Chap 1 5 April 30

University of Luzon
College of Education
Senior High School Department
Perez Blvd., Dagupan City
CHAPTER I
THE PROBLEM AND ITS BACKGOUND
Rationale
Artificial intelligence (AI) is truly a revolutionary feat of computer
science, set to become a core component of all modern software over the
coming years and decades. This presents a threat but also an
opportunity, (R. Fay 2019). Artificial intelligence (AI) is the simulation of
human intelligence processes by machines, especially computer systems.
Specific applications of AI include expert systems, natural language
processing, and speech recognition and machine vision, (E. Burns 2018).
AI is brought into the education system with the vision to fully
leverage the advantages of such technology to optimize the student
learning process and innovate the education system in the era of
technological evolution. AI in education involves three main areas:
teaching and learning with artificial intelligence, teaching and learning
about AI and preparing for AI. AI in education can automate grading,
giving educators more time. It can assess students and adapt to their
needs, helping them work at their own pace. AI tutors can provide
additional support to students, ensuring they stay on track. And it could
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change where and how students learn, perhaps even replacing some
teachers, (E. Burns, 2018).
The professional development of AI tools opens more opportunities
for us to achieve high-quality education with less human intervention
and effort. Automating administrative tasks is one of the most significant
yet commonly seen applications of AI in education. At school, teachers do
not only teach. By this, we mean there is a large number of mundane
and low-value tasks related to school and class operation, such as
maintaining records of attendance, checking assignments, grading tests,
class schedules, and doing reports. AI can be used to monitor student
performance in real-time so that teachers can make necessary
adjustments to the teaching methods and curriculum, (Trung Tran, 2022).
The nature of artificial intelligence (AI) can be characterized by its
ability to mimic human intelligence and perform tasks that typically
require human intelligence, such as problem solving, decision making,
learning, and pattern recognition. AI systems are designed to process
and analyze vast amounts of data, identify patterns and trends, and
make predictions or decisions based on that data.
There are different types of AI, including narrow or weak AI, which
is designed for specific tasks or domains, and general or strong AI, which
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has the capability to understand and perform any intellectual task that a
human can do. AI systems can be rule-based, where they follow
predefined rules, or machine learning-based, where they learn from data
and improve their performance over time. AI systems can operate
autonomously, making decisions and taking actions without human
intervention, or they can be designed to work collaboratively with
humans in a human-AI partnership. They can be implemented in various
forms, such as algorithms, models, or applications, and can be deployed
on different platforms, such as cloud-based systems, edge devices, or
robotics.
The nature of AI also includes its potential for both positive and
negative impacts. On the positive side, AI has the potential to improve
efficiency, accuracy, and decision-making across various domains, such
as healthcare, transportation, agriculture, and environmental
management. However, there are also concerns related to ethical
considerations, biases, privacy, and the potential for job displacement.
As AI continues to evolve, it is important to consider its nature,
capabilities, and limitations, and ensure responsible development and
deployment to harness its potential benefits while addressing its
challenges. ("Artificial intelligence: Overview of the field and current
developments" by ScienceDirect.)
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Some Filipinos may have a neutral perception of AI due to limited
awareness or understanding of the technology. They may not have
enough information or experience with AI to form a strong opinion, and
their perception may be influenced by their exposure to AI applications
in their daily lives. "Artificial Intelligence: A Nationwide Survey of Public
Perceptions" by the Social Science Research Council (SSRC)
There may be Filipinos who have a negative perception of AI due to
concerns about potential job displacement, privacy, and ethical issues.
They may worry that AI could lead to unemployment or bias in decision-
making, or may have concerns about the ethical implications of AI, such
as bias, fairness, and accountability. ("Filipino Millennials' Perception of
AI Ethics" by De La Salle University (DLSU)
In this paper, the researchers will distinguish the perception of
professionals as applied to their teaching fields. The researchers will find
out the interrelatedness of the perception of the professionals to artificial
intelligence with different factors such as the respondents’ age, the
subject and the year level they are teaching. As well as the factors of
their teaching field such as how artificial intelligence aid in preparation
and presentation of their lesson, creation of their instructional materials,
and assessment of learning.
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Statement of the Problem
This study aims to determine the perception of professionals to AI
in the field of teaching.
Specifically, it seeks to answer the following questions:
1. How may the profile of the respondents be described in terms
of:
1.1 Age
1.2 Gender
1.3 Subject they are teaching
1.4 Year/Course
2. What are the perception of Professionals to Artificial
Intelligence (AI) as Applied to Their Teaching Field in terms
of:
2.1 An aid for preparation of discussion and activity
for the student
2.2 An aid for the construction of instructional
materials and learning resources
2.3 An aid for the assessment of learning of the
students
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3. What are the problems met by professionals in teaching
using AI?
Conceptual Framework
INPUT PROCESS OUTPUT
Profile of the
respondents in
Infographics on
terms of:
AI and its
Age
Application to
Sex Analysis of Data
the Teaching
Subject they are
Field
teaching
Year/Course
Figure 1
Research Paradigm
The researchers want to know the infographics on AI and its
application to the teaching field. The researchers will have some analysis
of data gathered to know the response of respondents.
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Scope and Delimitation
This study will be focused on Distinguishing the Perception of
Professionals to Artificial Intelligence (AI) as Applied to Their Teaching
Field. We will find out the perception of professionals regarding how AI
aids to the a. preparation and presentation of lesson. b. aid on for the
