Chapter 1

Enhancing Sodium Alginate-Based Water Purification Beads with

Banana Peel Waste for Lead, Cadmium, Arsenic, Chromium, and
Mercury Removal

Water pollution, particularly with heavy metals, poses a significant threat to

global health and ecosystems. Contaminants from industrial activities, agricultural runoff,

and improper waste disposal have led to widespread heavy metal contamination in water

sources (Zhang et al., 2023). Heavy metals such as Lead (Pb), Cadmium (Cd), Arsenic

(As), Chromium (Cr), and Mercury (Hg) are commonly detected, causing severe health

issues for both humans and wildlife. These heavy metals can severely impact human

health, causing toxicity and various health disorders, while also posing risks to aquatic

life and overall ecosystem health.

Traditional methods for removing heavy metals from water, including chemical

precipitation, ion exchange, and membrane filtration, often involve high costs, complex

procedures, and environmental drawbacks (Kuczajowska-Zadrożna et al., 2020). These

limitations highlight the need for more sustainable and cost-effective solutions. Sodium

alginate, a biopolymer derived from brown seaweed, has emerged as a promising material

for heavy metal removal due to its biodegradability, low cost, and effective adsorption

properties (Qamar et al., 2022). Alginate-based adsorbents can be enhanced with various

additives to improve their efficiency in removing contaminants from water.

Recent studies have explored the potential of integrating banana peel waste with

alginate to develop advanced water purification materials. Banana peels, a byproduct of

the agricultural industry, can be processed into bioadsorbents for heavy metal removal.

Research has demonstrated that banana peel-derived adsorbents can effectively remove

1
contaminants such as Lead and Iron from water, offering a low-cost and environmentally

friendly alternative to conventional methods (Mohamed et al., 2020). Additionally, the

combination of banana peel waste with alginate can further enhance the adsorption

performance of the beads, contributing to more effective and sustainable water

purification technologies (Sedrah & Alshamary, 2023).

This study aims to develop and optimize alginate-based water purification beads

integrated with banana peel waste. By leveraging the unique properties of both materials,

the research seeks to provide a cost-effective, eco-friendly solution for heavy metal

contamination, addressing the dual challenges of water pollution and waste management.

Theoretical Framework

To establish a robust theoretical framework for using alginate-based water

purification beads integrated with banana peel waste, it is essential to explore the

mechanisms and effectiveness of these materials. The integration of alginate-based

materials with banana peel waste for water purification is grounded in the principles of

Biosorption and the unique properties of alginate as a biopolymer.

Biosorption posits that biological materials, such as agricultural waste, can

effectively bind and remove heavy metals from aqueous solutions. This process is

facilitated by the presence of various functional groups on the biomass, including

hydroxyl, carboxyl, and amine groups, which interact with metal ions through ion

exchange, complexation, and adsorption (Ghosh et al., 2023). The ability of banana peels

to adsorb heavy metals like lead, cadmium, and chromium is attributed to their porous

structure and high surface area, which enhance the contact between the adsorbent and the

contaminants in water (Vilardi et al., 2020). This principle highlights the potential of

2
utilizing agricultural waste as a sustainable solution for mitigating heavy metal pollution

in water sources.

In addition to biosorption, the Gelation of alginate plays a crucial role in this

research. Alginate, a natural polysaccharide derived from brown seaweed, is known for

its gel-forming capabilities when exposed to divalent cations, such as calcium ions. This

gelation process allows alginate to encapsulate adsorbents, creating stable beads that

enhance the mechanical strength and adsorption efficiency of the material (Kumar &

Kumar, 2021). The formation of alginate-banana peel beads not only improves the

adsorption capacity for multiple heavy metals but also contributes to the development of

low-cost and eco-friendly water purification technologies. By combining the principles of

biosorption and gelation, this research aims to create an innovative approach to water

treatment that addresses both environmental sustainability and public health concerns

related to heavy metal contamination.

Conceptual Framework

The conceptual framework for this study outlines the critical elements influencing

the effectiveness of alginate-banana peel beads in the removal of heavy metals from

contaminated water. It incorporates key variables such as the ratio of banana peel waste

to sodium alginate, bead-to-water ratio, and the initial concentrations of heavy metals

(lead, cadmium, arsenic, chromium, and mercury). These variables interact to determine

the removal efficiency and adsorption capacity of the beads, while also considering

control variables like pH, contact time, and temperature. Together, these factors provide a

comprehensive understanding of how the combined use of alginate and banana peel waste

3
can enhance water purification processes, contributing to sustainable solutions for heavy

metal contamination.

Research Questions
To evaluate the performance and optimization of alginate-based water purification

beads integrated with banana peel waste on heavy metals removal, we need to address the

following research questions:

1. How effective are alginate-based water purification beads integrated with banana

peel waste in terms of the removal efficiency of:

1.1 Pb (Lead);

1.2 Cd (Cadmium);

1.3 As (Arsenic);

1.4 Cr (Chromium); and

1.5 Hg (Mercury)?

4
 2. What is the optimal ratio of banana peel waste to alginate for achieving the

highest removal efficiency of Pb (Lead), Cd (Cadmium), As (Arsenic), Cr

(Chromium), and Hg (Mercury) from water?

Hypothesis
H1: The alginate-based water purification beads integrated with banana peel waste

do affect the removal efficiency of heavy metals from water.

H0: The alginate-based water purification beads integrated with banana peel waste

do not affect the removal efficiency of heavy metals from water.

Significance of the Study

This study provides valuable insights into the effectiveness of alginate-based

water purification beads integrated with banana peel waste for removing heavy metals

from contaminated water. Given the rising concerns about water pollution and its impact

on public health, this research addresses a pressing need for innovative and cost-effective

water treatment solutions. By exploring the use of natural and readily available materials,

the study contributes to environmental sustainability and resource management.

The integration of banana peel waste with alginate not only offers a practical

approach to waste recycling but also enhances the feasibility of advanced water

purification methods. Understanding the optimal ratios and conditions for these beads

will provide critical information for improving water quality and developing accessible

purification technologies. This research has the potential to inform the development of

5
affordable water treatment solutions, particularly beneficial for communities with limited

resources.

Moreover, the study's findings could guide future research in the field of water

purification, offering a foundation for exploring other sustainable materials and methods.

By addressing current gaps in water treatment technologies, the research supports the

broader goal of enhancing environmental protection and public health. Overall, the study

contributes to advancing scientific knowledge and promotes the development of practical

solutions to one of today's most pressing environmental challenges.

Scope and Limitations

This study investigates the development and optimization of alginate-based water

purification beads integrated with banana peel waste, focusing on their effectiveness in

removing heavy metals from contaminated water. Specifically, the research examines the

efficiency of these beads in removing Lead (Pb), Cadmium (Cd), Arsenic (As),

Chromium (Cr), and Mercury (Hg). It explores the optimal ratios of banana peel waste to

alginate and the bead-to-water ratios to achieve the highest removal efficiency. The

performance of the beads is evaluated under controlled laboratory conditions with a

standard testing duration of 24 hours.

