CHAP-1- and 2
.docx
School
Franciscan College of the Immaculate Conception, Baybay City, Leyte**We aren't endorsed by this school
Course
A EN 1
Subject
Information Systems
Date
Dec 15, 2024
Pages
17
Uploaded by CaptainCoyote2941
CHAPTER IINTRODUCTIONBackground of the study The term artificial intelligence (AI technology) is described as computingsystems that exhibit some form of human intelligence. It covers severalinterlinked technologies including data mining, machine learning, speechrecognition, image recognition, and sentiment analysis among others (Upong,Udoh, and Essien, 2019). Artificial Intelligence in the modern era is a broad fieldof study that uses advanced techniques to derive insights from a huge array ofdata. The main and core concept of AI is training machines to learn, reason, andsolve problems that we face daily (Ambati, Narukonda, Bojja, and Bishop, 2020).AI, inspired by the functioning of the human neural system, aims to mimichuman intelligence in understanding, learning, and research. It operates on theassumption that intelligence can be sufficiently described to be simulated by amachine (Chassignol et al., 2018)Artificial intelligence (AI) is a wide-ranging branch of computer scienceconcerned with building smart machines capable of performing tasks thattypically require human intelligence. (Wartman & Combs, 2018). While AI is aninterdisciplinary science with multiple approaches, advancements in machinelearning and deep learning, in particular, are creating a paradigm shift in virtuallyevery sector of the tech industry. (Felix, 2020)
Artificial intelligence allows machines to model, or even prove, thecapabilities of the human mind. From the development of self-driving cars to theproliferation of generative AI tools like ChatGPT and Google’s Bard, AI isincreasingly becoming part of everyday life and an area companies across everyindustry are investing.Readiness for using AI refers to the state of an individual or organizationpossessing the necessary knowledge, skills, attitudes, and resources toeffectively and responsibly leverage AI technologies for their intended purposes.When a person or organization is prepared to use artificial intelligence (AI), itmeans that they have the knowledge, abilities, attitudes, and resources neededto use AI technology for their intended objectives ethically and successfully.(Davenport, T. H., & Ronanki, R. 2021)Students' acceptance or support of AI-powered educational tools andtechnology can have a significant impact on how widely used and successfulthese tools become throughout the student body. Additionally, by encouragingtheir classmates to investigate and make use of these resources, students whoshare their positive experiences using AI-based educational platforms and toolscan enhance the quality of education as a whole (Ampong et.al, 2023).However,the use of AI in education remains controversial due to a lack of knowledge,ethical problems, and data and privacy concerns, which may limit its acceptancein higher education (Dwivedi et al., 2023).Education has changed as a result of artificial intelligence (AI)technology's quick advancement. It is vital to determine how prepared and willing
Filipino students are to embrace AI technology as AI continues to change thefuture (Sulasula, 2023). The Philippines' increased use of AI across a variety ofindustries is indicative of the nation's dedication to technical growth (Manalo,2022). An assessment of AI's effects on education is necessary since technologypermeates daily life more and more. Senior high school kids are importantbecause they are a representation of the workforce, and their willingness to useAI technologies will shape the future of technology in our nation. As stated by Leeand See (2004), Kirlidog and Kaynak (2013), Parasuraman and Riley, (1997).The integration of AI with education not only brings about transformationsin technical learning and management but also influences various other aspectsassociated with education, (Indra & Murni, 2023).Critical thinking skills are extremely important in today's fast-paced,globalized environment. Critical thinking is essential for assessing information,solving issues, and making informed decisions in academic and real-worldsettings (Quinn et al., 2020; Shanta & Wells, 2022). The advancement ofartificial intelligence (AI) technology has introduced a new dimension to this topic.AI has the ability to change educational environments by personalizing learningexperiences and offering real-time assessments, among other benefits (Alam,2022; Kamalov et al.,2023).Students play a crucial role as key stakeholders and reliable sources ofinformation. The acceptance or rejection of AI can significantly influence theoverall uptake of AI in education among the student population.
According to Kirlidog and Kaynak, 2013, Lee and See, 2004,Parasuraman and Riley, 1997, AI can benefit many people, but users mustaccept this technology to embrace it and use it adequately. Low acceptance maydecrease user uptake of AI, which results in the disuse of resources, an excessof AI devices, and a potential decline in technological innovation to the detrimentof users.The acceptance or endorsement of AI-powered educational tools andtechnologies by students can greatly influence the adoption and effectivenessof these tools among the student community. Furthermore, students who sharetheir positive experiences with AI-based educational platforms and tools caninspire their peers to explore and utilize these resources, contributing to theoverall improvement of the educational experienceStatement of the Problem 1. What is the level of readiness of the BCSHS students on the use of AI in termsof:a. Sex?b. Strand?2. What is the level of the acceptability of the BCSHS students in terms of:a. Sex?b. Strand?