construction of instructional materials and learning resources, and c. aid
for the assessment of learning of the students. The study will be based
on the evaluation of respondents from the research locations; this study
only caters to the interviews of at least six teachers and professors from
the three universities at Dagupan city.
Other professions and locations will not be covered in this study.
This study will only discuss the perception of the professionals to the
artificial intelligence regarding AI aids to the a. preparation and
presentation of lesson. b. aid on for the construction of instructional
materials and learning resources, and c. aid for the assessment of
learning of the students. Other factors of the teaching field will not be
covered by this study.
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Significance of the Study
This research study will benefit the following groups.
Students – This study will help them to do their said assessment using
some features of AI. Like they can access the presented lesson 24/7
because of improved accessibility, their questions can be answered
instantly and others.
Faculty/Instructor – This study will benefit the faculty/instructors in
terms of teaching. It will be easy for them to do some works with the help
of AI, in creating their lessons, tracking of grades of the students and
others.
Future Researchers – The findings of the study may be used as a base
for future researchers who would plan to make any related study.
Definition of Terms
The following terms used are defined for a better understanding of
the study.
 Artificial Intelligence (AI) - refers to the simulation of
human intelligence in machines that are programmed to
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think like humans and mimic their actions.
 Professionals – having the qualities that you connect with
trained and skilled people, such as effectiveness, skills,
organization and seriousness of manner. Relating to work
that needs special training or education.
 Support Vector Machine (SVM) – In machine learning,
support vector machines are supervised learning models
with associated learning algorithms that analyze data for
classification and regression analysis.
 Intelligence Virtual Reality (IVR) – Is the term given to a
artificial intelligence that exists within a virtual world. Many
virtual worlds have options for persistent avatars that
provide information, training, role playing, and social
interactions.
 Artificial Intelligence in Education (AIEd) – AI in
education refers to the use of artificial intelligence-
computers that mimic human perception and decision
making to complete a task-in the classroom and
management of the class and course load.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This covers ideas, concepts, information, and experiences that may
be directly or indirectly relevant to the current research. Conceptual
literature and research literature are the two categories used to
categorize the review of related literature and studies.
Conceptual Literature
According to Hindawi Wireless Communication and Mobile
Commuting (2022), Artificial intelligence has entered an unprecedented
period of rapid growth and is completely changing all aspects of life. The
state needed a comprehensive curriculum, but how to get the way to
artificial intelligence+curriculum is still not discussed in the curriculum.
In view of this, this article combines artificial intelligence to promote
research on teaching reform, which is aimed at encouraging the
implementation of artificial intelligence education and promoting the
development of cognitive and pedagogical skills. This object uses the
query analysis method to collect the data and analyzes the data based on
the distribution technology and the new technological process.
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It concludes that in life, teachers know more about common
artificial intelligence products, such as sound aids, graphics, identity,
fingerprint recognition, and smart home.
Among teachers using artificial intelligence products, the most
frequently used is mobile APP teaching, followed by teachers’ online
training platforms. Some teachers use automatic correction assignment
systems in teaching, with the help of intelligent classrooms, robotic
assistants, and other major future teaching intelligent products. The
impact of artificial intelligence on teachers themselves is reducing the
teaching workload and improving information literacy. Of course, there
are very few teachers who think that artificial intelligence has little or no
relationship with teacher professional development. Teachers recognize
the role of artificial intelligence. 52.1% of teachers think that artificial
intelligence is very helpful to the professional development of teachers.
32.3% of teachers think that artificial intelligence is more helpful to their
professional development. 12.5% of teachers recognize artificial
intelligence. In general, only 3.1% of teachers believe that artificial
intelligence is not helpful to their professional development.
Based from the study of Frontiers (2022), As a result of the
unprecedented Corona virus crisis, there has been a huge shift in
education as a result of K-12 schools and universities around the world
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being forced to close to promote health and safety. Online learning was
adopted almost overnight with alternative methods, leading to a full-
fledged discussion on the use of AI in education much faster than
expected. However, as always, the successful; implementation of new
instructional technologies is closely related to the attitudes of the
teachers who lead the lesson. Nevertheless, teachers’ perception of AI
utilization has been investigated by only few scholars due to an overall
lack of experience within the teaching field with AI utilization in the
classroom. Most teachers simply have no specific idea of what AI-adopted
tools would be like.
A study by Atiye Karimzadehfini’s team (2022) proposed that based
on the current situation of the application of artificial intelligence
technology in education and the development of the classroom teaching
behavior analysis method and based on the “data acquisition and
storage,” “behavior modeling and computing,” and “intelligent services,”
three functional modules are the core intelligent analysis model of
classroom teaching behaviors, and the effectiveness of the analysis model
is verified by using classroom ST behavior analysis as an example. The
application of experimental results in teaching practice has been
recognized by teachers. The experimental results can provide support for
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teachers’ teaching reflection, professional development of teachers, and
teaching management.
Conferring to the feedback from teachers in the application
process, a targeted behavior recognition model optimization strategy is
also proposed. (Cath et al.) Discussed the application of artificial
