. Like
for example, yung
doon sa, ano nga yun
na apps. Nakalimutan
ko, yun yung gamit
ko. Yung parang, diba
may question ka?
Tapos, mag-answer
sila. So, doon parang
racing yung ano,
nakalimutan ko
anong apps yung
ginamit ko doon. So,
maganda din yung
ganoon na, ano, na
may integration ang
AI. So, doon parang
racing yung ano,
nakalimutan ko
anong apps yung
ginamit ko doon. So,
maganda din yung
ganoon na, ano, na
may integration sa'ng
AI.”

[So, what are the

specific activities
using AI? Well, what?
What? Again? So,
what are the
activities? Like for
example, during what,
during... what,
when... what is it?
Yung nasuspended
the class, okay? When
I was teaching what,
online class. So, I can
easily learn, learn
through... Yeah, yeah,
 107

well, at Google Meet.

Finally, for example,
what they eat, the
easier, the more easily
the children respond.
Like for example, you
know what apps are. I
forgot, that's what I'm
using. Yung parang,
do you have any
questions? Finish,
they answer. So,
there's like racing
something, I forgot
what apps I used
there. So, it's also nice
that, yeah, there's
integration with AI.
So, there's like racing
something, I forgot
what apps I used
there. So, it's also nice
that, yeah, there's
integration with AI.]
8. Do you P1: “Ahh majo, para
have any sa akin majority ng
additional tinatawag nating
thoughts tulong ng AI ay
or napakaganda.
comment Subalit, kung merong
s kagandahan meron
regarding namang disadvantage
learners' ito. Una, ang pagiging
use of AI tamad ng mga
and its estudyante.
implicati Pangalawa, ang
ons for teacher kailangang
education maging aware para
? malaman niya kung
ang kasagutan ng
estudyante ay hindi
copy-paste lamang.
Pangatlo, ang AI ay
maaaring gamitin ng
mga estudyante sa
paggawa ng ibang
kalokohan. Kagaya
ngayon, halimbawa,
ang picture ay, o ang
nagsasalita ay isang
tao, subalit,
ginagamitan nila ng
AI para magsasabi ng
kung anong mga
bagay na hindi dapat
sasabihin ng isang
tao. Kagaya,
halimbawa, ang latest
na nangyari sa sa...
 108

talumpati ng
Pangulong Marcos na
kung saan nilapatan
ng AI ang kanyang
itsura para mag ah
speech ng mga bagay
na magiging labag at
makaksira sa ating
bansa.”

[Ah, yes, for me, the

majority of what we
call AI assistance is
excellent. However, if
there's beauty, there's
also a disadvantage
to it. First, students
may become lazy.
Second, teachers need
to be aware to
determine if a
student's answer is
not just a copy-paste.
Third, students may
misuse AI for other
mischievous activities.
Like now, for example,
a picture or a person
speaking may be
altered using AI to say
things that a person
shouldn't say. Like,
for instance, the latest
incident with the
speech of President
Marcos where AI
altered his
appearance to deliver
speeches that could
be against or harmful
to our country.]
P2: “Um, ako pa,
personally, nawala
ako ang nagagamit ng
AI. Ay, narinig ko lang
yung chat, GPT,
personally, wala ako
na. Hindi na ako
naglalagin siya na.
Um, particularly
because I felt like it's
an insult to my
intelligence. And, um,
I do believe that brain
cells die if you don't
use it, you know? You
either use it or you
lose it. Um, we
produce millions of
 109

neurons every day.

And if you are not
using it, you're just
wasting it. So, if we, if
I, um, if we continue
using this AI, we are
actually insulting the
God-given. The God-
given, ano, the God-
given talent that we
have. Our own
capacity to think, our,
as humans kasi, what
sets us apart from
other living things,
animals, and other
creations, is our
capacity to think. We
have the rationality.
We can think what is
right and what is
wrong. So, we are
becoming like robots.
Kapag mag-ibinigay si
teacher nga
requirements, i-AI
lang ka, dali, dali. So,
parang, ano na ba?
Ano, hanggang saan
talaga ang kaya ng
estudyante without
AI?”

