UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Chapter 1
The Problem

Introduction

Technological advancements rapidly change the way people seek beneficial

solutions to our everyday problems. The rise of the Artificial Intelligence allows us

human to generate a more profound and effective way of solving complexities with

the help of these modern intelligences. This new type of invention assists us towards

a more sufficient form of investigating and researching. They aid assistance to make

research writing easy and reliable but more importantly, they provide efficiency and a

sense of innovation and development.

In the educational settings, research has been an important part of the

curriculum for secondary and higher education. Research in school institutions had

received an undeniable attention over the last couple of years and with the arise of

the artificial intelligence, it’s integration with research writing would be a topic to be

discussed for the improvement of the future of academic research. A study (Khalifa,

2024) indicates that Artificial Intelligence or AI, plays a crucial role as a valuable and

effective tool in academic writing and research. 1 Although there is no existing law as

of now in the Philippines that directly talks about the integration of Artificial

Intelligence in the educational research writing, some legislations indirectly states

that there is a need for the innovation and development in the educational research.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

According to the Republic Act No. 10533 (Enhanced Basic Education Act of 2013),

K-12 must be in the

Implementation, which expanded basic education in the Philippines. 2 One of the sets

forth objectives of the K-12 program is to encourage students to engage in research

as part of their education, particularly in applied track courses through subjects like

Research in Daily Life and Practical Research. With the advancement of the

educational research institutions together with the arise of the artificial intelligence,

integrating AI in the research field can be an immense development. However, the

students’ perception needs to be recognized when associating AI in the field of the

research. The students apparently, will be the firsthand feedback with this type of

integration in the academe and in research to be exact. So, their view on the usage

of artificial intelligence in research will be a factor to look for in its incorporation.

In an ongoing discussion for the House Bill No. 7396 or the Act Promoting the

Development and Regulation of Artificial Intelligence (AI) in the Philippines, the

government must create an agency which will oversee the development and

deployment of different AI technologies.3 The Artificial Intelligence Development

Authority (AIDA) is said to be the hypothetical agency. The AIDA's responsibilities

includes developing a national AI strategy, establishing standards for ethical AI use,

and ensuring compliance with AI guidelines.4 Although the said bill does not directly

target the research writing, it somehow shows the possibility of using AI in various

fields like in education to promote development, innovation and improvement. In

accordance with the etiquettes, the Data Privacy Act of 2012 states that AI systems,
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

especially those that process data in research writing, must comply with the Data

Privacy Act. This law protects personal information, and researchers using AI must

ensure that data is handled in accordance with privacy regulations. 5 On the other

hand,

CHED Memorandum Order No. 20, s. 2013, outlines the enhanced policies on

research in the higher education institutions, emphasizing the need for ethical

research practices. AI tools in research writing should support, rather than

undermine, these ethical standards.6 Research writing is covered in this

memorandum but in a broad sense, it talks about the conduct of research, the

publication process, ethical standards (including plagiarism), and the role in

promoting a research culture. Since there are no explicit, standalone laws regulating

AI in research writing in the Philippines, we rely on a legal combination of proposed

laws, existing educational guidelines, intellectual property laws, and privacy

regulations to guide responsible AI use in this context.

In senior high school, research writing is a pivotal activity that hones students'

analytical and critical thinking skills. It serves as a preparatory stage for higher

education, where research plays an even more prominent role. Traditionally,

research writing has been a manual process that demands considerable effort, time,

and critical engagement from students. But with the advancement of artificial

intelligence, it has seen a significant impact in the education. They are increasingly

being integrated into teaching, learning, and research processes. Among the many

areas, the AI is making its mark in research writing, which is a critical component of
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

the academic life of a student. In the study by Gültekin, Özgül. (2023) on the role of

AI in research writing efficiency found out that Students reported that AI tools

significantly improved the speed of the research writing process, particularly in

organizing content and formatting citations. However, they also expressed concerns

about the loss of personal input in the writing process. Perceptions of the over-

dependence on the AI and the lack of the

personalization was noted as the major challenges, along with the concerns about

AI's accuracy in the complex manner of academic tasks.7

The student’s perception about the usage of artificial intelligence in the research

writing may vary from student to students. There are many considerations when

assessing the student’s discernment. The perceptions of senior high school students

regarding the use of AI in research writing are shaped by various factors, including

their familiarity with technology, the nature of their academic tasks, and the guidance

they receive. Perception refers to the way individuals interpret, understand, and

make sense of a particular phenomenon, concept, or situation based on their

experience, beliefs, and cognitive processes. It involves how people view something,

which can be influenced by their background, prior knowledge, emotions, and the

context in which they encounter the subject.8 In the context of research studies,

understanding perception is crucial because it can reveal how different groups of

people (such as students, consumers, or professionals) respond to or think about a

certain issue, product, service, or idea. In this quantitative approach, perception is

used to measure the overall view on a large scale of respondents. By collecting data
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

from a large, representative samples, quantitative research allows for the

generalization of findings to broader populations. As AI continues to evolve and

become more integrated into everyday life, there is a heightened awareness of both

its potential benefits and its limitations. The perceptions of senior high school

students on the usage of AI in research writing are multifaceted and evolving. As AI

technology continues to advance, it is essential to understand how students perceive

these tools and how these perceptions impact their perceptions on the research

writing process.

Different aspects are being discussed whenever we are talking about the ethical use

of the artificial intelligence. While the use of AI in research writing has various

potential benefits, including increased speed, greater writing quality, and

individualized feedback, it also poses several problems that may impact students'

opinions. One of the key issues linked with the employment of AI in research writing

is the issue of academic honesty. Students may see AI tools as a double-edged

sword, assisting them in writing polished papers while also raising ethical concerns

about plagiarism and originality of work. The ease with which AI can generate

content may cause some students to rely too heavily on these tools, potentially

lowering their critical thinking and writing abilities. This over-reliance of new

technologies could promote a

view that AI, while convenient, can damage the educational process by encouraging

shortcuts rather than skill development.

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

According to the study of Cecilia Ka Yuk Chan (2023), they were concerned

about the ethical boundaries between the acceptable aid of the assistance and

academic

dishonesty. Many students expressed the usage of the AI tools inappropriately that

could lead to unintentional plagiarism.9 Another major difficulty is the correctness and

dependability of AI-generated material. Students may be skeptical of AI

technologies, questioning the accuracy of the information presented and the

possibility of inaccuracies in context or tone. 10 This skepticism may lead to the view

that, while it’s useful, it cannot completely replace human judgment and competence

in researching. That is why in the potential integration of AI technologies in various

fields especially in different institutionalized school the accuracy and reliability are

two important factors.

Furthermore, the incorporation of AI into academic settings may result in a split

in perceptions depending on familiarity and accessibility. The students who are being

knowledgeable about AI technology and have access to advanced tools may view AI

as a helpful resource that improves their academic achievement. In contrast,

individuals less familiar with AI or lacking access to these technologies may feel

disadvantaged, considering AI as a source of unfairness. Furthermore, data privacy

and security issues develop when students enter personal information and

intellectual content into AI systems, creating worries about how their data is

maintained and used. Misinterpretation of AI ideas is another issue; students may

accept automated input without fully comprehending the reasoning behind it,

resulting in formally informed modification. Bias in AI algorithms is also a serious

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

topic. AI systems are trained on data that may contain biases, thus the material they

generate may propagate stereotypes or mistakes, particularly in sensitive or difficult.

Studying students' perceptions of AI in research writing is critical for a variety of

reasons.

First, it gives useful information about how AI tools affect students' learning

experiences and academic success. As AI becomes more incorporated into

education, it is necessary to evaluate its effects on critical thinking, research skills,

and writing ability to ensure that new technologies promote rather than impede the

development of essential academic talents. It is also important to take note that with

this immense possibility of development, assessing the students and the teaches in

the institutions for this integration would be a critical step towards the future of the

Research writing with the addition of new technologies such as the Artificial

Intelligences and it’s tools.