intelligence in teaching needs analysis, learner characteristic analysis,
teaching program design, and establishment of an evaluation system and
summarized the benefits of artificial intelligence in the teaching design
process. Davis proposed that the combination of dot matrix recognition
technology and educational artificial intelligence can perfectly protect the
writing behaviors and habits of teachers and students, provide technical
support and innovative ideas for the integration of information-based
teaching in paper and pen classrooms, and promote intelligent
educational information in education and teaching.
Affording to the report, experts anticipate AI in education to grow
by 43% in the period 2018-2022, although the Horizon Report 2019
Higher Education Edition (Educause, 2019 ) predicts that AI applications
related to teaching and learning are projected to grow even more
significantly than this. Contact North, a major Canadian non-profit
online learning society, concludes that “there is little doubt that the [AI]
technology is inexorably linked to the future of higher education”
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(Contact North, 2018, p.5). With heavy investments by private companies
such as Google, which acquired European AI start-up Deep Mind for
$400 million, and also non-profit public-private partnerships such as the
German Research Centre for Artificial Intelligence (DFKI), it is very likely
that this wave of interest will soon have a significant impact on higher
education institutions (Popenici & Kerr, 2017). The Technical University
of Eindhoven in the Netherlands, for example, recently announced that
they will launch an Artificial Intelligence Systems Institute with 50 new
professorships for education and research in AI.
Baker and Smith (2019) provide a broad definition of AI:
“Computers which perform cognitive tasks, usually associated with
human minds, particularly learning and problem-solving” (p.10). That
explain that AI does not describe a single technology. It is an umbrella
term to describe a range of technologies and methods, such as, machine
learning, natural language processing, data mining, neural networks or
an algorithm.
AI and machine learning are often mentioned in the same breath.
Machine learning is a method of AI for supervised and unsupervised
classification and profiling, for example to predict the like hood of a
student to drop out from a course or being admitted to a program, or to
identify topics written assignments. Popenici and Kerr (2017) define
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machine learning “as a subfield of artificial intelligence that includes
software able to recognize patterns, make predictions, and apply newly
discovered patterns to situations that were not included or covered by
their initial design”.
Hen and Do (2014) point out that “the accurate prediction of
students’ academic performance is of importance for making admission
decisions as well as providing better educational services” (p.18). Four
studies would be admitted to university. They used the support vector
machine (SVM) technique to classify the students and where able to
predict admission decisions on a level of accuracy of 97.17 % in 2006 and
90.51% in 2007. SVM was also applied by Andris, Cowen, and
Wittenbach (2013) to find spatial patterns that might favour prospective
college students from certain geographic regions in the USA. Feng, using
an artificial neural network (ANN) model. Machine learning methods and
ANN are also used to predict student course selection behavior to
support course. Kardan, Sadeghi, Ghidary, and Sani (2013) investigated
factors influencing student course selection, such as course and
instructor characteristics, workload, mode of delivery and examination
time, to develop a model to predict course selection with an ANN in two
Computer Engineering and Information Technology Masters programs.
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In another paper from the same author team, a decision support
system for offerings was proposed (Kardan ¿ Sadeghi, 2013 ). Overall, the
research shows that admission decisions can be predicted at high levels
of accuracy, so that an AI solution could relieves the administrative staff
and allows them to focus on the more difficult case.
With regard to the introduction of AI-based tools and services in
higher education, Hinojo-Lucena, Aznar-Diaz, Cáceres-Reche, and
Romero-Rodriguez (2019) note that “this technology [AI] is already being
introduced in the field of higher education, although many teachers are
unaware of its scope and, above all, of what it consists of” (p.1). For the
purpose of our analysis of artificial intelligence in higher education, it is
desirable to clarify terminology. Thus, in the next section, we explore
definitions of AI in education, and the elements and methods that AI
applications might entail n higher education, before we proceed with the
systematic review of the literature.
AIEd can contribute to collaborative learning by supporting
adaptive group formation based on learner models, by facilitating online
group interaction or by summarizing discussions that can be used by a
human tutor to guide students towards the aims and objectives of a
course. Finally, also drawing on ITS, intelligent virtual reality (IVR) is
used to engage and guide students in authentic virtual reality and game-
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based learning environments. Virtual agents can act as teachers,
facilitators or students’ peers, for example, in virtual or remote labs
(Perez et al., 2017).
Based from the research of Indira Sangpu (2018), the application
of Artificial Intelligence (AI) is now seen in almost every segment of our
life. The current study is to explore the perception of teachers and
students, on the usage and effectiveness of AI in the classroom. Online
survey with open-ended questions is mailed to different participants of
both the segments (teachers and students) and the qualitative data
obtained through this is analyzed using MAXQDA 2018.1 version. AI is
perceived as a bane and also a boon to the education system and to the
human intellect. Optimistic utilization of AI in the classrooms is highly
recommended by both teacher and student participants. It is also
identified that majority of the teachers are more adaptable to embrace
new technological changes than students. Further study on generation
and geographic diversity-based teacher and student perceptions may
support.
Research examining educators’ overall perception of AI revealed
that in the past, they had been greatly influenced by the concept of AI
disseminated through the media and science fiction, which caused them
to consider AI to be an occupational threat that would replace their jobs
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rather than be used to support the enhancement of learning and
instruction (Luckin et al., 2016). However, recent studies have
contributed to raising teachers’ expectations for significant changes in
