AI Evolution: Personal and Academic Use Among SHS Private School Students in Cotabato City – Notes
AI Evolution: Personal and Academic Use Among Senior High School Students of Private Schools in Cotabato City – Notes
Background and Context
Topic and scope: Evolution of Artificial Intelligence AI use among senior high school SHS students in private schools in Cotabato City, Philippines
Publication date shown: August 2025
Core idea: AI-driven innovations reshape how students engage with learning and daily life; focus on personal and academic use
Key findings from literature cited in the study: AI enables personalized, data-informed, interactive learning, but raises concerns about conceptual understanding, digital literacy, ethical awareness, and potential academic integrity issues
Tools referenced in PH context: Grammarly, Quillbot, and ChatGPT used to support writing, language refinement, and research tasks
Policy context: MATATAG Agenda and Digital Education Program reflect national efforts to modernize education through AI, digital literacy, and streamlined administration
Equity concerns: disparities in infrastructure and digital access between urban and rural settings affect equitable AI implementation
Purpose of the Study and Research Gap
Research gap: Limited qualitative evidence on how senior high school students in the Philippines engage with AI in personal and academic contexts
Study aim: Examine perceptions, usage patterns, and ethical considerations of AI among SHS private school students in Cotabato City
Objectives: Inform educators, policymakers, and curriculum developers on fostering responsible AI use, enhancing digital literacy, and promoting critical thinking
Expected contribution: Localized understanding of AI impact on learning processes, creativity, and youth culture within an urban Philippine setting
Research Questions
RQ1: How has the use of AI tools by SHS students in private schools in Cotabato City evolved, and what are the motivating factors behind this change
RQ2: What specific AI tools do these students use, and how do they perceive the impact on their academic learning
RQ3: How do these students perceive the evolving role of AI in their daily lives, both within and outside of academics
Theoretical Framework
Constructivist Learning Theory
Proponents: Piaget 1954 and Vygotsky 1978
Core idea: Learners construct knowledge through active engagement with their environment
Role of AI: AI acts as a cognitive tool enabling personalized and autonomous learning experiences
Technology Acceptance Model TAM
Proponent: Davis 1989
Core factors: perceived usefulness PU and perceived ease of use PEOU
Relevance: Explains why students adopt and use AI tools and how PU and PEOU influence usage patterns
Dual perspective synthesis
Constructivist lens addresses the what and how of learning with AI
TAM addresses the why of technology adoption and usage behavior
Purpose of combining both: A holistic analysis of student engagement with AI in learning and everyday contexts
Importance of the Study
For Students: Provides a reflective lens to assess personal AI tool use and awareness of benefits and challenges
For Educators and Academic Advisors: Helps design relevantInstructional strategies and guidance for responsible AI use
For Curriculum Designers and Academic Institutions: Urges embedding AI literacy into programs and policies to prepare students for an AI-centered world
Overall contribution: Adds a localized, qualitative understanding of AI's role in student life and informs future educational technology policy and practice
Delimitations and Limitations
Delimitations: Qualitative exploration focused on lived experiences of SHS students in private Cotabato City schools; personal and academic AI use considered
Limitations: Findings may not generalize to public schools or other locales; based on self-reported data; qualitative design focuses on understanding rather than measuring frequency or tool variety
Definition of Terms
Artificial Intelligence AI: Computer systems performing tasks requiring human-like intelligence, including ChatGPT and Grammarly
Qualitative Study: Research using non-numerical data to explore thoughts and experiences
Senior High School Students: Grades 11 and 12 learners aged roughly 16–18 in the Philippines K-12 system
Student Engagement with AI: How students use and respond to AI tools in learning
Private Schools in Cotabato City: Independent educational institutions in the urban area of Cotabato City
MATATAG Agenda: Department of Education initiative to modernize education with AI, digital literacy, and administrative efficiency
Digital Literacy: Ability to understand AI and safely use technology, including information verification and ethical use
AI Companions: Digital platforms or chatbots for social interaction and support
Personalized Learning: AI-driven adaptation of instructional content to individual needs, pace, and learning styles
Review of Related Literature
Integration of AI in Education
AI enables dynamic, individualized curricula by analyzing large data sets to inform instructional design and improve outcomes
Global context: in advanced countries AI supports learning, reinforcement of instructional delivery, and administrative automation
Key perspectives: adaptive learning systems, real-time feedback, and analytics guiding teaching
Examples of global research: when and how AI supports engagement, motivation, and outcomes; data-driven modification of lessons
Philippine context: growing AI adoption; use of AI tools in writing and research; private schools often lead due to better access; policy gaps remain
Student Perceptions and Use of AI
General findings: mixed positivity toward AI; concerns about overreliance, shallow understanding, and misconceptions
Philippine-specific studies: enthusiasm for efficiency and task support but worry about plagiarism and integrity
Cross-country insights: foundational AI literacy needed for responsible use; diverse perspectives across Australia, UK, Vietnam, Cyprus, GCC nations
Impact of AI on Learning and Skills Development