[Um, personally, I
don't use AI anymore.
Oh, I just heard about
it in the chat, GPT,
personally, I don't use
it anymore. I don't find
it useful. Particularly
because I felt like it's
an insult to my
intelligence. And, um,
I do believe that brain
cells die if you don't
use them, you know?
You either use it or
you lose it. We
produce millions of
neurons every day.
And if you're not using
them, you're just
wasting them. So, if
we, if I, um, if we
continue using this AI,
we're actually
insulting the God-
given talent that we
have. Our own
 110

capacity to think, as
humans, what sets us
apart from other living
things, animals, and
other creations, is our
capacity to think. We
have rationality. We
can determine what is
right and what is
wrong. So, we're
becoming like robots.
When teachers give
requirements, just AI
it quickly. So, what's
next? How far can
students really go
without AI?]
P3: “It’s good to have
a technology to help
us learn but it
teaches not to learn
but to become idiot in
learning. There is
always have lots of
substitution for AIs
but there is no
substitution for
reading therefore, we
shall choose those
what are already
verified.”
P4: “Sa ito kasi.
Okay, ano ba yung
mga parang, ano,
parang comments or
suggestions, parang
ganon? Okay, siguro,
ano, nowadays kasi,
diba, kasi nga naging
very rampant,
kumbaga, yung
paggamit ng AI. Hindi
lang si ChatGPT, pero
nariyan na rin si CiCi.
O, diba, maraming,
maraming mga, mas
maraming pang alam
yung mga students.
Kasi nga, when you
are looking for
sources for
information, diba,
lahat talaga
mahahanap mo, kaya
palaging sinasabi, pag
gusto, may paraan.
So, yan naman yung
paraan ng mga
students. Pero again,
 111

be responsible
students. Kasi after
all, the process is
more important than
the information or the
final output na
makukuha mo. Mas
magandang aralin mo
o pagdaanan mo yung
proseso, pero wag
lang yung, wag ka
lang mag-rely dun sa
pinaka-final talaga na
output ba. Okay? Of
course, all of us or
most of us mean for
the best output, pero
mas mahalaga pa rin
na malaman natin
yung yung process
ba, kung paano natin
siya gagawin, paano
natin siya ginawa,
paano natin siya
sasagutan. So, siguro
one disadvantage,
hindi naman sa
disadvantage, ewan
ko kung disadvantage
na matatawag, kasi
advantage siya for
students na
mayroong AI, no?
Even siguro, yes, sa
amin ng mga
teachers, sometimes
it applies. Kung
minsan, gumagamit
din namin kami ng AI
when we are looking
for some information,
lalo na kung kulang-
kulang ay yung mga
sources namin, pero
of course, dapat
kailangan pa rin
talaga natin na i-learn
lang yung concept,
unawain siya, gamit
doon yung ginamit na
concept ng AI. Pero
kagaya, yung
paggamit kasi ng AI,
parang paggamit ng
pag-aanap ng
information sa
Google, hindi lahat ng
information ay tama.
Kailangan mo pa rin
 112

siyang i-select,
kailangan mo pa rin
siyang i-validate kung
tama ba, reliable ba
siya, so i-validate mo
muna para reliable
yung information na
makuha mo pero, so,
aside from that,
siguro, mas more on,
kung titimbangin ko
siya, mas matimbang
ba ang positive or
negative, siguro doon
ako sa positive, kasi
nga, nagbibigay
naman siya ng
information. It's, it
really depends on us,
students and teachers
or whoever man na
gumagamit ng AI,
kung paano ba tayo
maging responsible
user ng mga AI na
yan, diba? So, sa atin
pa rin yung mag-fall,
kasi nga, tayo ay
humans, the intellect
and will.”