the educational field such as the implementation of AI in different
educational settings (Panigrahi, 2020). In light of this, a new concept has
been introduced: Artificial in Education (AIEd), involving all aspects of
educational uses of AI (Roll and Wylie, 2016; Hrastinski et al., 2019).
Teachers’ perceptions of AIEd systems vary according to their
pedagogical belief, teaching experience using educational technology, and
the effectiveness and necessity of a particular technology, all of which
can influence their willingness to adopt new educational technology
(Gilakiani et al., 2013; Ryu and Han, 2018).
Hindawi Communication and Mobile Commuting (2022) agrees
that, Teachers can make full use of information technology methods in
teaching, but they need to grasp a degree. The “degree” is well grasped.
The information technology method is used by you to improve learning
efficiency. If you do not grasp well, you will be bound by this tool and
have a high-quality course declaration failed. The introduction of
information technology into the classroom has brought great convenience
to teachers but also brought great challenges to teachers. The emergence
of a new thing has both advantages and disadvantages. Teachers should
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reasonably integrate information technology and teaching methods to
cultivate students’ creative thinking.
The cultivation of creative thinking ability should be implemented
in the main channel of classroom teaching, and let the new modern
education technology teaching run through it, to achieve the effect of
twice the result with half the effort. Artificial intelligence is the product of
development in the intelligent age. At present, various corporate
departments are in the initial stage of research in this field and are
scrambling to seize opportunities to promote new series of intelligent
products to seize opportunities. As the main force of national scientific
research, universities have an unshirkable responsibility for the study of
artificial intelligence. Some universities offer artificial intelligence courses
to lead the trend of the times. As a teacher, understanding and using
artificial intelligence is a familiar skill. The theory of teachers’
professional development at home and abroad is relatively mature. The
advancement of educational technology will bring about changes in
education.
At present, the most popular artificial intelligence products have
been put into use in the field of education, which has brought a certain
impact on traditional education. This article uses questionnaires,
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interviews, and data collection to understand the use of artificial
intelligence among teachers. The development of artificial intelligence has
had a profound impact on education and teaching practice. It is
changing the teaching methods of teachers and the learning methods of
students. A new era of technology has transformed education.
In this context, the research takes artificial intelligence for
education and teaching as the research theme and analyzes the current
research status and related theories of artificial intelligence technology,
artificial intelligence teaching application, teaching change, and artificial
intelligence to promote teaching change. There were interviews with
relevant experts and scholars to investigate the current application of
artificial intelligence technology in teaching, to understand from
which aspects of artificial intelligence will change teaching, to extract
what aspects of artificial intelligence will affect teaching, to determine
research ideas, and to discuss artificial intelligence promotes innovation
in teaching resources and the environment, changes in teaching and
learning methods, and innovation in teaching evaluation and
management.
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Research Literature
Foreign Literature
As stated by Baker and Smith (2019) approach educational AI tools
from three different perspectives; a) learner-facing, b) teacher-facing, c)
system-facing Artificial Intelligence in Education (AIE). Learner-facing AI
tools are software that students use to learn a subject matter, i.e.
adaptive or personalized learning management systems or ITS.
As mentioned before, we used the concept of the student life-cycle
(Reid, 1995) as a framework to describe the various AI based services at
the institutional and administrative level (e.g. admission, counselling,
library services) as well as at the academic support level for teaching and
learning (e.g. assessment, feedback, tutoring). Ninety-two studies (63.0 % )
were coded as relating to academic support services and 48 (63.0 % ) as
administrative and institutional services; six studies (4.1 % ) covered both
levels. The majority of studies addressed undergraduate students (n =
91, 62.3% ) compared to 11 (7.5% ) focusing on postgraduate students,
and another 44 (30.1% ) that did not specify the study level.
The iterative coding process led to the following four areas of AI
applications with 17 sub-categories, covered in the publications: a)
adaptive systems and personalization, b) assessment and evaluation, c)
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profiling and prediction, and d) intelligent tutoring systems. Teacher
reduces his or her workload by automating tasks such as administration,
assessment, and feedback and plagiarism detection.
AIEd tools also provide insight into the learning progress of
students so that the teacher can proactively offer support and guidance
where needed, System-facing AIEd are tools that provide information for
administrators and managers on the institutional level, for example to
monitor attrition patterns across faculties or colleges.
As stated by Bristows’ AI and Robotics team (2018) Artificial
intelligence is not new; modern AI has its roots in Alan Turings’ test of
machine intelligence in 1950 and the term was coined by a Dartmouth
College professor in 1956.
Today, the term denotes a broad range of technologies, concepts
and uses. In this whitepaper, we use the term AI to refer to a set of
computer science techniques that enables systems to perform tasks
normally requiring human intelligence, such as visual perception, speech
recognition, decision-making and language translation. In the public
consciousness, AI has been popularized in the form of science fiction and
Hollywood movies (often in the context of super-intelligent robots
attempting to enslave the human race).
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This is changing fast with the advent of driverless cars and
personal voice assistants such as Alexa and Siri bringing AI to the
consumer market. Meanwhile, media outlets are feeding the hype and
hysteria about the potential negative impact of the new technology, such
as mass unemployment, restrictions on personal freedom, increased
economic inequality and a devalued human experience.
The dichotomy between AI hype and AI reality means it is difficult