3. What are the perceptions of BCSHS students on the effect of using AI to the Critical Thinking Skills?Significance of the StudyTeachers- This Study will provide them with more knowledge about how readystudents are to adapt to the use of artificial intelligence in education. Byunderstanding students' comfort and preparedness with AI technology, teacherscan tailor their teaching methods to better meet students' needs. They can adapttheir instructional approaches to integrate AI tools effectively into the classroom,promoting engagement and enhancing learning outcomes. Moreover, the studyhelps teachers identify how AI usage influences students' critical thinking abilities,enabling them to design learning activities that foster analytical thinking, problem-solving, and decision-making skills.Researchers– This Study will provide them with the data they may need fortheir future research study. opportunities for further investigation into the factorsinfluencing students' readiness for AI adoption and the effectiveness of AIintegration in enhancing critical thinking skills. School- This study will help the school train and educate students on how to useAI regarding education appropriately. schools can use the research findings toinform professional development initiatives for teachers, ensuring they areequipped with the necessary knowledge and skills to effectively utilize AItechnology in the classroom.
School Administrators- administrators can use the findings to inform resourceallocation and investment decisions related to technology integration ineducation. it would also help to develop policies and guidelines for responsible AIusage in educational settings, ensuring ethical considerations and student well-being are prioritized .Scope and DelimitationThe general intent of this study is to assess the readiness andacceptability of students of Baybay City Senior High School in using artificialintelligence and its perceived effects on students' critical thinking skills. Thisincludes examining students' familiarity, comfort, and proficiency with AItechnology, as well as their attitudes and perceptions towards its integration intothe educational environment. The study also investigates the potential effects ofAI usage on students' critical thinking abilities, This study is limited only to: Ethical Considerations: The study will ensuring informed consent from allparticipants is essential. Participants should be fully informed about the purpose,procedures, potential risks, and benefits of the study before consenting toparticipate. Additionally, protecting the privacy and confidentiality of participants'data is crucial. Measures should be implemented to safeguard sensitiveinformation and ensure that data are anonymized and securely stored. Educational Settings: This research is delimited only to Baybay CitySenior High School.
Timeframe: The study will be conducted within the given timeframe. Sample Population: The research is limited to a specific samplepopulation, such as 2,584 students from different strands and tracks, in grade 12.Findings may not apply to a broader range of students or age groups.
CHAPTER IIREVIEW OF RELATED LITERATUREArtificial IntelligenceArtificial Intelligence (A.I.) has emerged as a disruptive force that isprofoundly reshaping various aspects of modern society. Since its beginnings inthe 1950s as an interdisciplinary field, A.I. has been on an exciting path ofdiscoveries and advancements. In its early days, researchers strove to createmachines capable of emulating human intelligence in specific tasks, such aschess and language processing. Over time, A.I. has faced challenges and upsand downs, but has seen a significant resurgence due to advances in machinelearning and the ability to process huge volumes of data.According to Purdy and Daugherty (2016), AI refers to varioustechnologies that can be combined in different ways to sense, comprehend, andact. These three competencies are based on the ability to learn from experienceand adapt.According to Gansser and Reich (2021), AI is a technology that wascreated to improve human existence and assist individuals in specific situations.AI is the primary technological advancement of the Fourth Industrial Revolution(Darko 2019). AI is employed for many good purposes, such as sicknessdiagnosis, resource preservation, disaster prediction, educational advancement,crime prevention, and risk reduction at work (Brooks 2019). AI will increase
productivity, open up new options, lessen human mistakes, take on the burden ofaddressing complicated issues, and complete monotonous chores (Hartwig2021) . Artificial Intelligence can enhance the educational domain through theautomation of administrative tasks, provision of intelligent tutoring, andcustomization of content to meet the needs of each student. The potential ofArtificial Intelligence (AI) and robots to reshape our future has attracted vastinterest among the public, government and academia in the last few years. As inevery other sector of life, higher education (HE) will be affected, perhaps in aprofound way (Bates et al., 2020; DeMartini and Benussi, 2017). Thisadvancement redefines the teacher’s role by freeing them from everyday tasks tofocus on more complex skills such as fostering critical thinking and creativity(León & Viña, 2017).