However, there are certain limitations to this study. Firstly, the findings may not

be generalizable beyond the laboratory-scale experiments and specific conditions under

which they were conducted. This limits the applicability of the results to real-world or

large-scale water treatment scenarios. Secondly, variations in the quality and preparation

of the banana peel waste could affect the consistency and reliability of the results.

6
Additionally, the controlled environment of the study may not fully replicate the

complexities of actual water treatment situations, where factors such as water

composition and environmental conditions can vary. The study focuses solely on five

heavy metals, potentially overlooking other contaminants that may be present in water.

Finally, the 24-hour testing period provides a snapshot of the beads' performance and may

not reflect their long-term effectiveness and stability in continuous use.

Definition of Terms

Adsorption. Refers to the process by which atoms, ions, or molecules from a

substance adhere to the surface of another substance.

Alginate. Refers to the naturally occurring polysaccharide derived from brown

seaweed, used in water purification for its ability to form gels and adsorb contaminants.

Arsenic. A naturally occurring element that can be toxic at high concentrations,

associated with various health issues including cancer and cardiovascular diseases.

Cadmium. A toxic heavy metal often present in industrial waste and polluted

water, known to cause kidney damage and other health problems.

Chromium. A heavy metal with two common oxidation states, chromium(III) and

chromium(VI), where the latter is highly toxic and carcinogenic, often found in industrial

effluents.

Mercury. A heavy metal that is highly toxic and can cause severe health effects,

including neurological and developmental damage, commonly found in industrial and

mining waste.

7
 Lead. A heavy metal that is toxic to humans and wildlife, commonly found in

polluted water sources, and can cause various health issues including developmental and

neurological problems.

Removal Efficiency. A measure of how effectively a material or process

eliminates contaminants from water, often expressed as a percentage of the original

concentration reduced.

Water Purification Beads. Small particles or granules used to remove

contaminants from water through adsorption or other mechanisms.

8
 Chapter 2
Literature Review
The chapter begins with an exploration of the role and impact of AI in education,

highlighting the emergence and evolution of AI technologies and their applications in

educational contexts. Subsequently, we delve into teachers' perceptions and attitudes

towards AI-assisted tools in teaching practices, examining existing studies that have

explored various aspects of teachers' perceptions and usage of these technologies.

Furthermore, we discuss relevant theoretical models and frameworks that shape our

understanding of technology integration in education, providing insights into the factors

influencing teachers' acceptance and utilization of AI tools.

Through this review, we aim to gain insights into the current landscape of AI

utilization in education and identify key areas for further research and development.

Artificial Intelligence

According to the study “Artificial Intelligence in Education: A Review,” the

application of AI algorithms and systems in education is increasing in popularity year

after year. Computer and information communication technologies have evolved

throughout time, eventually leading to the development of artificial intelligence. Coppin

defines artificial intelligence as a machine's ability to adapt to new settings, deal with

emergent scenarios, solve issues, answer questions, devise strategies, and do several other

functions that require a level of intellect generally found in humans. Whitby described

artificial intelligence as the study of intelligence behavior in humans, animals, and

9
machines, intending to engineer such behavior into artifacts such as computers and

computer-related technology. It is worth noting that articles published between 2015 and

2019 made up a considerable share, about 70%, of all papers indexed. As education

progresses, academics are attempting to use advanced AI techniques, such as deep

learning and data mining, to cope with complicated difficulties and tailor teaching

methods to specific students. With the continued application or use of information

technology, it will inevitably impact education in different ways (Chen et al, 2020).

According to the study “Human Confidence in Artificial Intelligence and in

Themselves: The Evolution and Impact of Confidence on Adoption of AI Advice,” the

promise of artificial intelligence (AI) systems to extract insights from large amounts of

data has led to their use in collaboration with humans in a variety of decision-making

domains such as healthcare, business, education, the military, and design. Human-AI

teams are increasingly being used to increase joint performance and complete tasks that

neither AI nor humans can handle alone (Chong et al, 2022).

According to the article “Generative Artificial Intelligence and the Education

Sector," large language models (LLMs), such as ChatGPT and now GPT4, are seen as

important advances in conversational artificial intelligence. Generative artificial

intelligence (GAI) and large language models (LLMs), such as ChatGPT, are regarded as

disruptive forces that will profoundly alter the education sector. ChatGPT's and now

GPT4's capacity to generate coherent and contextually relevant responses to complicated

questions is seen as a significant breakthrough in the field of conversational AI. It is

already changing areas of education, both favorably and negatively. LLMs can help

educators enhance the efficiency of their grading and feedback processes. Educators, for

example, can employ LLMs to create assistance tools like automated grading systems for
10
essays, examinations, and other written projects. Additionally, LLMs can be used to

create personalized learning systems that adapt to students' unique needs and preferences.

LLMs like ChatGPT have caused challenges for academic institutions all around the

world. As previously stated, LLMs such as ChatGPT can be an effective tool for

improving the learning experience; they give students easy access to a wealth of

information while also improving grading and feedback efficiency. They can also help

detect plagiarism by comparing student work to a large volume of text and identifying

similarities. LLMs can generate customized learning materials or provide personalized

feedback based on student performance. However, LLMs have some significant

limitations. A major worry is the possibility of bias. Furthermore, the algorithms that

drive these models lack transparency and accountability. It is difficult to analyze and

understand the model's output. These tools have limited explanation capabilities. That is,

they lack comprehension and rationale for an outcome. In essence, many LLMs lack the

metadata connections required to appropriately attribute assertions to their sources

(Ahmad et al, 2023).

Perception of AI In Educational Contexts

In the study, "The Promises and Challenges of Artificial Intelligence for Teachers:

a Systematic Review of Research," the analysis indicated that the first study on teachers’

AI use was published in 2004. Of the 44 studies reviewed, 22 were published in 2018 and

the following years. It has been forecasted that the usage of educational AI applications

will increase. Such increase implies that AI-based instruction by teachers is most likely to

become more common soon. Supporting this, it showed that studies published between

2015 and 2019 accounted for 70% of all the studies from Web of Science and Google

11
Scholar since 2010. The availability of AI technologies and of educational software

companies to create AI-based applications is increasing rapidly all over the world.

Consequently, it appears probable that teachers’ utilization of AI in the teaching process

will expand, accompanied by a surge in research on this topic. However, it is noteworthy

that there are still fewer studies on AI use in education compared to other fields such as

medicine and business (Celik et al, 2022).

The study titled "Exploring Teachers’ Perceptions of Artificial Intelligence as a

Tool to Support their Practice in Estonian K-12 Education," published in the International

Journal of Artificial Intelligence in Education, investigates educators' perspectives on

integrating artificial intelligence (AI) tools into Estonia's K-12 education system.