Second, AI creates significant ethical considerations, especially for academic

honesty. With the AI technologies capable of generating content, students may

struggle to distinguish between appropriate use and academic dishonesty. Through

analyzing students' perceptions, educators can gain a better understanding of their

attitudes toward these ethical challenges and provide more specific guidance on the

proper use of AI, thereby protecting academic integrity. Third, student perceptions

may reflect discrepancies in access to and experience with AI technologies. Not all

students have equal exposure to or have a comfort with AI tools, potentially leading

to educational equity inequalities. By researching these perceptions, researchers can

identify areas where help and training are required, ensuring that all students benefit
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

equally from technology improvements. Cognitive overload can occur when facing

the complexity of using multiple AI tools.

Finally, as AI advances, it is altering educational procedures and academic

standards. Newly discovered AI tools such as Chat Generative Pretrained

Transformer (ChatGPT), Zotero, Endnote, Grammarly, Mendeley and even

Research Gate can be maximized in order for the students to come up with

innovative ideas in the educational research field. Having an insight on how students

perceive AI in research writing enables us to promote long-term academic

achievement. As a result, understanding these perspectives is critical for developing

a balanced, intelligent strategy to incorporating AI into education. With these,

immense development in the research field in educational institutions will take.

Knowing fully well about how the students view this integration and addressing these

challenges is essential for ensuring that AI tools are used effectively and ethically in

research writing.

Theoretical Framework

The theoretical framework is the structure that holds or supports a

research study's theory. In this study, the researchers anchored two theories to

come up with our own research theory. The following theories are namely: Diffusion

of Innovation Theory by Everett Rogers (1962) and the Technology Acceptance

Model theory (TAM) by Fred Davis (1986). Through the integration of the theories,

the researchers’ formulated their own theory named the Diffusion of Technological

Acceptance Theory.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

The Diffusion of Innovation theory is a framework developed by Everett

Rogers in 1962 to explain how new ideas, products, or technologies spread through

a social system. The theory posits that the adoption and diffusion of innovations are

influenced by several factors, including the characteristics of the innovation, the

communication channels through which it is spread, the adopter's perception of the

innovation, and the adopter's social system. In the context of higher education, the

Diffusion of Innovation theory can be applied to understand the acceptance of AI as

a new technology. In general, the diffusion theory of innovation provides a useful

framework for understanding and predicting the acceptance of AI in higher

education. By identifying the factors that influence the adoption and diffusion of AI,

educators and administrators can develop more effective strategies to promote its

use and integration into teaching and learning practices. The process of adopting

new innovations has been studied for over 30 years, and one of the most popular

adoption models in various studies and fields. Concept is simple, the people’s

response will be slow at the beginning of the integration. But following the curve it

will reach its best diffusion.11

The Technology Acceptance Model (TAM) theory is a theoretical framework

developed by Fred Davis in 1986 to explain the factors that influence individuals'

decisions to adopt or reject new technologies. The model posits that perceived

usefulness and perceived ease of use are the key determinants of an individual's

intention to use a technology, which in turn influences the actual use of the

technology. According to the TAM, perceived usefulness refers to the extent to which

a technology is perceived to improve job performance, while perceived ease of use

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

refers to the degree to which the technology is perceived to be easy to use. These

two factors, along with other external variables such as social influence, determine

an individual's attitude toward using a technology, which ultimately influences their

intention to use it. The TAM has been widely used and tested in various settings,

including in the context of higher education. Previously, TAM has been applied in

studies on the introduction of calculators in mathematics education as well as

computer integration in education spaces. Drawing from the main tenets of TAM, it

can be viewed as a useful lens in addressing the introduction of artificial intelligence

in education spaces. Artificial intelligence such as chatbots (ChatGPT, ChatSonic,

etc) requires testing in higher education, and therefore, TAM provides a lens for

interrogating the findings to a certain extent. Chatbots are computer programs

designed to simulate human conversation, and they can be used for a variety of

purposes, including providing student support, answering questions, and offering

personalized learning experiences.12

Through the integration of the theories, the researchers’ formulated their own

theory named The Diffusion of Technological Acceptance Theory (DTAT) that

synthesizes insights from several established frameworks, including the Technology

Acceptance Model (TAM) and the Diffusion of Innovations theory. It posits that

individuals' acceptance of new technologies is influenced by their perceptions of the

technology’s usefulness and ease of use, as well as external social and

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

environmental factors. In the realm of AI in research writing, DTAT is particularly

relevant as it provides a structured approach to understanding how researchers

perceive AI tools, such as automated writing assistants or data analysis software.

By examining these perceptions, researchers can identify barriers to AI

adoption, such as concerns about accuracy or complexity, and address them

through targeted training or support. Additionally, the influence of peers and

academic norms can significantly affect the integration of AI technologies; positive

endorsements from colleagues can enhance acceptance. Thus, leveraging DTAT

allows researchers to strategically implement AI tools, fostering more efficient and

innovative writing practices while promoting a culture of technological openness in

academic environments. When students perceive AI as a valuable ally that can

improve their writing skills, enhance their understanding of complex topics, and

streamline the research process, they are more likely to incorporate these tools into

their academic practices. These also shows that perceptions are great ways to

locate what will be the outcome of the Integration of the artificial intelligence in the

research writing.

Diffusion of
Innovation Theory
(Everett Rogers, 1962)
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Technology Acceptance
Model (TAM) theory
(Fred Davis, 1986)

Diffusion of
Technological
Acceptance Theory
(Researcher’s Theory)

Figure 1.

Theoretical Paradigm

Conceptual Framework

A conceptual framework is a broad plan or guide that outlines the structure,

goals, and components of a research project. The systematic approach which

consists of Input, Process, and Output or also called as IPO, is used as shown

below. The IPO model suggests the factors that may be involved in this study. It
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

highlights the sequence or the logical flow of the research or study. The conceptual

paradigm, which serves as the study's direction, is shown in Figure 2.

The input includes the perceptions of the senior high school students on the

usage of Artificial Intelligence in the research writing. The respondents in this study

are the senior high school students. Numerous studies show the potential integration

of AI in the academe of research writing. Although there are few explicit studies that

shows the influence of artificial intelligence in research writing, some findings

suggest that the blending of AI in the field of educational research possess benefits

and harm.

The process involves creating online surveys and questionnaires about their

perceptions on the integration of artificial intelligence in research writing . Distributing

the questions online, gather information, collecting and organizing data, performing

data analysis, and preparing a report for the presentation of summarizing the

findings.

The output was to create either a video, interview or podcast for the senior high

school students, to provide insights about the integration and their perceptions on

the said event. The output must be incorporated online since we are talking about

artificial intelligence. The use of AI in the output can be also considered by the

researchers.

INPUT PROCESS OUTPUT

1. How frequent do senior high

school students use artificial
intelligence tools in their
research writing process?
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

 Creating an online
surveys and research
questionnaires about
their perceptions on the  To create either a
integration of artificial video, interview or
intelligence in research podcast for the senior
writing. high school students,
to provide insights
 Distribute the questions about the integration
online, gather the data and their perceptions
information to collecting
and organizing data.  Incorporate the online
tools and the artificial
 Performing data intelligence in the
analysis and preparing a output.
report for the
presentation of
summarizing the
findings.

FEEDBACK

Figure 2.

Conceptual Paradigm

Statement of the Problem

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

The research study aims to quantify the perceptions on the integration of

Artificial Intelligence in research writing among Senior High School Students at the

University of Saint Anthony. The following are the questions the researchers sought

to answer.

1. How frequent do senior high school students use artificial intelligence in their

research writing process?

2. To what extent do senior high school students perceive artificial intelligence

tools as beneficial for improving the quality of their research writing? In terms

of (a) Accuracy and (b) Reliability.

3. What are the perceived harms or concerns in the integration of AI in research

writing by the senior high school students?

4. What recommendations can be formulated based on the findings of the

study?

Assumptions

The study was based on the following assumption:

1. Senior high school students use Artificial Intelligence in their research writing

process often or most of the time.