[In this case, okay,

what are some
comments or
suggestions, like that?
Okay, nowadays,
because the use of AI
has become very
rampant. Not just
ChatGPT, but also
CiCi. There are many
more platforms that
students are familiar
with. Because when
you are looking for
sources for
information, you can
find everything, so it's
always said, where
there's a will, there's a
way. So, that's the
way students
approach it. But
again, be responsible
students. Because
after all, the process
is more important
than the information
or the final output
 113

you'll get. It's better to

learn or go through
the process, but not
just rely on the final
output. Okay? Of
course, all of us or
most of us aim for the
best output, but it's
still more important to
know the process,
how we do it, how we
answer it. So, perhaps
one disadvantage, not
really a disadvantage,
I don't know if it can
be called a
disadvantage for
students who have AI,
right? Even for us
teachers, sometimes it
applies. Sometimes,
we also use AI when
we're looking for some
information, especially
if our sources are
lacking. But of course,
we still need to learn
the concept,
understand it, using
the concept used by
AI. But, using AI is
like searching for
information on Google,
not all information is
correct. You still need
to select it, you still
need to validate if it's
correct, if it's reliable,
so validate it first to
get reliable
information. But aside
from that, perhaps, if I
were to weigh it, if
positive or negative is
more important,
perhaps I lean
towards the positive
side, because it does
provide information. It
really depends on us,
students and
teachers, or whoever
is using AI, how we
can be responsible
users of AI, right? So,
it still falls on us,
because we are
humans, with intellect
and will.]
 114

P5: “Other thoughts?

Other learnings? Ano
lang na, ang sa una,
just like what I have
mentioned a while
ago. Sa una, daw
maano ko, ma...daw
hindi ko agree nga
igamiton ang AI or
whatever sa learning.
Kay daw naga pati gid
ko nga, mas damo gid
nga fresh knowledge
from the students.
Pero, amo gali na,
napag-iiwanan na din
tayo eh. Kaya,
kailangan nating
mag-go with the flow,
umaga. So, kung ano
siya. Inang...Um...
daw nagiging positive
na ang view ko sa AI.”

[Other thoughts?
Other learnings? Well,
initially, as I
mentioned earlier, I
wasn't fully on board
with using AI or
whatever in learning.
It seemed like I
believed that there's
much more fresh
knowledge from the
students themselves.
But it turns out, we're
also being left behind.
So, we need to go with
the flow, adapt. That's
it. I find that my view
on AI is becoming
more positive.]
P6: “Do you have any
additional thoughts or
comments regarding
learners' use of AI and
its implications for
education? I think the
only thoughts that I
have about students
using AI, of course,
they should have
really to follow the
ethical standards. I
do not see or I do not
see bad things about
using AI, but of
course, there should
 115

have limitations. Not

everything should be
relied on AI. Not
everything happening
inside the institution
should be relied on
AI. So they should
strive harder on their
own or on themselves
for them to fully equip
and to have enough
knowledge so that
when they are going
to face the reality of
the society, when they
are going to face the
reality of life, because
in the reality of life,
there is no fairy tale.
So they will be able to
ready themselves to
face those challenges
with or without AI.”
P7: “For me, as an
additional comment,
as I mentioned
earlier, students
should be responsible
in using AI. Because,
if everything, like all
assignments and
activities given, relies
solely on AI, the
implication for
education is that the
quality of education
will decrease. Because
the students would
just rely on AI. So,
when there's an
assignment, they
would just say,
"Okay, I will use
ChatGPT." Like that.
So, it seems like the
quality of education
would lower.”
P8: “Okay, yun lang.
Sometimes, yung mga
bata is nag-rely na
lang doon sa AI. My
comments is, hindi
nila maintindihan
kung ano yung mga
nakasulat doon, basta
kayo maka-answer
lang sila.”

[Okay, that's it.

 116

Sometimes, kids are

just relying on AI. My
comments are, they
don't understand
what the writers are
there, just you can
answer them.]
9. How P1: “Yan ay
can napakalaking tanong
teachers at napakalaking
ensure responsibilidad sa
responsib mga guro. Sa ganang
le and akin, hindi kailangan
ethical AI maggamit ng
use by cellphone ang mga
students? estudyante sa loob ng
classroom. Ito ay
gagamitin lamang nila
sa labas o maaaring
sa kanilang
kabahayan.”

