Usage and Perceptions of AI-Based Learning Tools Among Grade 12 STEM Learners in Hilongos National Vocational School

This study examined the usage and perceptions of AI-based learning tools among Grade 12 STEM learners at Hilongos National Vocational School (HNVS). Specifically, it aimed to identify the respondents’ demographic profile in terms of age and sex, determine the AI-based learning tools commonly used, assess the frequency of AI tool usage, evaluate students’ perceptions in terms of engagement, interaction, behavioral intentions, satisfaction, and perceived improvement in academic performance, and determine whether a significant relationship exists between AI tool usage and students’ perceptions. The study employed a descriptive-correlational quantitative research design. Using stratified random sampling, a total of 76 Grade 12 STEM learners were selected from the STEM population of HNVS during the School Year 2025–2026. Data were gathered through a 20-item standardized questionnaire adapted from Khairuddin, Kamaruddin, and Alwi (2024), with minor modifications to fit the context of the study. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the data, while Pearson correlation coefficient was used to determine the relationship between variables. Findings revealed that ChatGPT was the most commonly used AI-based learning tool, and the majority of respondents reported often using AI tools for academic purposes. Students’ overall perceptions of AI-based learning tools were interpreted as neutral, indicating moderate views regarding their influence on engagement, interaction, behavioral intentions, satisfaction, and academic performance. Furthermore, the results showed a moderate positive and statistically significant relationship between AI tool usage and students’ perceptions (r = 0.468, p < 0.001). The study concluded that AI-based learning tools can serve as supportive academic resources when used appropriately and responsibly, but their effectiveness depends on the extent and manner of their integration into students’ learning practices.

AI-based learning tools, STEM learners, student perceptions, AI usage

1. Adiguzel, T., Kaya, M. H., & Cansu, F. K. (2023). Revolutionizing education with AI: [Google Scholar] [Crossref]

2. Exploring the transformative potential of ChatGPT. Contemporary Educational Technology, 15(3), ep429. https://doi.org/10.30935/cedtech/13152 [Google Scholar] [Crossref]

3. Baillifard, A., Sharma, K., & Dillenbourg, P. (2023). Artificial intelligence in education: [Google Scholar] [Crossref]

4. Personalized learning and student performance. Computers and Education: [Google Scholar] [Crossref]

5. Artificial Intelligence, 4, 100118. https://doi.org/10.1016/j.caeai.2023.100118 [Google Scholar] [Crossref]

6. Chang, C. Y., Hwang, G. J., & Tu, Y. F. (2022). Effects of artificial intelligence-supported learning environments on students’ academic performance. Computers & [Google Scholar] [Crossref]

7. Education, 178, 104403. https://doi.org/10.1016/j.compedu.2021.104403 [Google Scholar] [Crossref]

8. Chrysafiadi, K., Virvou, M., & Alepis, E. (2023). Intelligent tutoring systems and adaptive learning technologies in education: A systematic review. Education and [Google Scholar] [Crossref]

9. Information Technologies, 28(6), 7255–7280. https://doi.org/10.1007/s10639-02211404-6 [Google Scholar] [Crossref]

10. Dela Cruz, M. J., & Ramos, P. L. (2024). Students’ perception of artificial intelligence tools in Philippine education. Asia Pacific Journal of Educational Technology, 6(2), 88–101. [Google Scholar] [Crossref]

11. EdTech Global. (2024). Global student survey on artificial intelligence learning tools. [Google Scholar] [Crossref]

12. EdTech Global Research Institute. [Google Scholar] [Crossref]

13. Elfil, M., & Negida, A. (2017). Sampling methods in clinical research: An educational review. Emergency, 5(1), e52. https://doi.org/10.22037/emergency.v5i1.16403 [Google Scholar] [Crossref]

14. Elnaffar, S., Al-Shamaileh, O., & Al-Tahat, M. (2025). Ethical concerns and challenges of artificial intelligence in education. International Journal of Educational [Google Scholar] [Crossref]

15. Technology in Higher Education, 22(1), 15–29. https://doi.org/10.1186/s41239025-00454-0 [Google Scholar] [Crossref]

16. Garcia-Martinez, I., Fernandez-Batanero, J. M., Cobos Sanchiz, D., & Luque de la Rosa, [Google Scholar] [Crossref]

17. (2023). Using artificial intelligence in higher education: A systematic review. [Google Scholar] [Crossref]

18. Education Sciences, 13(3), 324. https://doi.org/10.3390/educsci13030324 [Google Scholar] [Crossref]

19. Garcia-Martinez, J., Fernández-Batanero, J. M., & Montenegro-Rueda, M. (2023). The role of artificial intelligence in education: Teachers’ perspectives and concerns. [Google Scholar] [Crossref]