2. Senior high school students see Artificial Intelligtence tools as beneficial but

(a) Not as accurate

(b) Not as reliable

3. Senior high school students perceived plagiarism and data security as a

harm.

4. Moderate use of Artificial Intelligence in the research writing is the best option.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Significance of the Study

The aim of this study was to gather the crucial information and understandings

the selected subject from current research, theories, and related sources in order to

prepare individuals for the following expected importance:

Students. This study can help the students especially the senior high students on

being aware of the general scope of perception with regards to artificial intelligence

in research writing. With this, it can help them be knowledgeable about the possible

benefits and harm of the integration based on the generalized interpretation of their

perception. This study will introduce students to different AI tools that they can use in

researching. Lastly, AI can aid the students the assistance they need along.

Teachers. This study also had significance on the part of the teachers especially on

the proper handling of the possible use of AI in the research writing process. This will

help them be knowledgeable also about the topic and be aware of the benefits and

harms that this integration might possess. They will be introduced to different AI tools

and be informed how to approach it together with the students.

Universities. The school will be the one who will benefit first in the community

scope. The development that this integration brings from their perception is a very

important for the future of academic and institutionalized research.

Future Researcher. It is useful as a reference for future scholars, particularly those

working in the same field on related works. Gaps are to be filled to be a relevant

source.
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Scope and Delimitation

The aim of this study is to quantify the perceptions of the senior high school

students in a general scope, about the integration of artificial intelligence in the

research writing. It aims to determine how the students view AI as beneficial or

helpful in their research process.

For this study, the data will be gathered by conducting online surveys and

questionnaires among the Grade 11 and Garde 12 Senior High School Student of

the University of Saint Anthony. There will be no sampling since all student

respondents from the senior high school are needed for the data. The said surveys

will be passed to the advisers and will be sent trough the GC’s of each section for

the answering.

Definition of Terms

For a clearer understanding of the study, some terms used in the study were

operational and conceptually defined:

Academic Research: Is a systematic investigation aimed at discovering,

interpreting, or revising facts, theories, or applications in a specific field of study. It

involves gathering data, analyzing information, and producing knowledge to

contribute to the scholarly community and solve real-world problems.13

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Accessibility: the quality of being able to be reached or entered. In the study, this

refers to How easily students can access and use AI tools for their academic work. 14

Accuracy: In research refers to the degree to which data, measurements, or results

correctly represent the real-world values or phenomena they are intended to reflect. 15

Artificial Intelligence: is a branch of computer science that focuses on creating

systems or machines capable of performing tasks that typically require human

intelligence. These tasks include learning, reasoning, problem-solving,

understanding natural language, recognizing patterns, and making decisions.16

Assistance: the act of assisting.17 In the study, it refers to the specific ways in which

AI supports research writing, like grammar checks, and content generation.

Attitude: the feeling or opinion about something or someone, or a way of behaving

that is caused by this.18 In the study, this refers to students' feelings or opinions

towards the use of AI in their academic writing.

Behavior: is the way in which someone conducts oneself or behaves or the manner

of conducting oneself.19 In the study, it refers to the actions individuals take in using

AI tools for research writing, including their interaction and integration with the AI

tools.

Chat GPT: is an AI-powered language model designed to generate human-like text

based on prompts.20 In the study, particularly in research writing, it can be used for
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

drafting content, offering suggestions, answering questions, or providing

explanations to assist students with their writing tasks.

Cognitive Load: refers to the amount of information our working memory can

process at any given time.21 In the study, it refers to the mental effort required by

students to use AI tools in their research writing process.

Digital Literacy: is an individual's ability to find, evaluate, and communicate

information using typing or digital media platforms.22 In the study, this refers to the

ability of students to effectively use AI technologies for research purposes.

Educational technology: is the process of integrating technology into education in

a positive manner.23 In the study, it refers to the tools and platforms like AI that

support teaching, learning, and academic writing.

Efficacy: the ability to produce a desired or intended result.24 In the study, this refers

to how effective AI is in improving students' writing performance or research quality.

Efficiency: is the ability to achieve a desired outcome with the least amount of

resources, time, or effort.25 In the study, it refers to is measured by the time saved in

completing research writing tasks with AI tools.

Ethical Standards: are principles that guide behavior by distinguishing between

what is right and wrong. They serve as a foundation for moral conduct in

professional, academic, and personal contexts, ensuring fairness, integrity, and

accountability.26
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(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Etiquette: refers to the customary code of polite behavior and manners in social,

professional, or cultural settings.27 In the study, it refers to refers to the proper and

ethical use of AI tools in research writing.

Human-AI Collaboration: the interaction between students and AI tools, focusing

on how well they complement each other in writing tasks.28

Integration: refers to the process of combining different components or systems into

a unified whole, ensuring they work together effectively. 29 In the study, this refers to

the incorporation or application of AI tools and technologies in research writing.

Perceptions: refer to the way individuals interpret and understand sensory

information, experiences, or situations.30 In the study, it refers to the understanding or

attitude of students towards the use of AI in their research writing process.

Plagiarism: refers to the act of using someone else's work, ideas, or text without

proper acknowledgment, presenting it as one’s own. 31 In the context of AI tools like

ChatGPT, plagiarism can occur if students use AI-generated content without giving

credit or passing off AI outputs as their original work.

Reliability: it refers to the consistency and dependability of a measurement, test, or

the research finding over time.32

Research Writing: is the process of composing a document that presents an

investigation or analysis of a specific topic based on thorough inquiry and evidence.33

 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

Skill Development: the process of improving specific skills to be more efficient and

effective when you perform a task.34 In the study, this refers to how AI might influence

or support the development of students' research and writing skills.

Technology: Technology refers to the tools, systems, and software applications that

aid in the process of research writing.35 In the study, it refers to different AI tools.

Review of Related Literature and Studies

This part of the research paper presents the reviewed materials that shall aid in

familiarizing readers with those that are pertinent to and similar to the current study.

It contains opinions, studies, article, literatures, research, concepts, a summary of

the findings, methodology, and other things.

A study about Artificial Intelligence-Based Tools in Research Writing:

Current Trends and Future Potentials by Donnie Adams and Kee-Man Chua

(2022) states that the emergence of artificial intelligence (AI) technologies has

triggered a tremendous interest among educational technologists on how to integrate

such advancement in teaching and learning. One area that has received much

attention is research writing, in which AI-based tools are developed to assist

researchers in their writing process. Machine learning and natural language

processing, for instance, have been embedded within applications that aim to not

only ease the process of research writing but also to enhance the quality of critical

analysis particularly in the aspect of literature review and language style. Despite the
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

trends in adopting AI components within research writing, there are still limited efforts

to examine its implementation, strengths and weaknesses. This chapter reviews

some of the key studies concerning AI in research writing as well as an extensive

review of existing tools by covering their AI-based features, affordances and

constraints. The chapter also includes a discussion on the future potentials of AI

implementation with regards to research writing. This chapter would serve as a good

reference to uncover the hidden potentials of AI based tools in in assisting

researchers to produce high quality research writing.37

Mark Rey C. Santos and Mariefe B. Cruz (2024), investigates the effect of

student’s use of AI in their paper The Effect of Students’ Use of AI in Research:

Towards Policy Recommendation on the responsible use of AI in Schools,

shows that the Senior High School curriculum has PR1 (Qualitative Research) and

PR2 (Quantitative Research), where students are expected to conduct, write, and

eventually defend their research. Through an interview, the participants shared how

plagiarism and academic honesty are taught in their respective research classes.

They also discussed how the responsible use of AI, and technology in general, in

research, is emphasized. The pros and cons of students’ use of AI in writing

research and the challenges that come with its emergence were also identified. It

was found that the most commonly used AI by students is those that help them

paraphrase ideas they want to cite in their papers, as students find it difficult to

contextualize their ideas in writing. On the use of AI-writing assistants, it was

observed that the PR teachers had mixed sentiments on its utilization in research.