[That's a very big

question and a huge
responsibility for
teachers. In my
opinion, students
don't need to use
cellphones inside the
classroom. They
should only use them
outside or perhaps at
their homes.]
P2: “Ah, as a teacher,
paano ko siya ma-
insure? So, ako,
chine-check ko
talaga, no? And then,
ang ginagawa ko, um,
pag pinapak,
pinukuha ko yung
cellphone, pinapa, sa,
ano, kuna-confiscate
ko yung cellphone,
tapos paggagawin ko
sila ng on-the-spot na
essay, na wala,
walang cell, walang
cellphone, walang
internet. Kasi doon ko
talaga matitrace kung
paano sila mag-
construct ng
sentence. Ano gid
ang, ano gid, how
they, how their brain
works, how they
think. Yung, kasi pag
in-assignment mo
 117

yan, automatic AI ang

gagamitin ng mga
bata. Pero, if you're
going to, for teachers,
if you're going to
have, um, an essay as
your task or a writing
activity,um, make it a
classroom-based. Sit
works siya, hindi siya
pwedeng i-
assignment. Tapos i-
confiscate mo yung
cellphone. Walang
data. Usually, wala
naman talagang data
dito. Kasi doon mas
authentic yung, ano
nila, yung ginawa
nila. Parang talagang
alam mo sino talaga
yung matalino siya,
yung nag-honor.
Ngayon kasi parang,
dahil mayaman siya
or may access siya sa
ganito, parang daig
niya na tong
underprivileged. Well,
well in fact, kung
tutuusin, mas
matalino naman tong
isa. Kaya lang, hindi
siya ganun ka, ka-
techy.”

[As a teacher, how

can I ensure this?
Well, I really check
thoroughly, you
know? And what I do
is, when I ask for it, I
collect their
cellphones, I
confiscate their
cellphones, and then I
have them do an on-
the-spot essay
without any cellphone
or internet access.
Because that's where
I can truly trace how
they construct
sentences, how their
brain works, how they
think. Because if you
just assign it as
homework, the kids
will automatically use
 118

AI. But if you're going

to assign an essay or
a writing activity,
make it classroom-
based. It works better
that way; it can't just
be assigned. And
confiscate their
cellphones. No data.
Usually, there's really
no data here. Because
that's where their
work becomes more
authentic. You can
really tell who the
smart ones are, who
the honor students
are. Nowadays, it
seems like just
because someone is
wealthy or has access
to certain things, they
surpass the
underprivileged. Well,
in fact, if you look
closely, the other one
might be smarter. It's
just that they're not as
tech-savvy.]
P3: “Through
constant reminder
towards the students
and will let them use
it, and let the
students to realize
that not all what has
been produce by an
AI are all appropriate
and correct.”
P4: “Ahh siguro dapat
ma i-guide ang mga
estudyante sa kung
papaano ang proper
way of using the AI na
hindi, na overall hindi
naga rely ang student
sa AI lamang but
instead kumukuha
lang ng ideas at ina-
add ng additional na
mga kaalaman.”

[Ah, perhaps students

should be guided on
how to properly use AI
in a way that they
don't solely rely on AI
but instead gather
ideas and add
 119

additional
knowledge.]
P5: “Actually, hindi
mo gid na siya ma-
sure ba. Ang mahatag
mo ng... hindi mo gid
ina ma-ensure. Pero
ang mahatag lang,
gid, is that, um, i...
kwan lang, gid I...
orient? O ano ba? I...
I tell sang mga
teachers nga dapat
kung i-allow man ang
mga students
magamit sa AI with
proper, ano, gid, with
proper guidance,
lang, with proper
instruction, kag inang
ara gid sila hands-on
gid sila ba,
natuturoan nila on
ano gud, on... on the
ethics and, um, nang
mga... mga tama nga
processes and
behavior regarding AI
sa mga teacher mag-
dedicated to help and
to ano no. Pero ang
mga lang nang, hindi
mo nga ma-ensure.
Ang mahatag lang ito
natin is ang ano lang
is, ang tawag sina ng
commitment lang ih
na ma-offer sa mga
teacher na mag-
propera ng pag-
introduce ng AI,
pagpagamit ng AI sa
mga bata.”