Readiness for AI tools in educationOne purpose of education is to prepare students to be ready for the futureworkplace. The concept of student readiness for AI used has been explored invarious studies (Borge, 2016). Achieving student readiness has long been alearning objective of technology-relevant education. In particular, schooleducation based on the knowledge economy of the 21stcentury is expected toprovide students with appropriate knowledge, attitudes, and skills for professionallife. (Agarwal, 2019)Enhancing students’ readiness for an AI-infused future should be a goal ofcurrent and future educational programs. As a new and growing technology, AIhas been contextualized by rhetoric regarding its complexity and advancement,which might sound encouraging and intimidating for primary students. Ideally, AIeducation should demystify technology, shorten the distance between technologyand daily lives, and help students gain basic understanding and skills related toAI. Studies have indicated that AI-related readiness perceived by students canconsiderately influence their learning behavior and choice for future study(Kamalov et al, 2023).
Acceptance of AI Tools in Education AI, inspired by the functioning of the human neural system, aims to mimichuman intelligence in understanding, learning, and research. It assumes thatintelligence can be sufficiently described to be simulated by a machine(Chassignol et al., 2018). In its advanced state, AI possesses skills akin tohuman abilities (Montemayor et al. 2022), such as learning, recognizingsituations, problem-solving, and communicating in natural language. What setsAI apart from other computer programs is its ability to self-learn, however, AI isstill in its early stages of development and utilization across various fields (Nikitaset al. 2020). Education is a significant domain where AI finds application. It hasemerged as a fundamental pillar in science, technology, engineering, andmathematics (STEM) education, supporting students in research and learning.Notably, AI systems can provide individualized instruction tailored to eachstudent’s unique interests, allowing for personalized learning experiences(Tapalova & Zhiyenbayeva, 2022). This versatility enables AI to rapidly detectwhether a student requires further assistance as with gamified systems or whenthey have mastered a concept and can move on to more difficult material (Ofosu-Ampong, 2020). Chatbots, AI-based programs capable of recognizing andunderstanding speech, have also become important tools in education (Adam,Wessel, & Benlian, 2021). They provide personalized learning support throughvarious devices like computers, mobile devices, and speakers. The interaction
between chatbots and students in the classroom has the potential to shape anew educational paradigm across scientific disciplines (Topal et al., 2021; Wu &Yu, 2023). However, due to a lack of understanding, ethical issues and data andprivacy concerns (Dwivedi et al., 2023), the use of AI in education is questionableand may affect its acceptance in higher education. This study, therefore,examines the acceptance of AI from the end-users (i.e, students’) perspective.Students are a reliable source of information on educational topics to their peers;therefore, their acceptance or rejection of educational initiatives may influencethe adoption and uptake of AI among the student population. Just as healthcareworkers are trusted sources of information for patients, students can serve asreliable sources of educational guidance and support. The acceptance orendorsement of AI-powered educational tools and technologies by students cangreatly influence the adoption and effectiveness of these tools among the studentcommunity. Furthermore, students who share their positive experiences with AI-based educational platforms and tools can inspire their peers to explore andutilize these resources, contributing to the overall improvement of the educationalexperience.