However, all of them were aware of both the beneficial and detrimental effects that it
 UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)
City of Iriga

SENIOR HIGH SCHOOL DEPARTMENT

may put forth. As such, they also shared the positive and negative implications of

such usage and how they determine whether student submissions were AI-written.

Although no student admitted using AI to write their paper, the PR teachers were

very honest in saying that they find it difficult to verify whether AI writes the

submissions they are getting.38

In the article Exploring the bioethical implications of using artificial

intelligence in writing research proposals by Shivananda, S.; Doddawad, Vidya

Gowdappa; Vidya, C. S., Chandrakala, J. (2024), states that AI can aid assistance

in the formulation of research writing and proposals. Artificial intelligence (AI) has

great

potential to assist researchers in writing research proposals, by generating

hypotheses, identifying literature, and suggesting methods for data collection and

analysis. However, the use of AI in research proposal writing raises important

bioethical implications, including the unintentional propagation of bias and questions

about the role of human expertise and judgment in the research process. This paper

explores the ethical implications of using AI in research proposal writing and

proposes guidelines for the responsible and ethical use of AI in this context. The

paper will review the potential benefits and challenges associated with using AI in

research proposal writing, discuss the role of human expertise and judgment, and

propose guidelines for promoting transparency and accountability in developing and

using AI systems. Ultimately, addressing the bioethical issues related to AI in

research proposal writing will require ongoing dialogue and collaboration between
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stakeholders, as well as a commitment to transparency, accountability, and ethical

principles.39

In the article entitled Extending the theory of planned behavior model to

explain people’s behavioral intentions to follow China’s AI generated content

law by Jie-Chun Li, Yi Lin & Yi-Chun Yang (2024), the paper extends the theory of

planned behavior (TPB) to explore the factors influencing people to follow AI

Generated Content Law in China. In addition to the factors in TPB model, such as

one’s attitudinal factors, normative factors, and perceived behavioral control, we add

another factor-moral obligation to extend the theory of planned behavior model. The

result shows identified the uncovering factors that influence people perspective that

includes attitude, subjective norms, perceived behavioral control and moral

obligation all have positive effects on intentions to follow AI Generated Content

Law.40
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In the book entitled Drivers of generative AI adoption in higher education

through the lens of the Theory of Planned Behaviour by Stanislav Ivanov,

Mohammad Soliman, Aarni Tuomi, Nasser Alhamar Alkathiri, Alamir N. Al-Alawi

(2024), highlights the strengths, weaknesses, benefits and risks of GenAI into the

TPM model, the strengths and benefits are related to attitude, social norms and

perceived behavioural control, the weaknesses of GenAI do not shape attitude,

social norms and perceived behavioural control. The study also investigates the

structural association between the TPB variables and intention to use GenAI tools,

and how the latter might affect the actual usage of GenAI tools in higher education. 41

In the research Exploring Student Perspectives on Generative Artificial

Intelligence in Higher Education Learning by researchers David Baidoo-Anu;

Daniel Asamoah; Isaac Amoako, and Inuusah Mahama (2024) examined the

perspectives of Ghanaian higher education students on the use of ChatGPT. The

Students' ChatGPT Experiences Scale (SCES) was developed and validated to

evaluate students' perspectives of ChatGPT as a learning tool. Through exploratory

factor analysis, a three-factor structure of students' perspectives (ChatGPT

academic benefits, ChatGPT academic concerns, and accessibility and attitude

towards ChatGPT) was identified. A confirmatory factor analysis was carried out to

confirm the identified factors. The majority of students are aware of and recognize

the potential of Gen AI tools like ChatGPT in supporting their learning. However, a

significant number of students reported using ChatGPT mainly for non-academic

purposes, citing concerns such as academic policy violations, excessive reliance on

technology, lack of originality in assignments, and potential security risks. Students

mainly use the tool

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ChatGPT for assignments rather than for class or group projects. Students noted

that they have not received any training on how to use ChatGPT safely and

effectively.42

In the journal article titled Student Perspectives on the Use of Generative

Artificial Intelligence Technologies in Higher Education by Heather Johnston;

Rebecca F. Wells; Elizabeth M. Shanks; Timothy Boey; Bryony N. Parsons

(2024) aims to understand student perspectives on generative artificial intelligence

(GAI) technologies such as Chat generative Pre-Trained Transformer (ChatGPT), in

order to inform changes to the University of Liverpool Academic Integrity code of

practice. The results of this research suggest that students require clear policies on

the use of GAI and that these technologies should not be banned from university, but

consideration must be made to ensure different groups of students have equal

access to the technologies.43

In the research Perceptions of Higher Education Students towards

ChatGPT Usage by Soumya Ranjan Das; and Madhusudan J. V. (2024), In the

context of contemporary technological advancements, Artificial Intelligence (AI) has

gained considerable significance in the field of education. In light of ChatGPT's

growing popularity, this research aims to explore how higher education students

perceive the use of ChatGPT in academics, examining factors influencing its

acceptance, as well as its benefits, limitations, and ethical concerns. The study also

reveals that the perception of higher education students towards ChatGPT usage is

not significantly influenced by gender, academic programs, and streams. The

insights gained from this study holds significant implications for the responsible and
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SENIOR HIGH SCHOOL DEPARTMENT

effective integration of ChatGPT in higher education, taking its perceived

benefits and ethical concerns.44

In the journal article titled Student Perceptions of ChatGPT and New AI Tools

by researchers Sheri Grotrian; Lisa Parriott; Brad Griffin; Brady Woerth, and

Wyatt Rowell (2024), the paper is a review of student perceptions and usage of

ChatGPT and other Artificial Intelligence (AI) tools. Technology has made significant

changes in education, and in the last 30 years, none may be as impactful as what we

refer to as ChatGPT as this was the first tool to make inroads into a chat-based

artificial intelligence available to nearly all. Rather than viewing such a technological

disruptive change in a negative light, we sought insight from students at a local

higher education institution on their usage and beliefs to explore positive

implications. Further investigation will lead toward how to implement and use, rather

than reject, this form of technology to develop innovative teaching methods.48

In the Research on the Attitudes of High School Students for the

Application of Artificial Intelligence in Education by Vladislav Slavov; Kamelia

Yotovska; Asya Asenova (2023), artificial intelligence (AI) is transforming

education, transforming it into a data-driven system. AI-enhanced technologies in

education (AIinED) will significantly impact teaching and learning methods, as well

as the behavior and organization of the educational system. However, AIinED is still

in the lab and not being practically implemented in education and training. Students,

teachers, and society are the three major players in the implementation of the

AIinED. Students can benefit from AIinED while also being a potential target of

risks. Therefore, stakeholders like UNESCO and EC are developing guidelines and
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recommendations for ethical use of AIinED. A study on high school students'

understanding of AI technologies and attitudes towards their application in education

revealed that students understand the essence of AI technologies, believe in their

usefulness, but lack clarity about the benefits of AI-enhanced technologies in

learning and teaching. The results show that the students participating in the survey:

(a) understand the essence of AI technologies; (b) they are convinced of the

usefulness of the application of artificial intelligence technologies in their daily

activities and strongly believe that it improves it; (c) are not entirely clear about the

benefits of artificial intelligence enhanced technologies in learning and teaching; (d)

do not demonstrate sufficient knowledge and understanding of the necessity of

ethical use of AI technologies in education; This reduces the positive influence of the

perceived usefulness of artificial intelligence tools in the learning process on

students' attitudes.49

In the research study University Students' Perceptions about Artificial

Intelligence by Keles, Pinar Ural; and Aydin, Suleyman (2021) aims to determine

the perceptions of university students about the concept of artificial intelligence. As a

result of the study, it was determined that artificial intelligence perceptions of the

students of the Faculty of Education were richer than the students of the Faculty of

Economics and Administrative Sciences and the Faculty of Arts and Sciences.

Another important result determined in the study is that the negative perceptions of

all sample groups about artificial intelligence concept are more significant than

positive perceptions. The study suggests giving lecture to students about the AI

applications.50
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According to the researchers Josef Šedlbauer; Jan Cincera; Martin Slavík;

Adéla Hartlová (2024) in their article about Students' Reflections on Their

Experience with ChatGPT, says that the emergence of Generative Artificial

Intelligence has brought a number of ethical and practical issues to higher education.