[Actually, you can't

really ensure that.
What you can give...
you can't really
ensure. But what you
can give is, um, I...
orient? Or what is it?
I... I tell the teachers
that if students are
allowed to use AI, it
should be with proper,
um, guidance, just
with proper
instruction, and they
should be hands-on,
 120

they should be taught

on, um, on the ethics
and, um, the correct
processes and
behavior regarding AI.
The teachers should
be dedicated to
helping and, you
know, but what you
can't really ensure is
that. What we can
offer is just the
commitment to
properly introduce AI,
to use AI with the
students.]
P6: “How can
teachers ensure
responsible and
ethical AI use by
students? Of course,
as teachers as we are,
we make sure that
our students or the
outputs of our
students are not AI
generated. We cannot
avoid those things to
happen or it is
inevitable that
students nowadays
are just relying on AI
generated answers.
So we are dealing
with the ratio
sometimes of teachers
and students in a
single classroom, one
is to 50, one is to 70.
So how can we be so
sure that those
answers are not AI
generated? So of
course, as teachers as
we are, we make sure
that students would
not be influenced at
all with the use of
what we call AI. So it
is our work or it is
our responsibility as
teachers to correct
whatever the things
that we see wrong nor
right with our
students, specifically
in using this what we
call the emergence of
artificial intelligence.”
 121

P7: “To ensure this as

a teacher, I would
carefully review the
activities given to the
students. This way, I
can check if
everything the
student has done is
solely AI-generated or
if it's a collaboration
between the student
and the AI. I would
assess if the ideas
presented are
genuinely from the
student or if they
have simply
paraphrased or
searched for
additional related
studies to enhance
their assignment or
activities. So, to
ensure as a teacher,
it's crucial to
thoroughly check the
students' activities.”
P8: “Syempre, with
ano, proper guidance
sa mga bata. So, i-
guide mo sila, what
they have learned,
kung ano yung
natutunan nila sa
kanilang pagsagot.
So, dapat, kung ano
yung, ano, binigay ng
AI na sagot, so dapat
intindihing din nila.”

[Of course, with what,

proper guidance to the
children. So, guide
them, what they have
learned, what have
they learned in their
response. So, should,
what, yeah, AI gives
the answer, so they
should understand.]
10. If P1: “Ang paggamit ng
students AI ay nakapagbigay
are using ng tinatawag nating
AI, how advancement sa mga
do you bagay na mga ideya
think it ng mga estudyante.
affects Hindi lamang na nasa
their idea na binibigay ng
learning guro ang nalalaman
 122

process? ng istudyante.
Maraming
kontribusyon ang AI
na mga halimbawa
hinggil sa mga ano
tawag dyan? Pag-
aaral or lesson na
nan nandyan sa
klase.”

[The use of AI has

brought about what
we call advancements
in the ideas of
students. It's not just
the teacher's ideas
that students learn
from. AI has made
many contributions in
what we call? Studies
or lessons present in
the class.]
P2: “Um, kasi nga, di
ba, ano, yung mga
bata, the students are
blank slate. So, when
they were born, they
have nothing on their
mind. So, time by
time, para yung
pitcher na pinupuno
mo ng water. Ngayon,
yung their brain
works per level, per
stage. So, ngayon, ito
lang ang kaya nilang
gawin sa ganun. Pag
nag-AI sila, binigla
mo eh. I mean,
nashock yung, binigla
mo yung process na
dapat unti-unti niya
pang natutunan, na
take siya ng two steps
or three steps ahead.
So, ano, ng, yung
learning process niya,
aside from destroyed,
distorted, or, anong
tawag diyan, basta on
the negative side,
okay lang siya kung
bright. Kasi, it, the
more that it advances
their way of thinking.
Kaya lang, pag bright,
tapos nakita niyo na
may AI, tatamarin na
siya. Kasi, ano yung
 123