20. Education Sciences, 13(2), 142. https://doi.org/10.3390/educsci13020142 [Google Scholar] [Crossref]

21. Hammda, S., Al-Mansour, R., & Rahman, M. (2024). Challenges of integrating artificial intelligence in digital learning platforms. International Journal of Educational Technology, 21(1), 55–69. [Google Scholar] [Crossref]

22. Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274 [Google Scholar] [Crossref]

23. Khairuddin, Z., Kamaruddin, N., & Alwi, N. (2024). Students’ perceptions on the artificial intelligence (AI) tools as academic support. Malaysian Journal of Social Sciences and Humanities (MJSSH), 9(11), e003087. https://doi.org/10.47405/mjssh.v9i11.3087 [Google Scholar] [Crossref]

24. Khalko, R., Sharma, P., & Gupta, V. (2024). Artificial intelligence in education: Opportunities and risks in modern classrooms. Journal of Educational Innovation, 18(2), 77–89. [Google Scholar] [Crossref]

25. Lee, D., & Hwang, Y. (2022). Artificial intelligence in education: Applications and future directions. Educational Technology & Society, 25(1), 1–12. https://www.jstor.org/stable/48647028 [Google Scholar] [Crossref]

26. Li, Y. (2024). Artificial intelligence in education: Opportunities and challenges for student learning. Educational Technology Research and Development, 72(1), 211–226. https://doi.org/10.1007/s11423-023-10273-3 [Google Scholar] [Crossref]

27. Liu-Dong, Z. (2025). AI-assisted learning systems and their influence on student understanding. Journal of Smart Learning Technologies, 9(1), 15–29. [Google Scholar] [Crossref]

28. Marcial, D. E. (2023). Artificial intelligence adoption among Filipino students: Opportunities and challenges in higher education. Philippine Journal of Education and Technology, 17(1), 45–60. [Google Scholar] [Crossref]

29. Roca, J. C., García-Peñalvo, F. J., & García-Holgado, A. (2024). Artificial intelligence in higher education: Student engagement and digital learning environments. [Google Scholar] [Crossref]

30. Education Sciences, 14(2), 210. https://doi.org/10.3390/educsci14020210 [Google Scholar] [Crossref]

31. Salas-Pilco, S. Z. (2020). Artificial intelligence and learning analytics in teacher education: [Google Scholar] [Crossref]

32. A systematic review. International Journal of Educational Technology in Higher Education, 17(1), 1–20. https://doi.org/10.1186/s41239-020-00211-1 [Google Scholar] [Crossref]

33. Santhosh, S., Kumar, P., & Bansal, R. (2024). Artificial intelligence in education: [Google Scholar] [Crossref]

34. Enhancing student engagement through adaptive learning systems. Journal of [Google Scholar] [Crossref]

35. Educational Computing Research, 62(3), 645–662. [Google Scholar] [Crossref]

36. https://doi.org/10.1177/07356331231185967 [Google Scholar] [Crossref]

37. Sari, A., Nugroho, H., & Pratama, Y. (2024). The effectiveness of AI-based tutoring systems in improving academic performance. International Journal of Educational Research, 120, 102189. https://doi.org/10.1016/j.ijer.2023.102189 [Google Scholar] [Crossref]

38. Sasika, P., & Ravichandran, K. (2024). Artificial intelligence in education: Transforming teaching and learning processes. International Journal of Educational Technology in Higher Education, 21(1), 1–15. https://doi.org/10.1186/s41239-024-00405-9 [Google Scholar] [Crossref]

39. UNESCO. (2023). Artificial intelligence in education: Guidance for policymakers. UNESCO Publishing. https://unesdoc.unesco.org [Google Scholar] [Crossref]

40. Xiuxiu-Tang, L., & Xiyu-Wang, H. (2025). Artificial intelligence and cognitive learning development among secondary students. Journal of Educational Computing Research, 63(2), 345–360. https://doi.org/10.1177/07356331241234567 [Google Scholar] [Crossref]

41. Yin, L., Li, Q., & Chen, H. (2021). Evaluating the effectiveness of AI tutoring systems on student performance. Computers in Human Behavior, 115, 106612. https://doi.org/10.1016/j.chb.2020.106612 [Google Scholar] [Crossref]

42. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 1–27. [Google Scholar] [Crossref]

43. https://doi.org/10.1186/s41239-019-0171-0 [Google Scholar] [Crossref]

44. Zheng, L., Niu, J., & Zhong, L. (2024). Students’ perceptions and use of AI tools for academic tasks in higher education. Computers & Education, 201, 104821. [Google Scholar] [Crossref]

45. https://doi.org/10.1016/j.compedu.2023.104821 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study