Solid experimental evidence is yet inadequate to set the functional rules for the new

technology. Objectives: The objective of this study is to analyze the experience of

undergraduate students' interaction with ChatGPT and contribute to identifying the

problems arising from the widespread use of artificial intelligence. The findings show

how easily the students embrace artificial intelligence and suggest a failure of the

any attempts for its strict regulation. This, on the other hand, underlines the need for

emphasis on personal and research-oriented approaches in teaching and learning.51

According to Chai, Ching Sing; Lin, Pei-Yi; Jong, Morris Siu-Yung, and Dai,

Yun (2021) in their article Perceptions of and Behavioral Intentions towards

Learning Artificial Intelligence in Primary School Students, says that Artificial

Intelligence (AI) is increasingly popular, and educators are paying increasing

attention to it. For students, learning AI helps them better cope with emerging

societal, technological, and environmental challenges. This theory of planned

behavior (TPB)-based study developed a survey questionnaire to measure

behavioral intention to learn AI among primary school students. The questionnaire

was administered online, and it measured responses to five TPB factors. The five

factors were (1) self-efficacy in learning AI, (2) AI readiness, (3) perceptions of the

use of AI for social good, (4) AI literacy, and (5) behavioral intention. Exploratory
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factor analysis and a subsequent confirmatory factor analysis was used to validate

this five-factor survey. Both analyses indicated satisfactory construct validity. A

structural equation model (SEM) was constructed to elucidate the factors' influence

on intention to learn AI.52

In the article by Andrew Kelly; Miriam Sullivan; Katrina Strampel (2024) titled

Generative Artificial Intelligence: University Student Awareness, Experience,

and Confidence in Use across Disciplines, reports on one of the first large-scale

quantitative studies of student views on generative artificial intelligence at an

Australian university. These results varied across disciplines and across some

student sub-groups, such as mature-age students and international students.

Confidence appeared to increase with experience, although the data also revealed a

portion of students that have never used these tools yet still felt confident in using

them. In exploring these results, this article aims to shed new light on this fast-

evolving landscape and inform the future direction of supporting students to engage

with generative artificial intelligence tools appropriately.53

According to the research about Educators' Perspectives on the Impact of

Artificial Intelligence on Writing Competence by John Bernard Fontanilla, Kyle

Hyacinth Bautista, Michael Lactao, Jr., Mirra Andrea Villacorte, Ramil Santos

(2023), it investigates the impact of AI, particularly tools such as ChatGPT, Quillbot,

and Grammarly, on writing competence within the context of National University

Baliwag in the Philippines. This study delves into the complex dynamics surrounding
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the use of AI in education, exploring the balance between its benefits and the risks of

over-reliance. The results encompass four themes: concerns and challenges in AI

integration, influence of AI on writing competence, ethical challenges, and the

implementation of AI in education. Discussions elaborate on these themes, providing

nuanced insights into educators' perspectives. The research concludes with a

reflection on limitations, recommendations, and a call for collaborative efforts to get a

balance between the benefits and potential drawbacks of AI integration in

education.54

In the book Artificial Intelligence in Academic Writing in Higher Education in

a Country of Emerging Economy: An Analysis of Knowledge, Perceived

Influence, Extent of Use and Perception by Frenz Djaxxas D. Clorion, Ericson

O. Alieto, Justine O. Fuentes (2024), offers an examination of the knowledge,

extent of use, perceived influence and perceptions of prospective teachers toward

artificial intelligence (AI) in academic writing. Moreover, the study’s content is in the

context of a country with emerging economy. This investigation is significant

considering that learners from this country have limited access to technology,

unstable internet connections and lack of mobile resources. The interesting

implications of the results are discussed in the chapter. Moreover, regardless of

gender, the respondents had sufficient knowledge of AI in academic essay writing for

both males and females.55

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In the book titled Use and Impact of Artificial Intelligence in Philippine

Higher Education: Reflections from Instructors and Administrators by Louie

Giray Icon, Paolo Yves De Silos, Adonis Adornado (2024), shows that Filipino

instructors and administrators collectively acknowledge AI as a transformative tool

with the potential to enhance teaching, streamline administrative tasks, and boost

research productivity. They highlight AI’s benefits in facilitating learning with specific

examples, but recognize its limitations, particularly in contextualizing experiences.

While they positively regard AI tools at work, they have some concerns such as

cheating, data fabrication, and the

potential decline in creativity and critical thinking. Hence, they emphasize the

necessity of regulatory policies and ethical guidelines governing AI use in higher

education. They also report whether their home institutions have created AI policies.

This column advocates for Philippine educational institutions to reassess their stance

on AI’s increasing presence.56

In the Doctoral Dissertation of Nicole Vargas (2023) about Secondary ELA

Teacher Perceptions of the Use of Artificial Intelligence as an Instructional

Tool acknowledges the identifiable benefits and challenges of incorporating AI into

K-12 education. Although many participants shared their hopes and excitements

about the integrating instructional tools such as AI, there was much hesitation

surrounding the issue. What the findings primarily revealed was a need for effective

training for leaders, teachers, and students to integrate AIED. Such training could

help address and mitigate other concerns in the data, such as ethical issues,

reliability of technology, and alignment of the expectations of leadership and

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teachers regarding outcomes of AIED integration. Artificial intelligence in education

(AIED) is an exigent topic of concern across educational settings. While artificial

intelligence (AI) is not new, integrating it into K-12 schools has created a mix of

positive and negative perceptions regarding how to do so effectively.57

In the research Perceptions, Challenges, and Prospects: University

Professors' Use of Artificial Intelligence in Education by Noureldin Mohamed

Abdelaal and Islam Al Sawi (2024), explores university professors' perspectives

regarding AI, including their familiarity with AI, its educational impacts, challenges

associated with its implementation, and perceived threats. The study identifies

several

challenges hindering AI adoption, encompassing difficulties in comprehending and

interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial

implications of implementation, and concerns regarding data privacy. Additionally,

the study identifies apprehensions about the AI''s influence on professors' skills,

potential dehumanization of the pedagogy, adverse effects on students, and the

potential obsolescence of professors.58

In the article entitled Educators' Academic Insights on Artificial Intelligence:

Challenges and Opportunities by Jayaron Jose and Blessy Jayaron Jose

(2024), was conducted to gain a deeper understanding of the rapidly evolving

phenomenon of AI in education. This research serves multiple objectives. Firstly, it

aims to foster awareness regarding the integration of AI into teaching and learning

practices by providing clear definitions of AI and explaining key AI-related terms. It

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also seeks to illustrate AI's diverse applications within a broader context, with a

special focus on AI-supported research and learning platforms. Additionally, the

study delves into the current discourse surrounding chatbots, contributing to address

the central research question. Lastly, this initiative aims to provide valuable

recommendations for effectively harnessing the AI in education, enhancing the

teaching and learning experience. The study's findings incorporated a wide range of

concerns expressed by educators, comprising ten key subthemes. These concerns

ranged from doubts about AI's ability to replace human educators and fears of its

potential to hinder student development to worries about its hyped popularity and its

perceived futuristic nature. Educators stressed the importance of effective AI training

while emphasizing the need to prioritize human expertise over excessive reliance on

AI.59

In the article Utilization of Writing Assistance Tools in Research in Selected

Higher Learning Institutions in the Philippines: A Text Mining Analysis by

Cereneo S. Santiago Jr Steve I. Embang Marjohn Thomas N. Conlu, [Link].

(2023), says the rise of artificial intelligence (AI) in higher education has sparked

significant interest. Artificial intelligence offers opportunities for global learning,

personalized instruction, and efficient resource management. In research writing, AI

tools streamline processes, from a literature review to data analysis, enhancing

efficiency and freeing up time for critical thinking. The implementation of these tools

in selected higher learning institutions may present difficulties, such as issues related

to overreliance, and hinder students’ and researchers’ development of critical

thinking and writing skills. Along with technological and resource challenges, these
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tools could inadvertently encourage plagiarism if not used responsibly. Cultural and

language considerations are also relevant because these tools may not always be

attuned to the specific linguistic and cultural nuances of Filipino academic writing.