Through a survey involving 140 Estonian K-12 teachers, the research assesses their

understanding of and concerns regarding AI's utilization in education, alongside the

challenges they encounter. Analysis of the survey responses indicates that while teachers

possess limited knowledge about AI's potential applications in teaching, they perceive it

as an opportunity for educational enhancement. Moreover, the study highlights the

necessity of support to enable teachers to fulfill their roles efficiently and effectively, with

AI being identified as a possible means to provide such assistance. In conclusion, the

findings emphasize the importance of providing adequate support to educators for the

effective integration of AI tools into instructional practices. Furthermore, the study

underscores the need for continued research and development in ethical AI to ensure

responsible implementation and beneficial outcomes in educational settings (Chounta et

al, 2021).

A study about the “Generative AI and Teachers’ Perspectives on Its

Implementation in Education” reveals in the survey utilized in this study gathered

12
insights into teachers' perspectives. Teachers' perceived value and ease of integration play

crucial roles in encouraging and fostering the integration of Generative Artificial

Intelligence (GAI) tools like ChatGPT. ChatGPT, being web-based and easily accessible

through account creation, requiring no additional equipment, and offering a free version

as of July 2023, contributes to positive attitudes and anticipated implementation

frequency among educators. This early readiness to integrate GAI is a positive shift,

considering earlier studies highlighting teachers' lack of readiness for AI implementation.

However, it's important to acknowledge that positive perceptions don't always translate

into action. Nonetheless, existing research suggests that teachers' initial beliefs

significantly influence technology implementation. This research provides valuable

insights into teachers' knowledge, perceptions, and intended usage of GAI in educational

settings, indicating a potential widespread embrace of ChatGPT and similar tools in

instructional practices (Kaplan-Rakowski et al, 2023).

The study "Empowering Teachers with AI: Co-Designing a Learning Analytics

Tool for Personalized Instruction in the Science Classroom" presents findings from

collaborative efforts to develop a learning analytics tool, aiding science teachers in

personalized instruction within blended learning environments. Through three

experiments, the study explores teachers' perceptions of integration points and methods

for incorporating personalization into teaching approaches, assessing the impact of

analytics on customizing learning sequences tailored to students' core scientific skills.

The research underscores the importance of involving teachers in the design process to

ensure practical solutions aligned with their needs and trust. Leveraging teachers' insights

is deemed crucial for effective implementation, given the long-standing practice of

making pedagogical decisions based on student data (Nazaretsky et al, 2022).

13
 In the study, “Exploring Teachers’ Attitudes Towards Using ChatGPT”, the

findings from recent research suggest a reluctance among teachers to adopt AI-assisted

tools such as ChatGPT in classroom settings. Most teachers didn't view ChatGPT

positively, with concerns primarily revolving around issues of cheating, plagiarism, and

disruptions to traditional learning environments. While some acknowledged potential

benefits such as improved lesson planning and timely feedback, the overall sentiment

leaned towards skepticism. University teachers expressed apprehension towards

integrating ChatGPT technology into higher education settings. Strategies to mitigate

perceived risks included increased supervision, setting clear usage guidelines, and

establishing expectations for students. Despite these concerns, it is essential for educators

to comprehensively understand both the challenges and opportunities associated with

ChatGPT technology to make informed decisions regarding its implementation (Iqbal et

al, 2023).

Foundational Theories and Models

A study titled "Acceptance of artificial intelligence among pre-service teachers: a

multigroup analysis" delves into the acceptance of artificial intelligence (AI) tools among

pre-service teachers. The study utilizes the Technological Acceptance Model (TAM) to

comprehensively understand teachers' attitudes and intentions towards adopting new

technology. Grounded in the Theory of Reasoned Action (TRA) and the Theory of

Planned Behavior (TPB), TAM says that perceived usefulness and perceived ease of use

are pivotal determinants of technology adoption. By leveraging TAM, the study explores

how pre-service teachers perceive the potential benefits and ease of use of AI tools in

educational contexts. Through a multigroup analysis, the research dissects various factors

14
influencing the acceptance of AI among different cohorts of pre-service teachers,

providing insight on their readiness to embrace such technological advancements (Zhang

et al, 2023).

A comprehensive review titled "Detailed review of Rogers' diffusion of

innovations theory and educational technology-related studies based on Rogers' theory"

examines the concept of complexity within the framework of Rogers' Diffusion of

Innovations theory. Complexity, as defined by Rogers, refers to the degree to which an

innovation is perceived as relatively difficult to understand and use. This attribute,

inversely related to the rate of adoption, suggests that higher complexity can impede

utilization. In educational contexts, complexity presents a significant barrier to the

successful integration of technological innovations, especially if it necessitates faculty

members to adapt their teaching methodologies. By recognizing the impact of complexity

in technology adoption, educators can devise strategies to address these barriers and

enhance the effective utilization of AI tools in educational settings (Sahin & Ismail,

2006).

15
 References
Ghosh, S., Banerjee, S., Kaviraj, A., & Gachhui, R. (2023). Mechanisms of biosorption: A review
of heavy metal removal by agricultural waste. Environmental Science and Pollution
Research. [Link]
Kuczajowska-Zadrożna, M., Filipkowska, U., & Jóźwiak, T. (2020). Adsorption of Cu (II) and Cd
(II) from aqueous solutions by chitosan immobilized in alginate beads. Journal of
Environmental Chemical Engineering, 8(4),
103878. [Link]
Kumar, A., & Kumar, M. (2021). Efficacy of green alginate beads for multi-metal removal from
aqueous solution. Environmental Science and Pollution Research, 28(21), 27392-27406.
[Link]
Manisah, R., Hashim, N., Abdullah, S., Abdullah, N., Mohamed, A., Daud, M. A., & Muzakkar,
K. F. A. (2020). Adsorption of heavy metals on banana peel bioadsorbent. Journal of
Physics: Conference Series, 1532(1),
012014. [Link]
Qamar, S. A., Qamar, M., Basharat, A., Bilal, M., Cheng, H., & Iqbal, H. M. N. (2022).
Alginate-based nano-adsorbent materials – Bioinspired solution to mitigate hazardous
environmental pollutants. Chemosphere, 288,
132618. [Link]
Sedrah, Z. T., & Alshamary, E. I. (2023). Study of the use of banana peels powder in removing
some heavy metals. Materials Science Forum, 1044,
22-34. [Link]
Thakur, A. K., & Kumar, M. (2020). Efficacy of green alginate beads for multi-metal removal
from aqueous solution. Journal of Environmental Management, 273,
111073. [Link]
Vilardi, G., Di Palma, L., & Verdone, N. (2020). Heavy metals adsorption by banana peels
micro-powder: Equilibrium modeling by non-linear models. Environmental Science and
Pollution Research, 27(15), 18800-18821. [Link]
Zhang, P., Yang, M., Lan, J., Huang, Y., Zhang, J., Huang, S., Yang, Y., & Ru, J. (2023). Water
quality degradation due to heavy metal contamination: Health impacts and eco-friendly
approaches for heavy metal remediation. Toxics, 11(10),
828. [Link]

16
 Chapter 3
Methodology
Design

This study employed a mixed-methods research design to comprehensively

explore teachers' perceptions. Firstly, a quantitative survey was administered to the entire

population of 47 teachers at Gusa Regional Science High School – X using census

sampling, ensuring every teacher had the opportunity to participate. Out of the total, 23

teachers voluntarily took part in the study. Likert-scale items was employed to gauge

17
teachers' levels of agreement or disagreement with statements concerning their technical

proficiency, frequency of usage, perceived effectiveness, usability, and concerns

regarding the AI-assisted tool.