parang, what's the

use of using my own
brain? If my
classmates are getting
it, getting more,
higher scores because
of the use of AI. But,
ako, I salute, I salute
those students na
talagang sinasabi
nila, ay, hindi ako
gagamit ng AI, kasi
it's an insult to my
intelligence. Because,
sino nag-create ng AI,
kita lang man nga
humans, alangan
siyaro mas bright pa
ang robot sa aton,
no? We have, our
brain has the capacity
to think more than
the AI. And, may mga
bagay tayo na kayang
isipin na hindi kayang
isipin ng AI. For
example, they lack
the imagination.
Walang imagination
niyang AI kita lack.

[Well, you see, the

thing is, children, the
students are like
blank slates. So,
when they were born,
they have nothing on
their minds. So, over
time, it's like filling a
pitcher with water.
Now, their brains
work on a level-by-
level basis, per stage.
So, at this point, this
is all they can do.
When you introduce
AI to them suddenly,
it's like you've
shocked them. I mean,
you've surprised the
process that they
should have been
gradually learning,
taking two steps or
three steps ahead. So,
their learning process,
aside from being
destroyed, distorted,
or, whatever you call
 124

it, essentially on the

negative side, is okay
if they're bright.
Because, the more it
advances their way of
thinking. However, if
they're bright and
then they see AI,
they'll become lazy.
Because, it's like,
what's the use of
using my own brain?
If my classmates are
getting higher scores
because of the use of
AI. But, I salute, I
salute those students
who truly say, oh, I
won't use AI, because
it's an insult to my
intelligence. Because,
who created AI, we
humans did, it's not
like the robots are
smarter than us,
right? We have the
capacity to think more
than AI. And, there
are things we can
imagine that AI can't.
For example, they lack
imagination, that's
what AI lacks.]
P3: “There is a lesser
learning will take
place.”
P4: “Okay, paano
nakaka-apekto yung
paggamit ng AI sa
mga students, tama
ba? Siguro yung ano,
gaya yung nasabi ko
kanina, the process.
Kasi, mas mahalaga
na ma-learn mo din
yung process, kasi
ang topics, ang
subject, it may vary,
but the process, kung
paano mo i-gather
yung information, yun
yung pinaka-
importante. Ang
paggawa ng research,
maaaring
magkakaiba, kasi we
have different naman
na ways on how to
gather data, pero
 125

kahit anong ways pa

man yan, kung alam
natin kung ano-ano
yung iba't-ibang ways
na yun, diba,
magagawa at
magagawa mo yung
research na yun. Pero
kung lahat na lang i-
re-rely mo sa
paggamit ng AI, wala.
Parang hindi talaga
siya applicable, most
of the time. So, mas
mahalaga pa rin na
alam mo kung paano
yung process ng
paggawa ng kahit
anumang activities,
diba, at saka mas
maganda din naman
na bilang student,
may experience mo
din yung gumamit ka
ng aklat, diba,
gumamit ka ng mga
ibang learning
materials, hindi lang
dapat lahat mag-rely
ka sa internet, baka
naman maging
attitude na ng iba, ay,
okay lang yan, kahit
matulog ako sa klase
niya, ma'am, okay
lang, kasi may
sasagot naman, alam
naman niya ni AI,
alam naman ninyo ni
ChatGPT, alam
naman ninyo ni CiCi,
kung paano yan siya
sagutin, so okay lang.
Diba, so parang nag-
aral lang sila, kung
baga, ang magiging
essence na lang, kung
magpapatuloy yan
siya na ganoon ang
magiging attitude ng
students, parang
pumapasok na lang
sa school ang mga
students but they are
not learning anymore.
Diba, so mas
mahalaga pa rin na
you learn the process
kaysa na pumapasok
 126

ka lang para
pumasok. Para
makakuha lang ng
degree, ng diploma,
kasi nga naman si
Chuck GPT, si AI,
hindi naman yan
makaproduce ng
diploma.”