The results of this research may serve as a guide for researchers, educators, and

software developers, who may use AI to streamline research writing processes in the

educational sector.60

In the study Facilitating the Research Writing Process with Generative

Artificial Intelligence by Thomas D. Cox (2024), shows the facilitation of the

research writing process together with the generative technologies such as Artificial

Intelligence. In higher education, generative chatbots have infiltrated teaching and

learning. Concerns about how and if to utilize chatbots in the classroom are at the

forefront of scholarly discussion. This quick-hit article presents a plan to teach

learners

about generative AI writing tools and their ethical use for writing purposes. As

generative AI tools continue to emerge, this guide can support instructors from all

disciplines to engage learners in getting the most accurate information.61

In the article titled the Qualitative ethical technology assessment of artificial

intelligence (AI) and the internet of things (IoT) among Filipino Gen Z

members: implications for ethics education in higher learning institutions by

Melvin Jabar Icon, Elena Chiong-Javier & Penchan Pradubmook Sherer (2024),

identify the knowledge and perceptions of the Gen Z Filipino students about the

forms and ethics of artificial intelligence (AI) and the internet of things (IoT). It
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likewise describes their experiences in the use of said technologies. The Gen Z

population is considered the most exposed to AI and IoT. Gen Z students suggest

that people’s understanding of these technologies can be hastened through proper

education and techno capacity-building. This implies that teaching ethics in HEIs

needs to tackle ethical issues of technology and relate them to social, environmental,

health, and economic issues.62

In the review journal about Exploring the Promise: A Comprehensive Review

of Artificial Intelligence Integration in Language Education in the Philippine

Context by Dr. John Den Saul L. Dalan (2023), this comprehensive review

explores the integration of artificial intelligence (AI) in language education in the

Philippines. As technology continues to evolve, the potential of AI in language

learning becomes increasingly apparent. The chief purpose of this study is to

critically examine existing literature and initiatives regarding AI integration in

language education, aiming to uncover its implications, challenges, and opportunities

in the Philippine educational landscape. Results indicate growing interest and

investment in an AI-driven language

education tools and platforms in the Philippine context. However, there remains a

need for more localized, culturally sensitive approaches to maximize the potential of

AI in addressing the diverse linguistic needs of Filipino learners. In conclusion, while

AI holds promise in revolutionizing language education in the Philippines, careful

consideration of contextual factors and ethical implications is imperative for its

effective and equitable implementation. This review contributes to a deeper

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understanding of the role of AI in language education within the Philippine setting,

offering insights for educators, policymakers, and researchers.63

In the paper Artificial Intelligence in the Philippine Educational Context:

Circumspection and Future Inquiries by Carie Justine Estrellado and John

Christian Miranda (2023), states that There is no turning back, as the utilization of

Artificial Intelligence (AI) into the Philippine educational system has catapulted

scholarly discourses on the line. This paper argues on academic concerns and

challenges of AI in education (AIED), the initial footholds for data center hubs,

potential offerings for enhanced learning experiences, data-driven decision-making,

and foreseen opportunities. However, AIED requires a robust technological

infrastructure and adequate computing resources aligned with policy frameworks,

such as addressing data privacy concerns, the digital divide, and the need for

ongoing faculty training and development. This literature review reflects on

collaborations between educators and policymakers, focusing on aspects of teaching

and learning while leveraging AI benefits, provided that social and ethical

implications are carefully established or reconfigured.64

In the research article entitled A Bibliometric Analysis of Artificial

Intelligence Chatbots in Educational Contexts by Yupeng Lin; Zhonggen Yu

(2024), aims to bridge the research gap by taking an educational perspective to

review the existing literature on artificial intelligence chatbots.

Design/methodology/approach: This study combines bibliometric analysis and

citation network analysis: a bibliometric analysis through visualization of keyword,

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authors, organizations and countries and a citation network analysis based on

literature clustering.65

In the journal article by Tuba Satir, and Agah Tugrul Korucu (2023) entitled

An Evaluation on the Use of Artificial Intelligence in Education Specific to

ChatGPT, says relationship between artificial intelligence and education should be

evaluated in the context of current and historical debates. Artificial intelligence

technologies can offer many advantages in educational activities and also increases

the quality of their education. From this point of view, the aim of this study is to

reveal the use of artificial intelligence in education in particular ChatGPT. Although

ChatGPT is an up-to-date technology, there are significant discussions about its

advantages in education.66

In the published reports about the Integration of Modern Technologies in

Higher Education on the Example of Artificial Intelligence Use by Zhou and

Cong (2023) says that modern technology integration in higher education on the

example of artificial intelligence use as a personalized learning platform can facilitate

learning of various subjects. The research questions are explained by the desire to

obtain new experimental data on the modern technology integration in higher

education using artificial intelligence as an example, and based on the data

obtained, to optimize and

improve teaching approaches. The research aims to study the impact of artificial

intelligence technologies in higher educational institutions of the People's Republic of

China on improving education system.67

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According to the article by Jiangyue Liu, Siran Li, and Qianyan Dong (2024)

Collaboration with Generative Artificial Intelligence: An Exploratory Study

Based on Learning Analytics, shows that the emergence of the Generative

Artificial Intelligence (GAI) has caused significant disruption to the traditional

educational teaching ecosystem. GAI possesses remarkable capabilities in

generating human-like text and boasts an extensive knowledge repository, thereby

paving the way for potential collaboration with humans. However, current research

on collaborating with GAI within the educational context remains insufficient and the

methods are relatively limited. This study aims to utilize methods such as Lag

Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) to unveil the

"black box" of the human-machine collaborative process.68

According to Kenneth W. O’Connor (2023) in his theses about the Higher

Education on Cruise Control: Is Artificial Intelligence Helping or Hurting the

Classroom? examines artificial intelligence (AI) as a key to increasing productivity

and efficiency as colleges race to remain relevant and competitive in a rapidly

evolving industry. With the increase of students taking online classes, professors are

looking for solutions to help maintain integrity with their testing remotely. AI has been

touted as a potential solution to this problem with new online proctoring systems.

However, integrating AI into the classroom has drastically altered the testing

experience, which
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has been met with mixed student reviews. This study extends our understanding of

the role of AI in higher education classrooms, including student acceptance of

technology.69

In the journal article titled The Impact of Artificial Intelligence on Higher

Education: An Empirical Study by Slimi, Zouhaier (2023), explores the impact of

AI on higher education by examining its effects on teaching and learning,

assessment, ethics, required skills, and future careers. The aim of this study is to

analyze the influence of AI on higher education, investigate its impact on the

teaching and learning process, examine its effect on assessment and grading, and

predict its influence on graduates' future careers. To accomplish this, the study

employs a qualitative approach based on a survey of the higher education audience.

The results of this study demonstrate the crucial role of AI in the future of higher

education. The findings highlight the effectiveness and efficiency of AI in equipping

graduates with new skills for their future careers. They also emphasize the

importance of considering the ethical implications of AI. The study reveals that higher

education institutions need to integrate AI more extensively in their programs to

prepare graduates for the future workforce. AI has the potential to revolutionize

education by personalizing teaching methods to suit individual student needs,

providing prompt feedback, and automating administrative tasks. It can also assist in

grading and assessment, freeing educators to focus on developing curriculum and

providing quality instruction. The study findings suggest that AI has a positive impact

on the learning experience by facilitating the acquisition of new knowledge and skills.