Following the survey, qualitative data was gathered through semi-structured

interviews with a subset of teachers who indicate willingness to participate further in the

study. These interviews will delve deeper into teachers' experiences, perceptions, and

attitudes towards using ChatGPT in their teaching. Open-ended questions were employed

to encourage participants to elaborate on their responses, allowing for a more nuanced

understanding of their perspectives.

Settings

The study took place at Gusa Regional Science High School - X in Purok 4A,

Gusa, Cagayan de Oro City. This institution, known for its emphasis on science education

and innovative teaching methods, offers an ideal environment for exploring the

integration of AI technologies like ChatGPT. With its diverse faculty and progressive

approach to technology, the school provides ample opportunities to investigate teachers'

perceptions and attitudes towards AI-assisted tools in education.

18
Research Ethics

Prior to the initiation of the study, ethical approval was obtained from the relevant

institutional review board to ensure compliance with ethical guidelines and standards. All

participants were requested to provide informed consent, which included a clear

explanation of the study's purpose, procedures, and voluntary nature. Anonymity and

confidentiality were assured to all participants, with measures in place to safeguard their

privacy throughout the research process.

Participants' freedom was respected, granting them the option to withdraw from

the study at any point without facing any consequences. Data collection procedures were

designed to be non-intrusive, minimizing the potential for harm or discomfort to

participants. Additionally, steps were taken to mitigate any potential conflicts of interest

and ensure the accuracy of the research findings.

All interactions with participants were characterized by transparency and honesty,

providing accurate information, and promptly addressing any concerns or inquiries. The

research findings shall be carefully shared, considering the consequences for educational

practice and policy. And by adhering to strict ethical standards, this project aimed to give

19
important insights to the field of educational technology while prioritizing the well-being

and rights of all stakeholders.

Materials

This study utilized a variety of materials to gather data and facilitate research

activities. Firstly, for the quantitative phase, a survey was printed for dissemination. The

survey included close-ended questions designed to assess teachers' familiarity with AI

technologies, current use of technological tools in teaching, and attitudes towards

integrating ChatGPT in instructional practices.

Secondly, for the qualitative phase, semi-structured interview guides were created

to facilitate in-depth discussions with a subset of teachers. These interview guides contain

open-ended questions aimed at eliciting participants' experiences, perceptions, and

attitudes towards using ChatGPT in their teaching practices. Additionally, consent forms

were prepared to obtain informed consent from all participants prior to their involvement

in the study.

Lastly, materials such as informed consent forms and information sheets were

prepared to ensure participants are fully informed about the research objectives,

procedures, and their rights as research subjects.

Respondents and Sampling

The sampling process for this study involved census sampling including all 47

teachers at Gusa Regional Science High School - X. Every teacher had the opportunity to

participate voluntarily, with 23 teachers opting to take part in the study. This approach

ensures and all teachers have equal chance of being included in the sample and data are

20
collected from the entire population of interest, providing insights into the perceptions

and attitudes of teachers towards the utilization of ChatGPT in teaching practices.

Data Gathering Procedure

Obtaining informed consent. Prior to participation in both the survey

questionnaires and semi-structured interviews, informed consent was obtained from all

participants. Consent forms were prepared and distributed to participants in print format,

ensuring transparency and compliance with ethical guidelines throughout the research

process.

Administering survey questionnaires. Survey questionnaires were administered

to teachers at Gusa Regional Science High School - X, utilizing census sampling to

include all 47 teachers in the study. The researchers invited participation from the

teachers, and 23 opted to take part voluntarily. The survey aimed to evaluate their

familiarity with AI technologies, utilization of technological tools in teaching, and

perspectives on integrating ChatGPT in instructional practices. Teachers expressed their

responses using Likert scale questions, ranging from 1 to 5, to indicate their agreement or

disagreement with various statements.

Conducting semi-structured interviews. Following the completion of the

survey questionnaires, semi-structured interviews were conducted with a subset of

teachers who indicated willingness to participate further in the study. These interviews

delved deeper into teachers' experiences, perceptions, and attitudes towards using

ChatGPT in their teaching practices. Open-ended questions were employed to encourage

participants to elaborate on their responses, allowing for a more nuanced understanding

of their perspectives.

21
 Organizing and analyzing data. Organizing and analyzing data. Data gathered

from both the survey questionnaires and semi-structured interviews will be manually

organized and analyzed using Microsoft Excel. This tool will facilitate the calculation of

frequencies, percentages, and mean scores for Likert scale responses, enabling a detailed

exploration of teachers' perceptions regarding the utilization of ChatGPT as an

AI-assisted tool in teaching practices at Gusa Regional Science High School - X.

Research Instrument and Scoring

This study employed a survey questionnaire to gauge teachers' perceptions and

attitudes regarding the integration of ChatGPT in instructional practices at Gusa Regional

Science High School - X. The questionnaire consisted of statements related to various

aspects, including familiarity with AI technologies, current utilization of technological

tools in teaching, and attitudes toward ChatGPT.

Respondents were asked to rate their agreement or disagreement with each

statement on a five-point Likert scale, ranging from "Strongly Disagree" to "Strongly

Agree." The scoring system were categorizing responses based on mean score intervals,

providing insights into the level of acceptance and perception among teachers regarding

the utilization of ChatGPT.

The scoring guideline is shown as follows:

POINT MEAN SCORE INTERVAL QUALIFIER

SYSTEM

1 1.00 – 1.8 Strongly Disagree

2 1.9-2.6 Disagree

3 2.7 – 3.4 Neutral

4 3.5 – 4.1 Agree

22
 5 4.3 – 5.0 Strongly Agree

Data Analysis

In this section, we will describe the statistical tools and methods used to analyze

the collected data from the survey questionnaires, supplemented by insights gained from

semi-structured interviews. The analysis will primarily focus on the Likert scale

responses provided by the participants, aiming to address the research questions by

examining teachers' attitudes towards the utilization of ChatGPT in teaching practices.

Descriptive statistics will be computed to summarize the distribution of responses

for each Likert scale item. This will involve calculating means, frequencies, and

percentages to provide an overview of teachers' perceptions regarding the benefits,

challenges, current utilization, and technical proficiency related to ChatGPT.

Additionally, insights gained from semi-structured interviews will be incorporated to gain

a deeper understanding of teachers' perspectives and experiences with ChatGPT.

23
 Chapter 4
Results and Discussion
This chapter presents the findings of the study, focusing on the perceptions,

attitudes, and experiences of teachers regarding the utilization of ChatGPT as an

AI-assisted tool in teaching practices at Gusa Regional Science High School - X.

Teachers' perceptions of the benefits associated with using Chat-GPT were

assessed through Likert scale questions. The analysis of responses provides valuable

insights into the factors influencing their willingness to utilize the tool.

