CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, problem statement, null hypothesis,

significance of the study, scope and limitation, and definition of terms used.

Introduction

Education is undergoing a profound transformation in an era characterized by rapid

technological advancements. Integrating artificial intelligence (AI) technology into learning

environments promises to revolutionize traditional classroom practices, making education

more adaptive, personalized, and efficient. Much research has shown that AI can analyze

data, customize learning pathways, and provide tailored feedback (Van Wynsberghe, 2016),

enhancing the quality of education that can transform students' learning.

The utilization of AI technology in education has gained significant traction over the

past decade because of its potential to analyze data, customize learning, and provide tailored

feedback that is being harnessed by educational institutions, both formal and informal,

worldwide (Araki et al., 2020).

Studies exploring integrating artificial intelligence (AI) in education among senior

high school students globally highlight the diverse approaches in Asia, America, and Europe.

In China, as said in the study by Xing (2020), AI-powered tutoring platforms like Squirrel AI

and Yuanfudao emphasize personalized learning experiences for senior high school students.

Similarly, Jain (2019) explores India's initiatives, such as the National Mission on Education

through ICT (NMEICT), focusing on inclusive and personalized approaches to address

diverse educational challenges in the evolving education landscape. Moving to Japan, Chen et

al. (2018) describe the country's use of AI to enhance language learning and accommodate

diverse learning styles among senior high school students.

of AI in educational institutions, including grading, adaptive learning, and enhancements in

online education platforms like Coursera and edX. Meanwhile, in Canada, the study by

Keeling et al. (2019) emphasizes the utilization of AI in research and ethical considerations,

particularly in the context of senior high school education. In addition, Santos et al. (2020)

discuss the gradual integration of AI into Brazil's education system, specifically for teacher

training and professional development among senior high school students.

Turning our attention to European countries, Buckingham et al. (2019) highlight the

use of AI for personalized education in the United Kingdom. Wendel et al. (2019) focus on

AI applications in STEM education in Germany, addressing the needs of senior high school

students. Additionally, Burgers et al. (2020) explore the Netherlands' use of AI for interactive

and adaptive learning environments, with a specific emphasis on assessment and feedback

tools.

Globally, the main focus of the studies on integrating artificial intelligence (AI) in

education across Asia, America, and Europe was to explore and understand how AI

technologies enhance learning experiences, particularly among senior high school students.

The studies delved into various aspects, including using AI-powered tutoring platforms,

personalized learning approaches, language learning enhancements, and the application of AI

in STEM education.

Meanwhile, here in the Philippines, the study by Estrallado et al. (2023) focuses on

utilizing Artificial Intelligence (AI) in the Philippine educational system. The study 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.

technology through integration in education. Meanwhile, it has come to our attention that

there are no existing studies about using artificial intelligence in the personalized learning

environment of senior high school students, specifically learners under the Science,

Technology, Engineering, and Mathematics (STEM) strand.

Hence, this research explores the live experiences of senior high school students,

particularly the STEM strand, concerning using AI technology, specifically ChatGPT which

is an AI powered tool, in the personalized learning environment of the students. Specifically,

we aim to investigate the benefits, barriers and efficiency of using AI technology in the

STEM students personalized learning experiences and assess its applications in education.

This research is critical in understanding the current state of senior high school students'

experience of AI in education, which could help stakeholders understand how efficient AI

tools are in students' learning. Aiming to explore and analyze these crucial facets of student

engagement with AI in education, focusing on the implications, challenges, and opportunities

this evolving landscape presents. It provides a foundational basis for shaping the future of

education, ensuring that AI enhances learning experiences and equips students with the skills

they need in an increasingly AI-driven world.

Statement of The Problem

1. What are the benefits that STEM student’s experiences when using AI technology,

specifically ChatGPT, in their personalized learning environment?

2. What are the barriers that STEM student’s experiences when using AI technology,

specifically ChatGPT, in their personalized learning environment?

3. How efficient is using AI technology, specifically ChatGPT, based on the live

experiences of the STEM students in their personalized learning environment?

STEM students' sentiments toward artificial intelligence's inclusion into a

personalized learning environment are unaffected by their degree of experience with the

technology. Therefore, there is no discernible relationship between STEM students'

perceptions of AI's efficacy in individualized learning environments and their degree of

Knowledge of its principles.

Significance of The Study

The result of this study may be beneficial to the following:

School Administrators: This research study will inform the school's administrators of the

role of AI technology, specifically ChatGPT, in the personalized learning environment of

their students.

Teachers: This study will inform teachers about the role of artificial technology like

ChatGPT in establishing students' personalized learning environments outside the classroom

or school premises. It will tell them how students perceive the significance of ChatGPT in

learning on their own.

Students: The results of this study will help the students understand how ChatGPT and other

AI tools impact their learning environments. Whether or not using ChatGPT to learn under

their supervision is effective.

Developers: This study will also bene t artificial intelligence technology (ChatGPT)

developers because it will inform them of the strengths and weaknesses of AI technology and

provide a roadmap for the improvement or further development of ChatGPT.

Future Researchers: This study will bene t future researchers conducting research studies

related to or connected to this topic.

This research study covers senior high school students, particularly those under the

Science, Technology, Engineering, and Mathematics (STEM) strand, currently enrolled in a

National High School in Cauayan City for SY 2023-2024. This focuses on studying the

respondents' perceptions and Knowledge of the role of artificial intelligence (AI) technology,

specifically ChatGPT, in establishing their personalized learning environment.

The respondents were chosen because STEM learners are most likely to have a strong

interest in technology and innovation, which makes them more enthusiastic about engaging in

or using AI technologies, specifically ChatGPT, which is the focus of our study

The weakness of this study is the possible unawareness and non-use of AI technology

(ChatGPT) by some respondents.

Definition of Key Terms

Different terms are defined herein to facilitate the understanding of this study.

Artificial intelligence. It is defined as the simulation of human intellectual functions by

technology, particularly computer systems. Expert systems, natural language processing,

speech recognition, and machine vision are some examples of specific uses of AI.

Chat Generative Pre-Trained Transformer (ChatGPT). It is defined as an artificially

intelligent (AI) chatbot that employs natural language processing to produce conversational

speech that sounds human. The language model can answer queries and create a variety of

written content, such as articles, social media postings, essays, code, and emails.
Data privacy. It indicates a person's right to decide when, how, and to what extent their

personal information is shared with or conveyed to others.

Digital literacy. It is the capacity to use digital technology securely and effectively for

information access, management, comprehension, integration, communication, evaluation,

and creation.

Knowledge. As used in this study, Knowledge is the comprehension of something, such as

facts, information, descriptions, or abilities, which is obtained by experience or education

through perceiving, discovering, or learning.

Perception. In this study, perception refers to the outcome of learning something through

observation and as consciousness and Knowledge of something in the context of experience.

It might be a person's or a group's perspective on a certain phenomenon or subject.

Personalized learning. It refers to a wide range of educational programs, instructional

methodologies, and academic-support strategies that meet each student's unique learning

needs, interests, goals, or cultural backgrounds.

Personalized learning environment (PLE). It is defined as a term in education that refers to

the learning space produced by an individual to promote their personal and professional

progress. Online tools and resources like blogs, social media platforms, e-portfolios, and

learning management systems can be a part of a PLE.

Technology Integration. It incorporates technological resources and technologically

oriented practices into daily tasks, labor, and school administration.