Perceived effects of AI to Critical Thinking SkillsIn today’s fast-paced, globalized world, the importance of critical thinkingskills cannot be overstated. Critical thinking is indispensable for evaluatinginformation, solving problems, and making informed decisions, both in academicand real-world scenarios (Quinn et al 2022). The evolution of Artificial Intelligence(henceforth AI) technologies has added a new dimension to this discussion. AIhas the potential to revolutionize educational settings by personalizing learningexperiences and providing real-time assessments, among other benefits (Alam,2023). Specifically, AI can adapt educational content to suit the unique needs andlearning styles of each student. This personalization means that students canlearn at their own pace and in ways that are most effective for them, makingeducation more engaging and efficient. Additionally, AI’s capability to providereal-time assessments allows for immediate feedback on students’ work. Thisinstant feedback helps students quickly understand and correct their mistakes,leading to a more effective learning process. It also aids teachers in identifyingareas where students may need extra help, allowing for more targeted and timelysupport. These advancements indicate a shift towards a more adaptable andresponsive educational system, tailored to the needs of individual learners.According to Shanta & Wells (2022), Critical thinking is indispensable forevaluating information, solving problems, and making informed decisions, both in
academic and real-world scenarios. Artificial intelligence contents influence tostudents critical thinking is really concerning today. Artificial intelligence contentsmight impede to students’ critical thinking skills. (Wu et al., 2023) However, AIalso poses challenges such as ethical concerns related to data privacy and therisk of widening educational inequalities (Marzuki et al, 2023). The use of AI ineducation often involves collecting and analyzing large amounts of student data.According to Shanta and Wells,2022 In today’s society critical thinking is not thatimportant anymore. This raises significant concerns about data privacy, as thereis a risk of sensitive student information being mishandled or exposed.Furthermore, not all students have equal access to the latest technology and AIresources. This disparity can lead to widening educational inequalities, wherestudents with access to AI-enhanced learning have a significant advantage overthose without. Additionally, there is a concern that reliance on AI in educationalsettings might lead to a one-size-fits-all approach, potentially overlooking theunique cultural, social, and emotional needs of individual students. This couldinadvertently perpetuate existing biases and inequalities in education. Thesechallenges highlight the need for careful consideration and balancedimplementation of AI in educational contexts to ensure that its benefits areaccessible to all students without compromising their privacy or exacerbatingexisting disparities. However, AI’s influence on critical thinking is not confined to automation orefficiency gains; it also offers new avenues for scrutinizing existing theories andparadigms. According to Mathisen et al 2019), the power of AI, particularly data
analytics tools, lies in their capacity to empirically test existing frameworks,thereby reinforcing the importance of questioning as a cornerstone of criticalthinking. Researchers like (Halpern Dunn 2021) echo these sentiments,suggesting that AI can be employed in a way that encourages skeptical inquiryand challenges accepted norms. For instance, machine learning technologiescan aid in experimental design, especially in predicting outcomes to refineresearch questions, as noted by (Lamb et al 2020). This multifaceted role of AI,from automation to hypothesis testing, adds a new dimension to how criticalthinking can be taught, learned, and applied, enabling a richer, more nuancededucational experience.While the utility of AI in enhancing critical thinking skills is evident, thereare also significant limitations that warrant attention. One of the primary concernsis the potential for AI systems to create “echo chambers,” limiting the diversity ofperspectives that one is exposed to.A number of research studies have collectively revealed an emergingtrend that accentuates the critical role of Artificial Intelligence (AI) and technologyin enhancing language education and critical thinking skills. Studies by (Hapsariand Wu 2022) and (Muthmainnah et al 2022) suggest that AI tools like chatbotsact as self-regulated learning platforms to improve speaking proficiency and workto alleviate emotional barriers such as anxiety. This dual function of AI in bothskill and emotional development is also reiterated in the research by Xiao and Zhi(2023), which underscores the specific capabilities of AI as a personalizedlearning assistant. Moreover, the significance of AI in developing critical thinking
skills is highlighted in multiple studies, confirming its role as a facilitator of higher-order cognitive skills in 21st-century education. In addition to technology,emotional and psychological aspects of learning are explored. Bahufite et al.(2023) emphasize that attributes like trust and self-confidence can be bolsteredby AI-assisted learning, impacting not just language acquisition but also thecultivation of critical thinking abilities. These insights dovetail well with Liang’s(2022) literature review, which provides a structured framework for leveragingtechnology to cultivate critical thinking, suggesting that the right application oftechnology can make a material difference in educational outcomes. Finally,different pedagogical approaches and their efficacy in nurturing skills vital in theera of AI are examined. Rampersad (2020) discusses Work Integrated Learning(WIL) as a transformative learning approach, while Suhirman et al. (2021) delveinto the effects of problem-based learning methods. Both contribute to the largerdiscourse on how teaching methodologies, sometimes in conjunction withtechnology, can be designed to foster skills like critical thinking and innovation.Thus, these studies collectively provide a multidimensional view of howtechnology, emotional factors, and pedagogical strategies intersect to impactlearning in a technologically advanced educational landscape.While the existing literature has significantly contributed to ourunderstanding of the relationship between AI and critical thinking, several areasremain underexplored and necessitate further research. The majority of studiesfocus primarily on the benefits of AI in enhancing critical thinking, often glossingover its potential drawbacks. As a result, there is a need for more empirical
research that critically evaluates the limitations and ethical implications of usingAI in educational settings. Therefore, the present study aims to fill these gaps inthe existing literature by adopting a more holistic and critical approach to theevaluation of AI’s impact on critical thinking in an EFL setting, particularlyfocusing on the Indonesian context. This study will not only assess the benefitsbut also scrutinize the potential drawbacks, ethical considerations, and limitationsof using AI tools for fostering critical thinking skills.