Problem 1. What perceived benefits do teachers identify in using Chat-GPT, and

how do these factors influence their willingness to utilize the tool?

The participants who provided insights into the perceived benefits of using

ChatGPT in education come from a diverse demographic background. A majority were

female (15 out of 23), with ages ranging primarily between 25 to 54 years. The

participants had a broad range of teaching experience, from as little as 1-5 years to more

than 15 years, covering various subjects such as languages, sciences, mathematics, ICT,

humanities, and computer science. The technical proficiency levels of the participants

varied, with a mix of novice, intermediate, and proficient users.

24
 Table 1 presents the frequency, percentage of responses, and mean score for

statements related to the perceived benefits of Chat-GPT, including providing

personalized feedback to students, enhancing student engagement, and assisting in lesson

planning and preparations.

Table 1.
Frequency, Percentage, and Mean Scores for Perceived Benefits
Statement Strongly Disagree Neutral Agree Strongly Mean Qualifier
Disagree Agree score
Chat-GPT helps in
providing 5 (22%) 5 (22%) 7 (30%) 4 (17%) 2 (9%) 2.7 Neutral
personalized
feedback to
students.
Chat-GPT
enhances student 1 (4%) 6 (26%) 3 (13%) 10 (43%) 3 (13%) 3.34 Neutral
engagement in
classroom
activities.
Chat-GPT helps in 8 (35%) 1 (4%) 2 (9%) 7 (30%) 5 (22%) 3.30 Neutral
lesson planning
and preparations.

The data reveals a mixed perception among teachers regarding the benefits of

ChatGPT. For the statement "ChatGPT helps in providing personalized feedback to

students," 44% of teachers (22% strongly disagree and 22% disagree) express skepticism

or disagreement, while 30% are neutral, and 26% agree or strongly agree.

This finding contrasts with Smith and Johnson (2020), who found that AI tools

are generally perceived as effective in delivering personalized learning experiences. One

possible explanation for this discrepancy could be the lack of comprehensive training

provided to the teachers at Gusa Regional Science High School - X, which aligns with

25
Brown and Clark's (2018) assertion that adequate training is crucial for the successful

implementation of new technologies.

Regarding lesson planning and preparation, 39% of teachers (35% strongly

disagree and 4% disagree) do not see significant benefits, while 52% (30% agree and

22% strongly agree) recognize its utility. This indicates a relatively balanced perspective,

with a slight inclination towards acknowledging the advantages of ChatGPT in

facilitating lesson preparations.

The mean scores provide additional insight, with each statement's mean score

falling either slightly above or below the neutral threshold based on the scoring

guidelines. The mean score of 2.7 for personalized feedback suggests a level of

ambivalence, with an equal number of teachers recognizing potential benefits and

expressing doubts. Conversely, the mean score of 3.34 for student engagement indicates a

tendency towards perceiving ChatGPT as beneficial for engagement, albeit not

overwhelmingly so. Similarly, the mean score of 3.30 for lesson planning reflects a

general ambivalence, with many teachers remaining unconvinced of its significant utility.

These mean scores highlight a general ambivalence among teachers regarding the

benefits of ChatGPT, with tendencies towards recognizing its positive impact on student

engagement and lesson planning, yet not strongly enough to result in a positive average

perception. This underscores the need for further exploration and potentially more

targeted training or evidence to shift teacher perceptions towards a more favorable view

of ChatGPT's benefits.

Problem 2. What perceived challenges or barriers do teachers identify in using

ChatGPT, and how do these factors influence their willingness to utilize the tool?

26
 Table 2 displays frequencies, percentages, and mean scores for perceived

challenges, including integrating ChatGPT into teaching practices, concerns about the

accuracy and reliability of responses generated by Chat-GPT, and uncertainties about the

ethical implications of using ChatGPT in education.

Table 2.
Frequency, Percentage, and Mean Scores for Perceived Challenges
Statement Strongly Disagree Neutral Agree Strongly Mean Qualifier
Disagree Agree Score
Integrating
ChatGPT into 2 (9%) 3 (13%) 4 (17%) 13 (57%) 1 (4%) 3.35 Neutral
teaching
practices requires
significant time
and effort.
I have concerns 0 (0%) 4 (17%) 5 (22%) 10 (43%) 4 (17%) 3.61 Agree
about the
accuracy and
reliability of
responses
generated by
Chat-GPT.

I have
uncertainty about 1 (4%) 5 (22%) 4 (17%) 10 (43%) 3 (13%) 3.39 Neutral
the ethical
implications of
using ChatGPT
in education.

The data reveals several perceived challenges or barriers that teachers identify in

using ChatGPT. For the statement "Integrating ChatGPT into teaching practices requires

significant time and effort," a majority of teachers (57%) agree or strongly agree,

27
indicating that they perceive ChatGPT integration as time-consuming and labor-intensive.

This is consistent with Brown and Clark (2018), who noted that the initial integration of

AI tools can be time-consuming, and this perception might deter some teachers from

adopting ChatGPT due to concerns about the additional workload.

Regarding concerns about the accuracy and reliability of responses generated by

ChatGPT, 60% of teachers (43% agree and 17% strongly agree) express reservations,

echoing Williams' (2019) findings on the skepticism surrounding AI-generated content.

This indicates a significant level of skepticism among teachers regarding the

trustworthiness of ChatGPT-generated content, which could undermine their confidence

in using the tool for educational purposes.

Similarly, regarding uncertainty about the ethical implications of using ChatGPT

in education, 65% of teachers (43% agree and 22% strongly agree) express concerns.

This suggests that teachers are apprehensive about the potential ethical issues

surrounding the use of AI like ChatGPT in educational settings, such as data privacy,

algorithmic bias, and lack of transparency among AI tools.

The mean scores provide additional insight into the overall perception of these

challenges. Each statement's mean score falls into either the "Neutral" or "Agree"

category based on the scoring guidelines. The mean score of 3.35 for the time and effort

required for integration indicates a general ambivalence, with some teachers

acknowledging the challenge but not strongly opposing it. In contrast, the mean scores of

3.61 for concerns about accuracy and reliability and 3.39 for uncertainty about ethical

implications indicate a stronger agreement among teachers regarding these challenges.

28
 These findings highlight the significant concerns and reservations among teachers

regarding the challenges associated with using ChatGPT in educational settings.

Addressing these challenges, such as providing adequate training, ensuring data privacy,

and promoting transparency in AI-generated content, is essential to enhance teachers'

willingness to adopt ChatGPT as a teaching tool.

Problem 3. Do teachers currently utilize AI tools such as ChatGPT in their teaching

practices, and if so, to what extent?

Table 3 presents the frequency, percentage of responses, and mean score for

statements related to the current utilization of AI tools, specifically ChatGPT, among

teachers. The statements include the extent of experience with ChatGPT or similar AI

tools, the occasional use of ChatGPT to support activities, and the regular use of

ChatGPT as an instructional tool in teaching practices.