[Okay, how does the

use of AI affect
students, right?
Perhaps, as I
mentioned earlier, it
affects the process.
Because it's more
important to learn the
process, because
topics, subjects may
vary, but the process,
how you gather
information, that's the
most important.
Conducting research
may differ, because
we have different
ways of gathering
data, but no matter
what those ways are,
if we know what
those different ways
are, right, we can do
that research. But if
you rely too much on
using AI for
everything, it's not
really applicable, most
of the time. So, it's still
more important to
know how to go
through the process of
doing any activities,
right, and it's also
better as a student to
have the experience of
using books, right,
using other learning
materials, not just
relying on the internet.
Some might develop
an attitude of, it's
okay if I sleep in
class, ma'am, it's
okay because
someone will answer,
AI knows, ChatGPT
knows, CiCi knows
how to answer, so it's
 127

okay. Right, so it's like

they're just going to
school, but they are
not learning anymore.
So, it's still more
important to learn the
process than just
going to school for the
sake of going. Just to
get a degree, a
diploma, because
ChatGPT, AI, they
can't produce a
diploma.]
P5: “May negative,
may positive. May
negative in the sense
nga hindi na nila
maagyan tung step by
step nga nga process.
Kay diretso na, ara na
dayon ang sabat,
kumbaga. Pero there
are also positive
things, diba? Nga
nang lain naman abi
ang generations
subong lain na ang
learning style sang
mga mal-am, let's say
mga mal-am, lain na
ang learning style
sang mga bata
subong. So I think,
hindi ko man siguro
ginawa, maisa-isa
kung ano itong mga
positive kwan positive
effects? Oo, mga
affect Some affect on
learning process Yun
na. Mga bago lang,
hindi nila nila
maagyan itong step
by step process. Hindi
nga nang mag-isip
sila from the ano,
kahit kung may AI,
abi ara na. Pero may
mga positive, ano
man siya, positive
way man niya maka-
affect ang AI. Kwan,
mas nagiging, mas
nakakaano ang mga
bata. Para sa akon,
no, with the use of AI,
mas naga-open ang
horizon para sa ila
 128

ano, to level up pagid,

nga kung paano pagid
mas maka-learn, nga
gamit ang ano, ang
AI. Walang na.”

[There are both

negative and positive
aspects. The negative
side is that they may
skip the step-by-step
process because they
get the answer right
away. But there are
also positive things,
right? The younger
generations have
different learning
styles now. So I think,
maybe I didn't go
through them one by
one, what these
positive effects are?
Yes, some affect the
learning process. They
may not go through
the step-by-step
process anymore.
They may not even
think, because with
AI, they think the
answer is already
there. But there are
positives as well, in a
positive way AI can
affect them. It makes
the students more
resourceful. For me,
with the use of AI, it
opens up their
horizon, it levels up
their learning process,
using AI. That's it.]
P6: “Yes, so there are
a lot of studies saying
about the integration
of AI. So as teacher as
I am, I could really
see that AI affects the
learning, not only the
process, but the
progress of students.
So because in the
reality of the society,
when they graduate
and they are going to
be employed in
different fields, so
they have to use
 129

whatever the things

that they have
learned in school or in
the institution. So AI
could really affect the
progress of learning if
there is no
moderation nor
limitation in using AI.
So it is just the
responsibility of the
students to limit the
using of artificial
intelligence, but of
course, the
responsibility of those
teachers who are
molding the learning
process of our
students. That's all.
Thank you professor.”
P7: “Students,
perhaps. Okay. So,
what I was saying
earlier is that if
students were to use
AI, for example, if all
of their activities were
solely AI-generated, it
would result in the
student's critical
thinking being
diminished because
they would just type
into AI and then, it's
like they're not
thinking anymore;
they're relying entirely
on AI. So, the quality
of learning would
decrease. The quality
of learning would be
affected if the
students were to rely
entirely on artificial
intelligence.”
P8: “So, siguro,
maka-apekto ba sa
kanilang learning
process? Siguro
maka-dagdag pa, no,
ng idea. Makadagdag
pa ng idea, no, para
sa kanila. So, yun.”

