Harnessing Artificial Intelligence for Learning means using Al properly and
productively to help students learn better, such as for understanding lessons, practicing
skills, or completing academic tasks.
What is Harnessing?
Harnessing Al means making good use of Al.
What is the purpose of this study?
Is to explore senior high school students in using ai-assisted learning tools for
their academic work.
What central issue or phenomenon does your study explore?
The study explores how senior high school students experience and use AI-
assisted learning tools in their academic tasks. This issue is evident in schools
and online learning spaces where students increasingly rely on AI to understand
lessons, complete activities, and manage independent learning, especially in
flexible or self-paced settings.
2. What existing literature supports the relevance of this problem?
Previous studies such as Huang and Chen (2022) and Nguyen (2023) highlight
AI’s role in providing feedback and individualized support. However, these
studies focus more on technical benefits rather than students’ lived experiences.
This literature helped shape the study’s focus on learners’ personal perspectives
and daily interactions with AI.
3. What are your main research questions?
The study asks how students describe their experiences using AI tools, what
benefits and challenges they encounter, and how AI influences their motivation,
comprehension, and academic behaviors. These questions guide the inquiry
toward understanding students’ real experiences rather than measuring
performance.
4. How are your research questions aligned with your qualitative approach?
The research questions are aligned with a generic qualitative approach because
they aim to explore meanings, perceptions, and experiences without restricting
the study to a single qualitative tradition. This allows flexibility in capturing rich
student narratives.
5. What theoretical lens guides your study, and why is it suitable?
The study is guided by Constructivist Learning Theory and the TPACK
framework. These lenses are suitable because they explain how students
actively construct knowledge using tools like AI and how technology interacts
with pedagogy and content in learning environments.
6. How does this theoretical lens influence your interpretation of participants’
narratives?
The lenses help interpret students’ experiences as active meaning-making
processes. AI is viewed not just as a tool, but as a mediator that shapes how
students think, learn, and engage with academic content.
7. What gap in existing qualitative research does your study address?
The study addresses the lack of qualitative research that focuses on students’
lived experiences, perceptions, and challenges in using AI tools, particularly in
the Philippine senior high school context.
8. How will your findings contribute new insights?
The findings will provide deeper understanding of how AI influences learning
behaviors, decision-making, and study practices. These insights move beyond
technical descriptions and highlight students’ voices and real-world experiences.
9. How would you explain your study to a non-research audience?
This study aims to understand how students actually use AI in school and how it
helps or challenges them. It is important because it can guide teachers and
schools in using AI responsibly and effectively to support student learning.
10. How confident are you in defending your research design and lens?
I am confident in defending the study because the qualitative design, research
questions, and theoretical framework are well aligned. The proposal clearly
demonstrates an understanding of AI-assisted learning, qualitative inquiry, and
the educational context of the participants.
TPACK Framework (Technological Pedagogical Content Knowledge)
The TPACK framework explains how technology, teaching methods, and subject
content work together to support effective learning.
Constructivist Learning Theory
Constructivist Learning Theory explains that learners actively build their own
knowledge through experiences, interaction, and reflection rather than simply
receiving information.
Oral Defense Script for Research Proposal
Leader: Good morning/afternoon to the distinguished panel of examiners.
I am AIRA FAYE G. SAMSON, and I am here today, along with my co-researchers, to
defend our research proposal titled, "HARNESSING ARTIFICIAL INTELLIGENCE FOR
LEARNING: AN EXPLORATION OF THE EXPERIENCES OF STUDENTS IN A.I.
AIDED ACADEMIC ENDEAVORS".
Introduction and Rationale
The landscape of education is rapidly changing, primarily due to the emergence of
Artificial Intelligence (AI) tools. Students are increasingly integrating AI into their
academic routines to understand lessons, complete tasks, and manage their learning.
Globally, research indicates that while AI has the potential to offer quick feedback and
individualized support, there is still a limited understanding of how these tools truly
shape a student's day-to-day learning experiences, decision-making, and study
practices. Research in Europe and Asia highlights that AI contributes to personalized
learning, but also raises concerns about academic integrity and over-reliance.
In the Philippines, the integration of AI is still in its nascent stages, yet the use of AI
tools among students is undeniable. Students, especially those who previously engaged
in modular or self-paced learning, now rely on AI for assistance in clarifying concepts
and generating outputs.
However, the current literature lacks a deep, qualitative understanding of the lived
experiences of students who are pioneering the use of these tools. Our research aims
to fill this critical gap by exploring how students themselves describe and interpret their
interactions with AI in an academic context.
Purpose and Research Questions
The main purpose of this study is to qualitatively explore and describe the rich and
complex experiences of students who use Artificial Intelligence (AI) tools to aid their
academic endeavors. By collecting their firsthand accounts, we hope to generate
insights that will inform the responsible and effective integration of AI in the education
system.
Our research is guided by three core questions:
1. How do students utilize and integrate AI tools into their academic learning
process?
2. What are the challenges and benefits that students experience when using AI
tools for academic purposes?
3. What insights can be drawn from the students' experiences regarding the ethical,
practical, and pedagogical implications of AI in education?
Theoretical Framework and Methodology
This study is framed by the Technology Acceptance Model (TAM), which posits that a
user's acceptance of new technology is determined by two main factors:
Perceived Usefulness (how much the technology helps them improve
performance) and Perceived Ease of Use (how easy the technology is to use). This
framework will help us interpret the students' expressed benefits and challenges with AI
tools.
Our research will employ a Qualitative Research Design, focusing on the depth and
context of individual experiences, which is crucial for a new and evolving topic like AI
use in schools.
Participants: We will purposively select Senior High School students from
Kinamayan Integrated School who are actively using AI tools for academic
purposes.
Data Collection: Data will be collected through Virtual In-Depth Interviews (VIDI)
and Virtual Focus Group Discussions (VFGD) to capture rich, narrative
descriptions of their experiences.
Significance of the Study
The findings of this research will have immediate and long-lasting significance:
Students: They will gain a platform to articulate their needs and experiences,
which can lead to better support and resources for responsible AI use.
Teachers: The results will inform educators on how AI is actually being used by
their students, allowing them to adjust their teaching methodologies and
assessment designs to maintain academic integrity.
School Administrators: The study will provide evidence-based data for
developing clear, ethical, and effective school policies on the use of AI in the
classroom.
Future Researchers: This serves as a primary foundation for subsequent
studies on AI in the context of Philippine secondary education.
Policymakers. May rely on the insights to develop policies that ensure equitable
access to artificial intelligence technologies.
Conclusion
Our research, "Harnessing Artificial Intelligence for Learning," moves beyond the
hype to capture the authentic student experience. By understanding the challenges,
benefits, and ethical considerations directly from the users themselves, we can ensure
that AI becomes a tool that genuinely enhances, rather than hinders, the learning
process. Thank you for your attention. We are now ready to address any questions you
may have.