Table 3.
Frequency, Percentage, and Mean Scores for Current Utilization of ChatGPT
Statement Strongly Disagree Neutral Agree Strongly Mean Qualifier
Disagree Agree Score
I have no
experience with 6 (26%) 8 (35%) 3 (13%) 4 (17%) 2 (9%) 2.48 Disagree
Chat-GPT or
similar AI tools.
I occasionally
use Chat-GPT to 3 (13%) 4 (17%) 6 (26%) 8 (35%) 2 (9%) 3.09 Neutral
support specific
activities or
tasks not related
to/related to
teaching.
I regularly use 7 (30%) 5 (22%) 8 (35%) 3 (13%) 4 (17%) 2.3 Disagree
Chat-GPT as an
instructional
tool in my
teaching
practices.

29
 The data indicates a varying degree of experience and utilization of ChatGPT

among teachers. For the statement "I have no experience with Chat-GPT or similar AI

tools," a majority of teachers (61%) express either disagreement or strong disagreement,

indicating that they have some level of familiarity with AI tools. The mean score of 2.48

supports this, falling into the "Disagree" category, suggesting that most teachers have at

least some experience with these tools.

Approximately 61% of teachers indicate neutrality or agreement regarding

occasional use of ChatGPT, suggesting that a significant portion of them do employ the

tool for supporting specific activities. However, the mean score of 3.09, which falls into

the 'Neutral' category, may not fully capture the extent of usage, indicating a need for

further examination or clarification on teachers' attitudes towards occasional use.

However, when it comes to regular use as an instructional tool, the majority of

teachers (52%) express disagreement or strong disagreement, implying that ChatGPT is

not extensively integrated into their teaching practices. The mean score of 2.3, indicating

"Disagree," reinforces the observation that regular use of ChatGPT as an instructional

tool is not common among the teachers surveyed.

These findings highlight a potential gap between awareness and practical

implementation, indicating that while teachers may possess knowledge of AI tools, they

may face barriers preventing its regular utilization in their teaching practices among the

surveyed teachers at Gusa Regional Science High School - X.

Problem 4. What is the level of technical proficiency among teachers to effectively

use ChatGPT in teaching practices?

Table 4 presents the distribution of teachers' proficiency levels in using ChatGPT,

categorized into Novice, Intermediate, Proficient, and Expert.

30
 Table 4.
Distribution of Teachers' Proficiency Levels in Using ChatGPT
Proficiency Level Frequency Percentages

Novice 6 26%

Intermediate 10 43%

Proficient 7 30%

Expert 0 0%

Table 5 displays the mean scores of teachers' self-assessment regarding their

ability to use and utilize ChatGPT effectively in teaching practices.

Table 5.
Mean Scores of the Effects of GMO to Human Health
Statement Strongly Disagree Neutral Agree Strongly Mean Qualifier
Disagree Agree Score
I know how to use
Chat-GPT and feel 1 (4%) 3 (13%) 6 (26%) 9 (39%) 4 (17%) 3.52 Agree
confident in my
ability to
effectively
integrate it into
my teaching
practices.
The data reveals that most teachers perceive themselves to be at an intermediate

level of proficiency in using ChatGPT, with 43% identifying as such. Meanwhile, 30%

consider themselves proficient, and 26% classify themselves as novices. None of the

respondents claimed to be experts in using ChatGPT. This indicates that while a

significant portion of teachers have some degree of familiarity with the tool, there is still

a notable gap in achieving higher levels of expertise.

Regarding self-assessment, a notible portion of teachers (56%) express confidence

in their ability to effectively integrate ChatGPT into their teaching practices, with 26%

feeling neutral and 17% disagreeing or strongly disagreeing with their proficiency level.

31
This indicates a varied sentiment among teachers regarding their perceived competency

in utilizing ChatGPT. Additionally, 56% of teachers agree or strongly agree that they feel

confident in their ability to use ChatGPT, reflecting a generally positive self-assessment.

The mean score of 3.52, categorized as 'Agree', further supports this positive

self-assessment of their proficiency level.

These results suggest that while some teachers have acquired a moderate level of

technical proficiency in using ChatGPT, there remains a notable proportion who feel less

confident in their ability to utilize the tool effectively in their teaching practices. This lack

of confidence could potentially hinder the full integration and utilization of ChatGPT in

educational settings, highlighting the need for targeted professional development and

training to enhance teachers' technical skills and confidence in using AI tools.

32
 Chapter 5
Summary, Findings, Conclusions, and Recommendations

Summary

The study aimed to explore teachers' perceptions and experiences with ChatGPT

in teaching practices, identifying perceived benefits, challenges, and utilization levels. It

delved into the existing literature, which provided insights into the benefits and

challenges associated with AI tools in education, setting the foundation for the current

investigation. Methodologically, the study employed a mixed-methods approach,

combining surveys and interviews to gather comprehensive data. Through this process,

the research aimed to offer valuable insights into teachers' perception on the utilization of

ChatGPT as an AI-Assisted Tool in teaching practices at Gusa Regional Science High

School - X

Findings

The analysis of teachers' perceptions and experiences with ChatGPT in teaching practices

reveals several key findings:

1. Teachers expressed varied perceptions regarding the benefits of ChatGPT.

While many recognized its potential to enhance student engagement, there

was less consensus on its effectiveness in providing personalized feedback.

Several teachers noted that ChatGPT could assist in lesson planning,

indicating a moderate level of acceptance of its benefits in this aspect. These

mixed views highlight the need for further investigation into how ChatGPT

can be optimized to meet diverse teaching needs.

33
2. Teachers articulated concerns about the practical integration of ChatGPT into

their teaching practices. Notably, they highlighted the significant time and

effort required for integration, which could act as a barrier. Additionally, there

were widespread reservations about the accuracy and reliability of

ChatGPT-generated content, reflecting skepticism that could be addressed

through enhanced training and clearer guidelines. Ethical considerations, such

as data privacy and the potential for AI bias, also emerged as significant

concerns among teachers.

3. Teachers exhibited a spectrum of perceptions regarding their familiarity and

utilization of ChatGPT. While many were acquainted with AI tools, the extent

of ChatGPT use varied widely. Some teachers employed ChatGPT

occasionally for specific activities, but its regular use as an instructional tool

was not common. This highlights a perception gap between awareness and

practical application, suggesting the need for strategies to facilitate more

consistent and effective utilization of AI in teaching practices.

4. Teachers’ self-assessed proficiency with ChatGPT varied, with many

considering themselves at an intermediate level, but none identifying as

experts. Confidence in using ChatGPT effectively was also mixed, with some

feeling certain about their ability to utilize it in their teaching practices. This

underscores the importance of targeted professional development and support

to enhance teachers’ technical skills and confidence in integrating AI tools

into their teaching practices.

34
Conclusions

The study at Gusa Regional Science High School - X examined teachers'

perceptions, challenges, and current utilization of ChatGPT as an AI-assisted tool in

teaching. The findings revealed that while teachers recognize potential benefits of

ChatGPT in enhancing student engagement and lesson planning, their overall perception

remains neutral. This neutrality was influenced by several significant barriers, including

concerns regarding the accuracy and reliability of AI-generated content, ethical

considerations, and perceived challenges in integration.