to know what the general public really thinks about today’s most
disruptive technology. Through our survey, we have sought to gain a
better understanding of the public perception of AI by asking more than
2,000 people from a variety of backgrounds and locations in the UK what
their understanding; attitude and expectations of this emerging
technology are. Our survey reveals a number of interesting insights that
we think AI industry as a whole (users, providers and other stakeholder
alike) needs to understand when designing and implementing AI systems
that affect the general public.
Local Literature
In AI Readiness in the Philippines by wpadmin (Oct 2021). The
rising urbanization, increasing middle class, and a large population of
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youth are just some of the factors that make the Philippines a dynamic
economy in South East Asia.
New cases of COVID-19, steep inflation, income losses, and
ongoing containment measures have derailed the country’s early signs of
economic rebound in 2021. Nevertheless, public investments and
external environment recovery have kick started the Philippines’
economic recovery with a 3.7% year-on-year expansion at the start of the
year.
Artificial intelligence, by BussinessWorld ‘’ AI’s big potential in the
Philippines ‘’ (June, 2022) is one of the technologies that is beginning to
reshape organizations and businesses in this time of rapid digitalization. With
its numerous capabilities, AI is starting to be applied in various sectors, and its
potential is being recognized and maximized in many markets.
Here in the Philippines, as businesses and organizations are
starting to pay attention to the benefits of AI, there is no doubt that AI
has a growing potential that should not be missed. For Julian Cua,
Principal at Boston Consulting Group (BCG) Manila, the country’s
strength in the technology field, coupled with emerging talent, sets a
good foundation for AI’s growth in the Philippine market.
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“We are able to have a lot of talents in things like programming,
machine learning, engineering, data analytics, and many more,” Mr. Cua
told BusinessWorld in an interview. “We now have a team called BCG
GAMMA, [composed] of the best data scientists and data engineers out
there; and they work alongside industry experts to unlock the potential
of AI in specific applications for different companies,” Mr. Cua shared.
BCG GAMMA’s services are offered as a holistic package, the BCG
Partner added. “We’re not just here to deploy technology. We’re looking at
solving real world problems of different companies. We take a look at the
engineering side, the data science side, and also the business side [in
order to] make sure that we have the right initiatives to… build that
transformation journey for them.”
Moreover, the global firm will expand its AI expertise with an
upcoming training ground for AI talent in the country. “We are also
opening up a BCG GAMMA Hub in Manila soon to attract, retain, and
recruit some of these talents to serve markets not just in the Philippines
but across Asia,” Mr. Cua shared.
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Maria Sharon Mapa Arriola of The Philippine Star (February,
2023). The emergence of ChatGPT and Google Bard in AI has the
potential to greatly impact the Philippine Education System.
ChatGPT: This technology can provide students with instant
access to information. ChatGPT can also help teachers answer students’
questions, grade assignments and according provide personalizes
feedback. As AI intends to make education more personalized, accessible,
and engaging, this might decrease the critical thinking abilities and
personal interacting with humans. It is important to be aware of these
potential challenges and to take steps to address them.
As stated in BusinessWorld “Experts call for ethical guidelines for
AI use in Philippine education’’ (April 2023) Experts are calling for the
establishment and adoption of ethical guidelines to ensure responsible
use of artificial intelligence (AI) in Philippine educational institutions.
“The use of ChatGPT or other similar AI tools in academic settings… calls
for policies or guidelines to ensure the ethical use of such or similar
technologies,” Joel T. Bautista, information technology officer III at the
Philippine Science High School System’s Knowledge Innovation Division,
said in a phone message on April 10. He said that a specific level of
acceptance for the integration of AI in education should be established,
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similar to the process for handling research manuscripts. “We need
proactive, instead of reactive, policies and mechanisms if we want to maximize
its benefits,” said Kristine Carmina R. Manaog, legal counsel for the
Coordinating Council of Private Education Associations. Policies “should
educate the public about what AI technology is and its implications; mitigate
negative risks (such as privacy and security concerns); and curb misuse and
abuse (by, for instance, regulating and making AI companies accountable),” she
said in a separate phone message on April 10.
“Manuscripts, graphic designs, videos, computer programs, and
other academic requirements must be solely created by the student or
the group of students as required by the instructor of the course,” the
University of the Philippines – Diliman’s Artificial Intelligence Program
faculty members said in a statement on Jan. 17. “However, the use of AI
to enhance and facilitate the students’ learning should be encouraged,”
the group added. Schools abroad have started introducing AI literacy to
students as young as middle school age by providing textbooks on AI
fundamentals, highlighting the increasing prevalence of AI technology in
today’s society.
De La Salle University and other learning institutions in the
Philippines are providing courses related to AI, while the Department of
Science and Technology is collaborating with local universities to
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promote the development of AI in the country. AI tools need critical
thinking to use, according to Ralph Vincent J. Regalado, chief executive
officer and founder of Senti AI, a local artificial intelligence solutions and
services company. Mr. Regalado noted that some professors in the US
have already included AI policies in their syllabi. Students, in turn, “need
to make sure that what [an AI tool] produces is also factual.” Fact-
checking is necessary because it “has an impact on your output,” he
added.
From automated assessments to adaptive teaching and learning,
“AI in education has the potential in transforming the way education is
delivered,” the Philippine Science High School System’s Mr. Bautista
said.
“We have to embrace it and prepare not only our students, but
(also our) teachers, to be critical consumers and expert users,” he also
said. “This can be done by upskilling them through training and