This research provides insights to the potential of AI to transform higher education

and contribute the development of a new

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skills for a graduate. It has the important implication for educators, policymakers, and

other stakeholders in the higher education sector. The study findings suggest that AI

should be more extensively integrated into higher education curricula, and that

institutions need to consider the ethical implications of AI in the development and

implementation of their programs. By doing so, they can better prepare graduates for

the demands of the future workforce.70

In the article analysis titled A Scoping Review on How Generative Artificial

Intelligence Transforms Assessment in Higher Education by Qi Xia; Xiaojing

Weng; Fan Ouyang; Tzung Jin Lin; Thomas K.F. Chiu (2024), suggested that

assessment should be transformed to cultivate students' self-regulated learning

skills, responsible learning, and integrity. To successfully transform the assessment

in higher education, the review suggested that (i) teacher professional development

activities for assessment, AI, and digital literacy should be provided, (ii) teachers'

beliefs about human and AI assessment should be strengthened, and (iii) teachers

should be innovative and holistic in their teaching to reflect the assessment

transformation. Educational institutions are recommended to review and rethink their

assessment policies, as well as provide more inter-disciplinary programs and

teaching.71

The article The Technology Adoption and Governance of Artificial

Intelligence in the Philippines by Ronnie S. Concepcion; Rhen Anjerome R.

Bedruz; Alvin B. Culaba, et. al. (2019), says that AI may displace some non-digital

jobs that performs heavy load and repetitive tasks, but it certainly augments the labor
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SENIOR HIGH SCHOOL DEPARTMENT

shortage by realigning the workforce of the competitiveness to what the technology

do

requires. The diffusion of the AI technology is necessary for mental shift of the

government and industry leaders to adopt the technology. Research and

development are very promising to uplift mankind to faster productivity and positively

affect the industries in international perspective. The Philippines is still coming up

with the adoption of AI system, but it can steer up globally by strengthening the

technology governance of strictly implementing the policies with measures.72

According to Nguyen, Andy; Ngo, Ha Ngan; Hong, Yvonne; Dang, Belle;

Nguyen, Bich-Phuong Thi (2023) on their journal article Ethical Principles for

Artificial Intelligence in Education states that the advancement of artificial

intelligence in education (AIED) has the potential to transform the educational

landscape and influence the role of all involved stakeholders. In recent years, the

applications of AIED have been gradually adopted to progress our understanding of

students' learning and enhance learning performance and experience. However, the

adoption of AIED has led to increasing ethical risks and concerns regarding several

aspects such as personal data and learner autonomy. Despite the recent

announcement of guidelines for ethical and trustworthy AIED, the debate revolves

around the key principles underpinning ethical AIED. This paper aims to explore

whether there is a global consensus on ethical AIED by mapping and analyzing

international organizations' current policies and guidelines. In this paper, we first

introduce the opportunities offered by AI in education and potential ethical issues.

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Then, thematic analysis was conducted to conceptualize and establish a set of

ethical principles by examining and synthesizing relevant ethical policies and

guidelines for AIED. We discuss each principle and associated implications for

relevant educational

stakeholders, including students, teachers, technology developers, policymakers,

and institutional decision-makers. The proposed set of ethical principles is expected

to serve as a framework to inform and guide educational stakeholders in the

development and deployment of ethical and trustworthy AIED as well as catalyze

future development of related impact studies in the field.73

Based on the research about ChatGPT and Its Ethical Implications for STEM

Research and Higher Education: A Media Discourse Analysis by the

researchers Nam, Benjamin H.; Bai, Qiong (2023), discuss the increasing demand

brought on by the beginning of the fourth industrial revolution in the period of post-

digital education and bio-digital technology, artificial intelligence (AI) has played a

pivotal role in supporting human intelligence and contributing to intellectuals within

science, technology, science, and mathematics (STEM) and in the broader field of

higher education. Thus, this study examines how writers for mainstream STEM

journals and higher education magazines perceive the impact of ChatGPT, a

powerful AI chatbot, on STEM research and higher education. ChatGPT can

generate realistic texts based on user prompts. However, this platform also poses

ethical challenges for academic integrity, authorship, and publication. This study

concludes with some policy implications and suggestions for future research on

ChatGPT and AI ethics in academia by reilluminating the most overarching policy

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concerns related to ethical writing in STEM research and higher education and

limitations to the blindness to authorship and academic integrity among diverse

stakeholders.74

According to Jennifer Gun (2024) in his article Real Writing in the AI World,

considers the impact of technological processes on human thought, specifically the

implications of artificial intelligence (AI) on writing instruction. The main purpose of

this paper is to present instructional considerations that will elevate human voice and

reduce student temptations to turn to AI unreasonably to produce a piece of writing

while still providing responsible options for the integration of AI in the writing

process.75

A study by Edward J. Ciaccio (2023) entitled Use of artificial intelligence in

scientific paper writing indicates that Artificial intelligence or AI is a hot topic. As of

now there are currently 100 plus million users of the ChatGPT (GPT = generative

pre- trained transformer), which was designed and implemented by OpenAI. This is

a significant portion of the entire world population. Numerous accolades have been

given to the initiative. However, some suggest that AI could be used for nefarious

purposes, it may eliminate jobs, provide erroneous information, and it might be used

for cheating at work or school. Such events may have already occurred during the

few months since the inception of recent AI chatbots. Now might be the point to

address this issue from the perspective of what helpfulness can be incurred by AI in

scientific.76
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An article by Alberth (2023) in his journal entitled The Use of ChatGPT in

Academic Writing: A Blessing or A Curse in Disguise? raises the question for

the institutions like the schools and universities on whether this generative artificial

intelligence such as the ChatGPT and other artificial intelligence (AI) tools would be

beneficial or harmful in the context of academic writing. Etiquettes are being

discussed whether they follow the correct online standards or not. While the artificial

intelligence

could potentially revolutionize how research is conducted and how research papers

are written, a number of ethical concerns arise. In particular, the world of academia

has reservations pertaining to whether this language model will actually do more

good than harm, especially as far as academic writing is concerned. This paper

argues that the cutting-edge technology is here to stay, and the question is not

whether to accept it, but rather, how to best utilize it judiciously, cautiously and

responsibly to improve research performance by strictly adhering to academic

integrity and transparency. Potential benefits and drawbacks of ChatGPT will be

critically examined in light of current literature and, when relevant, potential solutions

to the drawbacks will also be provided or commented on.77

In the study Writing, Creativity, and Artificial Intelligence: ChatGPT in the

University Context by María-Isabel de Vicente-Yagüe-Jara; Olivia López-

Martínez; Verónica Navarro-Navarro; Francisco Cuéllar-Santiago (2023), shows

the potential integration of AI in the academic writing in the universities. The main

objective of the research is to study the creative potential of Artificial Intelligence (AI)

for writing skills in an educational context. The research aims to provide evidence on
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the use of AI and contribute to its integration in the classroom as a support for the

teaching-learning process. Two types of research designs were established: a

descriptive and comparative type of non-experimental quantitative research, and a

quasi-experimental pretest-posttest study. The students repeated the games,

assisted by ChatGPT, to compare the possible improvement of their productions.

The findings reveal statistically significant differences between the AIs and the

students in the indicators of fluency, flexibility, and narrative originality in Game 2.

Furthermore,

significant differences are found between students' pre-test and post-test scores in

fluency, flexibility, and narrative originality in Game 2 and in fluency in Game 3.

Finally, the assistance provided by AI in writing tasks and verbal creativity is

highlighted, and this should be considered in language teaching; in any case, AI

cannot replace human intelligence and creativity. 78

In the conference paper Is AI an Effective “Learning Tool” in Academic

Writing? Investigating the Perceptions of Third-Year University Students on

the Use of Artificial Intelligence in Classroom Instruction by local researchers

Franchesca Marie O. Bantoto, Richard Rillo, Bernadeth Abequibel, Benjamin B.

Mangila & Ericson O. Alieto, says that Artificial intelligence is widely known around

the world and is used in different human fields –from banking and finance to

education. However, in the field of education, little is known about its use the

Philippine education context. Adopting the Technology Acceptance Model (TAM),

this study determined and analyzed the perception of third-year university students

on the use of artificial intelligence as a “learning tool” in academic writing. The

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findings of the study revealed that the participants had an overall positive disposition

towards the usage of the AI in academic writing in terms of its perceived use,

perceived ease of use, as well as attitude toward usage. The findings of the study

further suggest that these university students demonstrate both awareness and

readiness needed on the use of artificial intelligence (AI) tools in their academic

research writing. The field of language instruction has seen significant paradigm shift

in recent years due to the development of the artificial intelligence (AI) globally.