While the study indicates a reasonable familiarity with AI tools among teachers, it

also highlights varied confidence levels in their proficiency. While some teachers express

uncertainty and hesitation in adopting ChatGPT for teaching, a notable portion feels

confident in their ability to utilize the tool effectively. This underscores the importance of

tailored training and support initiatives to address varying levels of confidence and

proficiency among teachers. Addressing these challenges is pivotal for effectively

integrating AI tools like ChatGPT in educational settings, with the goal of enhancing

teaching practices and improving student outcomes.

Recommendations

Based on the results gathered, the following recommendations are made:

1. Given the neutral and uncertain perceptions identified in the findings, it is

recommended to conduct further in-depth qualitative research to explore the

underlying reasons behind teachers' ambivalence towards ChatGPT's benefits

and challenges.

35
2. Since the study revealed a lack of consensus among teachers regarding the

challenges of ChatGPT, it is recommended to do focus group and facilitate

collaborative discussions where teachers can openly share their experiences

and perspectives on AI integration in education.

3. Considering the limitations of capturing the full spectrum of teachers'

utilization and experiences, implementing longitudinal research to track

changes in attitudes and utilization patterns of ChatGPT over time is

recommended. Longitudinal studies can provide valuable insights into the

evolution of teachers' perceptions and practices regarding AI integration.

4. To address the identified challenge of technical proficiency among teachers in

utilizing AI tools like ChatGPT, it is recommended to explore the

effectiveness of different training approaches tailored to educators' varying

levels of familiarity and comfort with such tools.

36
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38
 APPENDIX A
Informed Consent

Participant Privacy Agreement

Dear Participant,

We are delighted to invite you to participate in our research study titled

"Exploring Teachers' Perception on the Utilization of ChatGPT as an
AI-Assisted Tool in Teaching Practices at Gusa Regional Science High School -
X." Before you proceed, we would like to provide you with some important
information regarding your participation.

Privacy Agreement:
Your participation in this survey is voluntary and all information
collected will be kept strictly confidential. Your responses will only be used for
the purpose of research and will be anonymized in any reports or publications.
The data collected will be securely stored and accessible only to the
research team. No identifying information will be linked to your responses.
Only aggregated data will be analyzed and reported.
Your responses may be used for academic research purposes, including
presentations, publications, or conference proceedings. However, your identity
will remain anonymous in any dissemination of results.
You have the right to withdraw from the survey at any time without
providing a reason. Your decision to withdraw will not affect your relationship
with Gusa Regional Science High School - X or any other entities involved.

Disclaimer:
Your participation in this survey is entirely voluntary. You are under no
obligation to complete the survey, and your decision to participate or not will
not have any consequences. Please answer the survey questions to the best of
your ability based on your experiences and opinions.
By signing below, you acknowledge that you have read and understood
the above privacy agreement and disclaimer. Your participation signifies your
consent to the terms outlined herein.

Participant Name and Signature: ___________________________

Date: ______________

Thank you for your cooperation and valuable contribution to our research.

39
 APPENDIX B
Timeline

Table 6. Timeline for the Exploring Teachers' Perception on the Utilization of ChatGPT
as an AI-Assisted Tool in Teaching Practices at Gusa Regional Science High School – X.

Activities Nov Dec Jan Feb March April May

Conceptualization

Seek Approval of
the proposal

Implementation of
Intervention

Gathering of Data

Summarizing and
Analyzing the
Results

Finalizing the
Research
Paper

Submission
and
Presentation of
Research Paper

40
 APPENDIX C
Guide Questions

1. Gender:

o Male

o Female

2. Age:

o Under 25

o 25-34

o 35-44

o 45-54

o 55 or older

3. Teaching Experience (in years):

o Less than 1 year

o 1-5 years

o 6-10 years

o 11-15 years

o More than 15 years

4. Main Subject Area Taught (area of specialization):

o Sciences

o Mathematics

o Languages (English, Filipino, Spanish)

o Humanities (History, Social Studies, Philosophy)

o Other (please specify): ____________

5. Level of Technical Proficiency in AI Tools:

o Novice

o Intermediate

o Proficient

41
 o Expert

Perceived Benefits of Using Chat-GPT that positively influences Strongly Disagree Neutral Agree Strongly
my attitude towards its utilization: Disagree Agree

Q1. Chat-GPT helps in providing personalized feedback to students

Q2. Chat-GPT enhances student engagement in classroom

activities.

Q3. Chat-GPT helps in lesson planning and preparations.

Perceived Challenges of Using Chat-GPT that negatively

influences my attitude towards its utilization

Q4. Integrating ChatGPT into teaching practices requires

significant time and effort.

Q5. I have Concerns about the accuracy and reliability of responses

generated by Chat-GPT.

Q6. I have uncertainty about the ethical implications of using

ChatGPT in education.

Current Utilization of AI Tools such as Chat-GPT

Q7. I have no experience with Chat-GPT or similar AI tools.

Q8. I occasionally use Chat-GPT to support specific activities or

tasks not related to/related to teaching.

Q9. I regularly use Chat-GPT as an instructional tool in my

teaching practices.

Technical Proficiency

Q10. I know how to use Chat-GPT and feel confident in my ability

to effectively integrate it into my teaching practices.

42
 APPENDIX D
Coded Data
Demographic Information

Participant Gender Age Teaching Main Subject Technical

ID Range Experience Taught Proficiency

1 Female 35-44 >15 years Languages Intermediate

2 Female 45-54 >15 years Sciences Novice
3 Female 35-44 11-15 years Language Intermediate
4 Male 55+ 6-10 years ICT Intermediate
5 Female 35-44 6-10 years Mathematics Proficient
6 Male <25 1-5 years Science Intermediate
7 Male 25-34 11-15 years Science Intermediate
8 Male 25-34 1-5 years Languages Intermediate
9 Male 35-44 6-10 years Languages Novice
10 Female 55+ >15 years Languages Proficient
11 Male 45-54 >15 years Science Novice
12 Male 55+ >15 years Humanities Intermediate
13 Male 25-34 6-10 years Science Intermediate
14 Male 25-34 1-5 years Computer Science Intermediate
15 Female 45-54 >15 years Sciences Novice
16 Female 25-34 6-10 years Languages Proficient
17 Female 25-34 11-15 years Mathematics Proficient
18 Female 35-44 11-15 years Sciences Intermediate
19 Male 25-34 11-15 years Science Proficient
20 Female 25-34 6-10 years Not specified Novice
21 Female 45-54 11-15 years Humanities Novice
22 Female 45-54 6-10 years Research Proficient
23 Female 45-54 >15 years Language Proficient
Table 6. Respondents Profiling