[So,, will it affect their

learning process?
Maybe you can add
more, no, an idea.
 130

Add an idea, no, for

them. So, yeah.]

APPENDIX E

Documentation

TITLE DEFENCE

“In fact the world needs more

 131

Documentation of our Title Defense with the members and panelists

OUTLINE DEFENSE

Documentation of our Outline

Defense with the members and
panelists.

INTERVIEW
 132

“The best research you can do is talk to people”

Documentation of our interview with Isulan National High School

Teachers

RESEARCH CONGRESS
 133

“Research is the process of going up alleys to see if they are blind”

Documentation of our Research Congress with Isulan National High

School Teachers as Evaluators

FINAL DEFENSE
 134

“No research without action, no action without research”

Documentation of our Final Defense with the Members and Panelist

 135

APPENDIX F

Curriculum Vitae

PERSONAL DATA:

Name: Alfredo B. Sorsano III

Date of Birth: August 23, 2007
Place of Birth: New Panay, Ezperanza, Sultan
Kudarat
Email Address: alfredosorsano960@gmail.com
Father: Alfredo H. Sorsano Jr.
Mother: Sherylmie B. Sorsano

EDUCATIONAL BACKGROUND:
HIGH SCHOOL: Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
June 2019 – Present

ELEMENTARY SCHOOL: Kalawag Central School

Kalawag I, Isulan, Sultan Kudarat
June 2015 – April 2019

PRE-SCHOOL: Purok Liwayway Daycare Center

New Panay, Ezperanza, Sultan Kudarat
2012 – 2013
 136

PERSONAL DATA:

Name: Kirzhy Jane T. Sumagaysay

Date of Birth: February 24, 2007
Place of Birth: Cuello St., Kalawag II, Isulan,
Sultan Kudarat
Email Address: kirzhyjaneee@gmail.com
Father: Sonny A. Sumagaysay
Mother: Jennifer T.
Sumagaysay

EDUCATIONAL BACKGROUND:
HIGH SCHOOL: Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
June 2019 – Present

ELEMENTARY SCHOOL: Isulan Central School | SPED Center

Kalawag II, Isulan, Sultan Kudarat
June 2015 – April 2019
 137

PERSONAL DATA:

Name: Krystelle Pauleen S. Feo

Date of Birth: May 25, 2007
Place of Birth: Ala, Ezperanza, Sultan Kudarat
Email Address: kheyfeo@gmail.com
Father: Arnold M. Feo
Mother: Darlyn S. Feo

EDUCATIONAL BACKGROUND:
JUNIOR HIGH SCHOOL: Ezperanza National High School
Poblacion, Ezperanza, Sultan Kudarat
June 2019 – July 2023

SENIOR HIGH SCHOOL: Isulan National High School

Kalawag II, Isulan, Sultan Kudarat
August 2023 – Present

ELEMENTARY SCHOOL: Ezperanza Central School

Poblacion, Ezperanza, Sultan Kudarat
June 2013 – April 2019

PRE-SCHOOL: Ezperanza Alliance Learning Center

Poblacion, Ezperanza, Sultan Kudarat
2013 – 2015
 138

PERSONAL DATA:

Name: Crischeal Qylle E. Dinopol

Date of Birth: January 8, 2007
Place of Birth: Prk. Block 11B, Uhaw, General
Santos City
Email Address:crischealqylledinopol@gmail.com
Father: Richeal G. Dinopol
Mother: Crisanta E. Dinopol

EDUCATIONAL BACKGROUND:
HIGH SCHOOL: Isulan National High School
Kalawag II, Isulan, Sultan Kudarat
June 2019 – Present

ELEMENTARY SCHOOL: Kalawag Central School

Kalawag I, Isulan, Sultan Kudarat
June 2015 – April 2019

PRE-SCHOOL: Oasis Christian Church

Bangkok, Thailand
June 2013 – March 2015
 139

APPENDIX G

Plagiarism Result
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