Synthesis of the State-of-the-Art

The foregoing related literature and studies gathered and reviewed by the

researchers provided them with baseline information and fruitful insights and

contributed the conceptualization to the present study. The perception of the

students towards the integration of Artificial Intelligence (AI) in research writing has

been extensively reviewed. Here is the synthesis of the state of the art.

The study conducted by Donnie Adams and Kee-Man Chua are very much align

with the extensive review of generative artificial intelligence (AI) tools in research

writing. The chapter of the study also includes a discussion on the future potentials

of AI implementation with regards to research writing.

In the study conducted by Mark Rey C. Santos and Mariefe B. Cruz shows that

the Senior High School curriculum has PR1 (Qualitative Research) and PR2

(Quantitative Research) where Artificial Intelligence can be used. It investigates the

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positive and negative effects of using AI in research writing together with the benefits

and challenges students and teachers may face.

In the papers by Jie-Chun Li [Link]., and Stanislav Ivanov [Link]., highlights the

framework for the theoretical foundation of the research study which is about the

Theory of Planned Behaviour study base or (TPB). An extension of the relation

between this theory and the artificial intelligence (AI). It suggests that through this

theory, student’s perception about AI in research could affect the Integration. Such

factors inside the theory are needed to be considered in the behavioral control,

normative factors and attitude of the students towards a phenomenon.

Studies conducted by Vladislav Slavov [Link]., Soumya Ranjan Das; and

Madhusudan J. V., John Bernard Fontanilla [Link]., Keles, Pinar Ural; and Aydin,

Suleyman, Sheri Grotrian [Link]., Noureldin Mohamed Abdelaal and Islam Al Sawi,

Jayaron Jose, Nicole Vargas, David Baidoo-Anu [Link]., Heather Johnston [Link].,

Josef Šedlbauer [Link]., Vladislav Slavov et. al., and Chai, Ching Sing [Link]., highlights

the student’s and teacher’s perception, attitude, view, perspective, and experience

about the Generative Artificial Intelligence, specifically Chat-GPT in writing and

educational context. All studies assert about the opinions of the students and

teachers on the usage of artificial intelligence tools in academic institutions. These

shows how students and even teachers, perceive the integration of AI in educational

setting and in particular, the research writing. Their experience towards these tools

will be a foundation of the integration of AI in research writing in the future.

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The studies by María-Isabel de Vicente-Yagüe-Jara [Link], Franchesca Marie O.

Bantoto [Link]., Frenz Djaxxas D. Clorion [Link]., revealed that Artificial Intelligence can

be linked to academic writings. The research aims to explore the creative potential of

Artificial Intelligence (AI) in enhancing writing skills in an educational setting. It

examines the overall extent of AI in the academic writing of the students.

In line with the studies conducted by Shivananda, S.; Doddawad, Vidya

Gowdappa; Vidya, C. S., and Chandrakala, J. asserts that AI can aid assistance in

the formulation of research writing and proposals. The paper reviews the potential

benefits and challenges associated with using AI in research proposal writing. review

the potential benefits and challenges associated with using AI in research proposal

writing,

discuss the role of human expertise and judgment and propose guidelines for

promoting transparency and accountability in developing and using AI systems.

Artificial intelligence (AI) has the ability to greatly help researchers by discovering

literature, developing hypotheses, and suggesting approaches for data collection and

analysis when writing research proposals. But using AI to write research proposals

brings up significant bioethical issues, such as the unintended spread of bias and

concerns about the place of human judgment and expertise in the scientific method.

In the study by Carie Justine Estrellado and John Christian, Miranda Dr. John

Den Saul L. Dalan, Vladislav Slavov [Link]., Zhou Cong, and Slimi Zouhaier, shows

similar variables. This paper investigates the integration of Artificial Intelligence in

Academic Institutions such as schools and universities. It highlights the educational

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context and how collaborating with technologies can further help the improvement of

the academe. Ever since the K-12 policy, research subject has been one of the

implementations of it that’s why, with the emerging technology like artificial

intelligence, research writing will be now a collaboration between human and AI

inside the academe.

Lastly, align with the studies of Nam, Benjamin H.; Bai, Qiong, Alberth, Nguyen,

Andy [Link]., and Mark Rey C. Santos and Mariefe B. Cruz suggests the ethical use of

modern technologies such as AI in educational field especially for students and

teachers. It tackles the potential harm and concerns students may encounter while

using AI. It imposes also the warning of using artificial intelligence (AI) in such a bad

way like plagiarism and misinformation. Proper ways on using artificial intelligence

can aid ethical assistance for the integration of AI in research writing.

Research Gap

The Researchers have discovered a significant gap on the perception of the

students in the integration of AI in research writing. Although there is some existing

research or studies about the integration of Artificial Intelligence in educational

settings, they are interpreted in general ways, few studies show analytical

investigation about integrating artificial intelligence in the research writing. Also, most

of the study uses qualitative research method in gathering perceptions of the

students. This study significantly uses quantitative approach and gather the data

from the respondents of the Senior High School students, which makes the research

unique and different from other studies. Minimal studies show interest in the senior
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high school department when it comes to research, what more if the researchers

also include artificial intelligence in the study, given the fact that this topic is crucial

for students to the higher education.

This study aims to explore the underexplored students’ concerns when it comes

to related issues of dishonesty and overall quality of their research. Only few focuses

specifically on the unique needs and lacks context about the usage of AI tools in

research writing. The study aims to identify specific inadequacy on the students

challenges while investigating their perceptions. Their attitudes towards different AI

tools will further help to understand different key factors on the overall outcome of

their research writing. We not only seek to quantify their perceptions but also to help

identify factors and recommendations for the integration of Artificial Intelligence in the

future of academic research writing.

Notes

1.
Khalifa, M. (2024). Using artificial intelligence in academic writing and research: An

essential productivity tool. Computer Methods and Programs in Biomedicine Update,

5, 100145. [Link]

2.
Republic of the Philippines. (2013). Republic Act No. 10533: Enhanced Basic

Education Act of 2013. Official Gazette.

[Link]
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SENIOR HIGH SCHOOL DEPARTMENT

3.
De Layola, Z. (2023, July 23). Solon seeks creation of agency to tackle AI threats.

Philippine News Agency. [Link]

4.
V&A Law. (2023). Regulation of artificial intelligence in the Philippines.

[Link]

5.
Republic of the Philippines. (2012). Republic Act No. 10173: Data Privacy Act of

2012. Official Gazette. [Link]

10173/

6.
Commission on Higher Education. (2013). CHED Memorandum Order No. 20, s.

2013: General Education Curriculum: Holistic Understandings, Intellectual and Civic

Competencies. [Link]

7.
Gültekin, Özgül. (2023). The Influence of AI Writing Tools on the Content and

Organization of Students’ Writing: A Focus on EFL Instructors' Perceptions.

JOURNAL OF CURRENT DEBATES IN SOCIAL SCIENCES. 2. 83-93.

10.29228/cudes.71701.

8.
Cherry, K. (2021). What is perception? Verywell Mind.

[Link]

9.
Chan, C. K. Y. (2023). Is AI Changing the Rules of Academic Misconduct? An In-

depth Look at Students' Perceptions of 'AI-giarism'. Journal of Academic Ethics.

[Link]
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10.
Times Higher Education. (2023). Artificial intelligence and academic integrity:

Striking a balance. [Link]

intelligence-and-academic-integrity-striking-balance

11.
Crowder, J. A., & Fries, S. (2011). Human-AI teaming theory. Retrieved October

15, 2024, from [Link]

Hierarchy_fig1_235219069

12.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and

Human Decision Processes, 50(2), 179–211.

[Link]

behavior
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