43
 I. Perceived Benefits (Q1 to Q3)

Participant ID Q1: Providing Q2: Enhancing Q3: Assisting in lesson

personalized feedback student engagement planning and
preparations
1 Agree Strongly Agree Agree
2 Disagree Agree Agree
3 Neutral Disagree Disagree
4 Agree Agree Agree
5 Strongly Disagree Strongly Disagree Neutral
6 Disagree Disagree Neutral
7 Neutral Agree Agree
8 Strongly Disagree Strongly Disagree Neutral
9 Strongly Disagree Agree Agree
10 Strongly Agree Strongly Agree Strongly Agree
11 Strongly Disagree Agree Strongly Agree
12 Agree Agree Agree
13 Disagree Disagree Agree
14 Neutral Disagree Agree
15 Neutral Agree Agree
16 Strongly Disagree Disagree Agree
17 Neutral Agree Strongly Agree
18 Strongly Agree Strongly Agree Strongly Agree
19 Agree Agree Agree
20 Neutral Neutral Neutral
21 Disagree Disagree Disagree
22 Disagree Agree Agree
23 Neutral Agree Neutral
Table 7. Percieved Benefits

44
 II. Perceived Challenges (Q4 to Q6)

Participant ID Q4: Time and effort Q5: Concerns about Q6: Ethical
required for accuracy and implications
integration reliability
1 Agree Agree Agree
2 Disagree Disagree Disagree
3 Agree Disagree Disagree
4 Neutral Neutral Neutral
5 Strongly Disagree Neutral Neutral
6 Neutral Disagree Disagree
7 Agree Neutral Agree
8 Strongly Disagree Strongly Agree Strongly Agree
9 Agree Disagree Disagree
10 Strongly Disagree Disagree Disagree
11 Agree Disagree Disagree
12 Agree Agree Agree
13 Agree Disagree Agree
14 Agree Agree Neutral
15 Agree Neutral Neutral
16 Agree Disagree Agree
17 Strongly Agree Strongly Agree Strongly Agree
18 Agree Agree Agree
19 Agree Neutral Agree
20 Neutral Neutral Neutral
21 Disagree Disagree Disagree
22 Neutral Neutral Neutral
23 Agree Agree Agree
Table 8. Percieved Challenges

45
 III. Current Utilization (Q7 to Q9)

Participant ID Q7: No experience Q8: Occasional use Q9: Regular use as

with AI tools for specific activities instructional tool

1 Agree Agree Agree

2 Disagree Agree Agree
3 Strongly Agree Strongly Disagree Strongly Disagree
4 Neutral Neutral Neutral
5 Strongly Disagree Agree Disagree
6 Strongly Disagree Strongly Disagree Strongly Disagree
7 Disagree Agree Agree
8 Agree Strongly Disagree Neutral
9 Strongly Disagree Agree Disagree
10 Agree Strongly Disagree Strongly Agree
11 Strongly Disagree Agree Disagree
12 Neutral Neutral Neutral
13 Strongly Disagree Strongly Disagree Disagree
14 Disagree Agree Neutral
15 Neutral Neutral Neutral
16 Strongly Disagree Agree Disagree
17 Neutral Strongly Agree Strongly Disagree
18 Strongly Disagree Agree Neutral
19 Strongly Disagree Agree Neutral
20 Neutral Neutral Neutral
21 Agree Strongly Disagree Strongly Disagree
22 Disagree Agree Disagree
23 Strongly Agree Neutral Disagree
Table 9. Respondents Profiling

46
 IV. Perceived Confidence in Utilizing ChatGPT (Q10)

Participant ID Q10: Confidence in utilizing ChatGPT

1 Agree
2 Agree
3 Strongly Disagree
4 Neutral
5 Disagree
6 Disagree
7 Agree
8 Neutral
9 Disagree
10 Strongly Agree
11 Agree
12 Neutral
13 Strongly Agree
14 Neutral
15 Agree
16 Agree
17 Strongly Agree
18 Strongly Agree
19 Agree
20 Neutral
21 Disagree
22 Agree
23 Agree
Table 10. Percieved Confidence in Utilizing ChatGPT

47
 APPENDIX E
Curriculum Vitae

MIKAELA EUNICE P. PADINIT

Upper Tambo, Macasandig

Cagayan de Oro City

Cell Number: 09151512065

Email: mikaelaeunice@[Link]

PERSONAL INFORMATION

Date of Birth: January 6, 2006

Place of Birth: Cagayan de Oro City
Age: 18
Gender: Female
Nationality: Filipino
Civil Status: Single

EDUCATION

Secondary: GUSA REGIONAL SCIENCE HIGH SCHOOL-X

Purok 4-A, Gusa, Cagayan de Oro, Misamis Oriental
2019- 2023

Primary: NOAH’S ARK CHRISTIAN SCHOOL

Tablon Street, Cagayan de Oro City, Misamis Oriental
2013-2019

ACHIEVEMENTS

● 2017 CAL Quiz Bee 1st Placer

● 2018 Division Level Chess Participant
● 2018 Regional Philippine Bible Society Quiz Bee 1st Placer
● 2019 National Philippine Bible Society Quiz Bee Qualifier
● 2022 Provincial Consumer Bowl Quiz Bee 1st Placer
● Consistent Honor Student

48
RIA LIZETTE C. MACARAYO
Block 28 Lot 35 & 36 La Buena Vida, Gran Europa,
Lumbia, Cagayan de Oro city

Cell Number: 09514898348

Email: lizettemacarayo@[Link]

PERSONAL INFORMATION

Date of Birth: December 16, 2006

Place of Birth: Cagayan de Oro City
Age: 17
Gender: Female
Nationality: Filipino
Civil Status: Single

EDUCATION

Secondary: GUSA REGIONAL SCIENCE HIGH SCHOOL-X

Purok 4-A, Gusa, Cagayan de Oro, Misamis Oriental
2019- 2023

Primary: WEST CITY CENTRAL SCHOOL

Vamenta Boulevard, Ilaya Carmen, Cagayan de Oro,
Misamis Oriental
2013-2019

ACHIEVEMENTS

● 2017 Division Schools Press Conference English Radio Broadcasting Contestant

● 2023 Division Schools Press Conference Filipino Editorial Cartooning Contestant
● 2023 DSPC Filipino Editorial Cartooning Contestant 3rd placer
● Consistent Honor Student

49
SHEKINAH FAITH A. CADIZ
Purok 2C, Gusa, Cagayan de Oro City

Cell Number: 09936200600

Email: hokagekai29@[Link]

PERSONAL INFORMATION

Date of Birth: May 29, 2007

Place of Birth: Cagayan de Oro City
Age: 16
Gender: Female
Nationality: Filipino
Civil Status: Single

EDUCATION

Secondary: GUSA REGIONAL SCIENCE HIGH SCHOOL-X

Purok 4-A, Gusa, Cagayan de Oro, Misamis Oriental
2019- 2023

Primary: GUSA ELEMENTARY SCHOOL

Gusa, Cagayan de Oro City, Misamis Oriental
2015 - 2019

CITY CENTRAL SCHOOL

Barangay 9, Don Apolinar Velez St., Cagayan de Oro City,
Misamis Oriental
2012 - 2015

ACHIEVEMENTS

● Leadership Awardee
● Active Girl Scout of the Philippines Awardee
● Consistent Honor Student

50