seminars, (as well as) … empowering them with the tools and resources
for them to cope with this innovation.” — Patricia B. Mirasol
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Artificial Intelligence: The Technology Adaption and Impact in
the Philippines
Building and creating wealth is one of the facilitating factors in
doing research and developing technology. There are many factors that
contribute in the creation of wealth like natural resources, capital, labor,
market, public & environmental policy, and technology. The acquisition
or advancement of technology is based on the needs of the society.
Artificial Intelligence (AI) is one of the most controversial innovations
today. The concept about AI started in 1950 with the help of numerous
scientists, mathematicians, and philosophers such as Alan Turing, who
first mathematically demonstrated the AI. The attempt to explain the
actions of human thought as a symbolic method was the beginning of
modern AI.
The evolution of artificial intelligence is an opportunity for greater
business value in order to generate wealth. Significant scientific
advances in research and technology development using AI over the
years can be noted. There’s a tremendous increase in the number of AI-
related conferences held from year 2000 to present. This is true with the
published journals, magazines, and books. These data are correlated to
the technology adoption of AI globally. Most of these advancements had
been developed using machine learning (ML) and artificial intelligence.
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Machine learning, a sub field of AI, gives the computers the ability to
learn by exposing it to huge amount of data. Basically, machine learning
used vast data to answer questions. The gathered data are used in
training to develop an intelligent model. The trained model will then be
used in predictions or classifications to solve certain problems. Some
applications of ML are prediction, forecasting, optimization, and more.
But there are unstructured data such as images and video which are
hard to distinguish the features or hard to extract the features to
generate dataset.
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CHAPTER III
RESEARCH DESIGN
Research Method
In this study, the researchers used the Qualitative Research
method, to be specific a type of qualitative research, a Case Study. It is
an in-depth examination of an individual, group of people, or an
institution”. It provides information on where to draw conclusion about
the impact of a significant event on a person’s life, (Sanchez, 2022). In
this study the researchers will interview the instructors that apply AI in
their teaching field as a respondent. This allotted questions for this study
will be the same for the 6 respondents coming from the 3 different
universities in Dagupan City.
After having the results or answers from the interview, the
researchers will ask different follow up questions to the chosen
respondents depending on their responses.
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Locale of the Study
Dagupan City located at the very center of Lingayen Gulf and
situated at the main delta of the great Agno River. From a coastal trading
post in the pre -Spanish past, Dagupan in now Northern Philippines’
great city.
It was named Bagnotan by the Augustinian friars in 1590 early
during colonial times. In 1660, Andres Malong, a local chieftain, led a
revolt against the Spaniards for imposing forced labor. After the revolt,
the people rebuilt the town. To commemorate the gathering forces under
Malong, the place was renamed to “Nandaragupan” which means “where
people meet”. In 1780, the name of the town was simplified to Dagupan,
followed by the end of Spanish rule in July 23, 1898 when the Spanish
troops surrendered to the Katipunan leader, General Francisco
Makabulos.
The first civil government was established in February 16, 1901
with the holding of the first elections through “viva voce”.
Dagupan became a city on June 20, 1947 by virtue of Republic Act
No. 170, a law known as the City Charter of Dagupan.
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Figure 2 Site Map of Dagupan City
Respondents of the Study
The researchers chose at least two Faculty/Instructors in each of
the 4 college/university in Dagupan City, the University of Luzon,
Lyceum Northwestern University, University of Pangasinan PHINMA and
Universidad de Dagupan specifically in the field of teaching using AI.
There from the following colleges; College of Computer Studies, College of
Computer Engineering, College of Information and Computing Studies,
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College of Information Technology Education, and School of Information
Technology Education.
Research Instrument
In order to know the information needed to answer the specific
problems stated in chapter 1. An interview guide is used as the data
gathering instrument.
The researchers had chosen the individual interview and semi-
structured interview as a method of gathering data for it is seen as the
most applicable method for the conduct of the current study. Individual
Interviews are like conversations which are designed to elicit the
information that the researcher needs, (Cristobal, 2022). Semi-structured
interview a type of interview in which there is a specific set of questions
and is usually followed by additional probes that may come in the form
of follow-up questions that are not included in the list of original
questions, (Cristobal, 2022). This type of interview is often open-ended,
allowing for flexibility, (George, 2022). It is suited for this kind of
research that aims to distinguish the perception of professionals as
applied to their teaching fields.
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Data Gathering Procedures
The researchers formulated questions to be answered by the
respondents. They also seek for permission to the dean of the different
colleges/universities of the respondents. Upon the grant of request, the
date is set when it is ready to go and conduct an interview. All the results
were encapsulated after the interview.
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CHAPTER IV
RESULTS AND FINDINGS
This chapter presents the results of the interview taken last April
4, 2023, April 5, 2023, April 11, 2023, April 18, 2023 and April 24, 2023.
This chapter will also present the interpretation of the data collected by
the researchers in order to respond on the presented research problem
which is the Professional Application of AI in their Teaching Field: A Case
Study.
As to question no. 1, “What are examples of AI technology do you
use?”
3 out of 8 respondents answered the examples of AI technology
they used were “ChatGPT”. 2 out of 8 respondents answered the
examples of AI technology they used were “Google”. 1 out of 8
respondents answered the examples of AI technology they used were
“image processing”. 1 out of 8 respondents answered the examples of AI
technology they used were “Sketch”, “Arduino”, “Code:Blocks”, “C++”,