AI can support personalized learning, feedback, and engagement, potentially improving outcomes
Ethical concerns: boundary between aid and dishonesty; authorship and originality debates
The FXMedia Team highlights AI as a driver of individualized learning experiences; potential benefits must be balanced with privacy and change management
Policy and Implementation Context
Philippine Department of Education efforts to embrace digital learning, with AI adoption largely informal and student-driven in private schools
Calls for policies and guidelines to govern AI use and ensure equitable access
Global vs Local Emphasis
Literature notes a gap in qualitative studies on students lived experiences with AI, particularly in the Philippine setting
FXMedia and other sources discuss adaptive learning platforms and the need for responsible, ethical AI use
Organization of the Study
Four chapters: Introduction, Methodology, Results, and Discussion
Chapter One: Introduction includes purpose, research questions, theoretical framework, significance, limitations and delimitations, definitions, literature review, and overall organization
Chapter Two: Methodology details research design, participants, data sources, collection procedures, analysis methods, trustworthiness, researcher role, and ethical considerations
Chapter Three: Results based on focus group discussions and in-depth interviews
Chapter Four: Discussion with implications, recommendations, and concluding remarks
Chapter Two Methodology
Research Design
Qualitative phenomenological approach to explore AI evolution experienced by SHS students in private Cotabato City schools
Phenomenology aims to describe shared experiences and essence of the phenomenon from participants' perspectives
Rationale: captures lived experiences of AI use as it evolves in personal and academic life
Research Participants
Participants: SHS students from private Cotabato City schools
Data sources: Focus group discussions (FGDs) and in-depth interviews (IDIs)
Purpose: capture diverse perspectives within the targeted urban private school setting
Data Sources and Data Collections
Primary data: SHS students
Data collection methods: Focus Group Discussions and In-Depth Interviews
Instruments: prepared questions for FGDs and a structured questionnaire for IDIs
Recording: audio and video recordings with smartphones
Translation: Filipino to English translation during FGDs when necessary
Sample size note: FGD in the described procedure involved seven student participants
Data protection: consent-based, confidential handling of recordings and transcripts
Data Analysis
Analysis approach: thematic analysis of interview transcripts, observation notes, and document analysis
Process: transcription, translation as needed, coding, pattern and theme identification
Support: analysis aided by a qualitative research expert in technology and education
Trustworthiness and Rigor
Criteria adapted from Pilot and Beck 2014 and Amankwaa 2016
Credibility: use of accepted techniques to ensure findings reflect participants' views and minimize bias
Transferability: rich description enabling readers to judge applicability to other contexts
Dependability: systematic procedures, archiving, and potential external audit; researchers ensure data and methods are traceable
Confirmability: evidence-based findings with independent review; measures to prevent researcher bias from shaping results
Role of the Researcher
Objective: explore evolution of AI usage without letting gender, social class, or other demographics bias interpretations
Responsibilities: protect participants, maintain anonymity, ensure voluntary participation
Data handling: anonymization and secure storage
Ethical Considerations
Approvals: formal permission from school administrations
Consent and Assent: parental/guardian consent plus student assent for minor participants
Voluntary participation: clear statement that participation is voluntary with the option to withdraw without penalty
Informed disclosure: study purpose, procedures, benefits, and risks explained in accessible language
Confidentiality: codes used in place of real names; removal of identifying data
Data protection: password-protected storage with restricted access; data retention and disposal per guidelines
Cultural and linguistic sensitivity: questions and instructions respectful of participants' backgrounds; language accessible
Minimizing power dynamics: recruitment and participation free from authority pressure
Ethical principles: Respect for Persons, Beneficence, and Justice guiding all actions
Chapter One and Chapter Two Logistics
Organization: four-chapter structure (Introduction, Methodology, Results, Discussion)
Theoretical and methodological alignment: PIAGET/Vygotsky constructivism with TAM for a holistic view of AI engagement
Key Policy and Practical Implications Highlighted in the Transcript
AI literacy uptake: essential to embed AI literacy into curricula and programs
Policy needs: robust guidelines for AI use to address privacy, bias, plagiarism, and integrity
Teacher and administrator roles: needed training to integrate AI responsibly and ethically
Equity considerations: address infrastructure gaps to ensure equitable access across contexts
Summary Takeaways
The study foregrounds a qualitative, student-centered view of AI evolution in a specific urban PH private school context
It integrates two theoretical lenses to explain why and how students engage with AI
It emphasizes ethical considerations, data privacy, and the need for policy guidance
Methodology centers on FGDs and IDIs, with rigorous attention to trustworthiness and ethics
Connections to Broader Educational Contexts
Aligns with global debates on AI in education, including benefits for engagement and concerns about critical thinking and originality
Reflects PH national priorities under MATATAG and Digital Education initiatives while highlighting local implementation realities
Contributes to a growing body of qualitative research focusing on student lived experiences with AI in diverse educational settings