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“EV”, and “Raspberry Pi”. 1 out of 8 respondents answered they are not
using any type of AI. Hence, they are contemplating using AI technology
in their field.
As to question no.2, “Do you use AI in your teaching field? If yes,
what particular AI technology you use?”
4 out of 8 respondents answered ‘Yes’. They use AI in teaching
because “it is easier” for them especially with the advantages they get
from AI by “checking if the students are cheating and by checking the
scores of the student’s assessments”. The different applications that they
use are “Chat GPT”, “EvalBee”, “Sketch”, “Arduino”, “Codeblock”, and
“C++”. In hardware, “Arduino Uno”, “Lego Mindstorm robotics” and then
“EV”, “Romeo Board”, and “Raspberry Pi”. The rest of the respondents
answered the question with a ‘No’. Since they are sticking with the
traditional way of teaching and discussing their lessons that they don’t
want their students to use AI for they might use it too much.
As to question no.3, “How do you apply AI in your teaching field?”
In question no.3, 5 out of 8 respondents they use AI in their
teaching field for “monitoring”, “teaching assistance”, “updating”,
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“discussion”, and “assessment”. One of the respondent didn’t answer the
question no.3 2 out of 8 respondent haven’t applied it yet.
As to question no.4, “Could it be useful in creating instructional
materials and assessing your learner?”
8 out of 8 respondents answered ‘Yes’. Because AI technology can
be used to create instructional materials and assess learners. It can help
create assessments, check learners' assessments, and check plagiarisms.
It can also help teachers assess their students' performances when it
comes to quizzes and exams. AI has risen, and ChatGPT is one of the
improved AI technologies. It filters out and recommends the best answer,
making work lighter or easier.
As to question no.5, “Would you recommend to your department to
adapt AI in teaching? If yes or no, why?”
3 out of 8 respondents answered ‘Yes’ because of AI's advantages
and to “follow trends or the updates” in this generation. 3 out of 8
respondents and answered yes but with “right responsibilities” and to
“not be too dependent or rely too much on AI”. 1 out of 8 respondents
answered ‘Yes’ but “not suddenly, because of budget and possible
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cultural shock”. 1 out of 8 respondents answered both ‘Yes’ and ‘No’,
recommendation of AI adaption “depends on how students or professors
will use it”.
As to question no.6, “What are the challenges you experience in
using AI in your teaching field?”
5 out of 8 respondents answered the “lack of resources and skills”
with both students and professors because AI is new and most of its
functions are not yet introduced clearly. 2 out of 8 respondents answered
issue regarding with the “academic integrity” of AI's advance feature it
easily help students to do task but some abuse and instead of them AI
will do it. 1 out of 8 respondents answered the “secureness” of AI like
viruses that can affect works.
As to question no.7, “What are the advantages and disadvantages
of AI?”
3 out of 8 respondents answered “improvement” in advantage and
AI “abuse” in disadvantage. AI helps us improve our self-cause we can
have more time with its help, task are easier to finish but some abuse its
function and causes laziness. 3 out of 8 respondents answered “fast
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progress but less man power”, AI are mostly robots. Robots help in fast
progress like machines but this “lessens man power” and cause “workers
unemployment”. 2 out of 8 respondents answered “help” for advantage
and “problem with the broadness of Al's functions”, Al helps in making
tasks easier and fast but some lack skills in using applications that can
help because Al is a broad thing and needs deep understanding.
As to question no.8, “Do you worry if AI will replace you and your
work or job in the future?”
4 out of 8 respondents answered. ‘No’, because AI is considered a
“helping machine or assistance for them”, and AI is “made by people its
functions are based on people’s intelligence”. AI is not yet worth to
replicate people cause of its fully many limitations. 3 out of 8
respondents answered ‘Yes’, because AI “fasten up task process”, also
“worried to be unemployed” and “not be able to earn money for living
expenses”. 1 out of 8 respondents answered “slightly worried” because AI
would possibly replace human power in the future but for now AI is still
in the process in developing for the replacement to happen.
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CHAPTER V
DISCUSSIONS, CONCLUSIONS, AND RECOMMENDATIONS
Discussion
Conclusion
Based on the interview by the researchers to the eight respondents
from different Universities of Dagupan.
University of Luzon, Lyceum Northwestern University of
Pangasinan and Universidad de Dagupan, the instructors finds AI as
helpful tool for teaching:
-The researched concluded that most of the instructor are using AI
in their teaching for monitoring, teaching, assistance, updating,
discussion, and for assessment.
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-They use AI because it reduces work and improves the efficiency
of teaching.
-They claim that AI is helpful for them, quick and simple to use,
and a great assistance.
Recommendation
AI is a great tool for the user. Not only for teachers and students,
but also for other fields. In this study it will focus only in the field of
teaching.
AI is a big help in teaching field for it saves time and create better
lesson plans. Relating to the conclusion of what we are trying to find out,
it ensures the classroom offers great learning conditions by adjusting
lessons to meet student’s need in real time, and you can use it for task
automation.
Before using AI you need identify your specific needs. You need to
ensure data privacy, conduct through testing, and provide proper
training for educators.
In order to make AI a better teaching medium we recommend the
following:
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1. Choose appropriate AI tools.
For example, CHATGPT, since this is very helpful in teaching and
studying.
2. Don’t rely too much on AI
This addiction to AI can cause problems to future generations.
Relying too much on it is being lazy with doing traditional ways of
teaching. AI applications automate the majority of tedious and
repetitive tasks. We tend to use our brains less and less.
3. Allot a budget.
The ability to create a machine that can simulate human
intelligence is no small feat. It requires plenty of time and
resources and can cost a huge deal of money. AI also needs to
operate on the latest hardware and software to stay updated and
meet the latest requirements, thus making it quite costly.
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Bibliography
A. Books
(2005) Nandaragupan: the story of a

coastal city and Dagupan City.
[s.L.]: Dagupan City Heritage
Commission.
Critobal, Jr., Amadeo P. Practical Research 1: for Senior

(2022) High School. Quezon City: C&E
Publishing, Inc.
B. Websites
 Ed Burns
(https://www.techtarget.com/searchenterpriseai/
definition/AI-Artificial-Intelligence)
 Trung Tan (September 9, 2002)

Artificial Intelligence in Education: Its Role & How It Is
Applied (orientsoftware.com)
 Benefits of AI in Education, with Examples

(virtualspeech.com)
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 Dagupan City - The Official Website of the Province of

Pangasinan
 (Tegan George, March 10, 2022)
Semi-Structured Interview | Definition, Guide & Examples

(scribbr.com)
 https://dictionary.cambridge.org/us/dictionary/
english/professional
 (R. Fay 2019)
 https://www.hindawi.com/journals/wcmc/
2022/4750018/?
utm_source=google&utm_medium=cpc&utm_campaign=HD
W_MRKT_GBL_SUB_ADWO_PAI_DYNA_JOUR_X_X0000_Wile
yFlipsBatch4&gclid=Cj0KCQjw2v-
gBhC1ARIsAOQdKY2pL47TD2PMkdrMY0cGdX8B2idlhPBTa
2bvaYBIYEbIozKxFzdF9WkaAv86EALw_wcB
 https://www.frontiersin.org/articles/10.3389/
feduc.2022.755914/full
 https://encyclopedia.pub/entry/12478#:~:text=Artificial
%20Intelligence%20in%20Education%20(AIED)%20has
%203%20meanings%20%3A%20The,and%20learning%20in
%20each%20subject
 https://papers.ssrn.com/sol3/papers.cfm?
abstract_id=3372914
 https://educationaltechnologyjournal.springeropen.com/
articles/10.1186/s41239-019-0171-0
 Adoption of artificial intelligence in higher education: a

quantitative analysis using structural equation modelling |
SpringerLink
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 ("Artificial intelligence: Overview of the field and current

developments" by ScienceDirect.)
https://www.sciencedirect.com/topics/computer-science/
artificial-intelligence
 ("Filipino Millennials' Perception of AI Ethics" by De La Salle
University(DLSU)
https://www.dlsu.edu.ph/research/research-centers/sdrc/
projects/ethical-technology-assessment-eta-of-artificial-
intelligenceai-and-the-internet-of-things-iot-among-gen-z-
population-in-the-pacific-region-the-case-of-the-philippines-
thailand-and-japan/
 AI’s big potential in the Philippines
https://www.bworldonline.com/spotlight/
2022/06/06/452698/ais-big-potential-in-the-philippines/?
amp
https://www.philstar.com/opinion/
2023/02/21/2246396/and-now-ai-how-are-we-
responding#:~:text=The%20emergence%20of%20ChatGPT
%20and,assignments%20and%20provide%20personalized
%20feedback.
 Experts call for Ethical Guidelines for AI use in Philippine
Education
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University of Luzon

THE PROBLEM AND ITS BACKGOUND

Artificial intelligence (AI) is truly a revolutionary feat of computer

coming years and decades. This presents a threat but also an

opportunity, (R. Fay 2019). Artificial intelligence (AI) is the simulation of

human intelligence processes by machines, especially computer systems.

Specific applications of AI include expert systems, natural language

AI is brought into the education system with the vision to fully

leverage the advantages of such technology to optimize the student

learning process and innovate the education system in the era of

technological evolution. AI in education involves three main areas:

teaching and learning with artificial intelligence, teaching and learning

about AI and preparing for AI. AI in education can automate grading,

additional support to students, ensuring they stay on track. And it could

teachers, (E. Burns, 2018).

The professional development of AI tools opens more opportunities

for us to achieve high-quality education with less human intervention

and effort. Automating administrative tasks is one of the most significant

yet commonly seen applications of AI in education. At school, teachers do

not only teach. By this, we mean there is a large number of mundane

and low-value tasks related to school and class operation, such as

maintaining records of attendance, checking assignments, grading tests,

class schedules, and doing reports. AI can be used to monitor student

performance in real-time so that teachers can make necessary

adjustments to the teaching methods and curriculum, (Trung Tran, 2022).

The nature of artificial intelligence (AI) can be characterized by its

ability to mimic human intelligence and perform tasks that typically

require human intelligence, such as problem solving, decision making,

learning, and pattern recognition. AI systems are designed to process

make predictions or decisions based on that data.

human can do. AI systems can be rule-based, where they follow

predefined rules, or machine learning-based, where they learn from data

and improve their performance over time. AI systems can operate

autonomously, making decisions and taking actions without human

intervention, or they can be designed to work collaboratively with

humans in a human-AI partnership. They can be implemented in various

forms, such as algorithms, models, or applications, and can be deployed

on different platforms, such as cloud-based systems, edge devices, or

negative impacts. On the positive side, AI has the potential to improve

efficiency, accuracy, and decision-making across various domains, such

as healthcare, transportation, agriculture, and environmental

management. However, there are also concerns related to ethical

considerations, biases, privacy, and the potential for job displacement.

As AI continues to evolve, it is important to consider its nature,

capabilities, and limitations, and ensure responsible development and

deployment to harness its potential benefits while addressing its

challenges. ("Artificial intelligence: Overview of the field and current

Some Filipinos may have a neutral perception of AI due to limited

awareness or understanding of the technology. They may not have

enough information or experience with AI to form a strong opinion, and

their perception may be influenced by their exposure to AI applications

in their daily lives. "Artificial Intelligence: A Nationwide Survey of Public

Perceptions" by the Social Science Research Council (SSRC)

There may be Filipinos who have a negative perception of AI due to

concerns about potential job displacement, privacy, and ethical issues.

They may worry that AI could lead to unemployment or bias in decision-

as bias, fairness, and accountability. ("Filipino Millennials' Perception of

AI Ethics" by De La Salle University (DLSU)

In this paper, the researchers will distinguish the perception of

professionals as applied to their teaching fields. The researchers will find

out the interrelatedness of the perception of the professionals to artificial

intelligence with different factors such as the respondents’ age, the

their teaching field such as how artificial intelligence aid in preparation