Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 35 no. 3 (2025)

Perceptions, Benefits, and Challenges of Students in SMU Senior High School on the Integration of Generative AI

Keira Danielle Pablo | Kale Gezler Cadorna | Roman Cabanag | Aaron Lucky Berganio | Reine Patrize Roberto | Jhoanna Mj Guieb | Eloisa  Barbieto | Kristel Joy Dapiawen | Lady Valen Charon Dela Peña

Discipline: others in psychology

 

Abstract:

As we stand at the cusp of a revolution in classrooms, the utilization of Generative Artificial Intelligence (GenAI) in education has catapulted scholarly discourses into the spotlight. However, few research studies have delved into the potential benefits and challenges of GenAI in education. This study sought to determine the perceptions, benefits, and challenges of students in Saint Mary's University Senior High School (SMUSHS) regarding the use of generative AI. The study employed a descriptive-comparative research design, using both quantitative and qualitative methods. A Likert scale was used in the quantitative section, while an open-ended question was used for the qualitative part. With the use of purposive sampling, 274 students were selected as the respondents of the study. After data analysis, findings revealed that senior high school students positively perceive generative AI in education as a tool that enhances learning outcomes. Additionally, students tend to focus more on potential drawbacks than benefits when it comes to GenAI, as evidenced by the significantly higher average level of perceived challenges than benefits students experience in their education. It was also found that the frequency of usage of GenAI has a significant difference in students' perceptions of the use of GenAI in education and on the perceived benefits of GenAI in education. Furthermore, academic standing also played a major role in shaping the students' perceived challenges. For the potential integration of GenAI in education, the majority of the respondents suggest that restrictions and limitations be implemented as well as strengthening AI policies to ensure that students are not relying solely on AI for their academic work. This study could serve as a basis for formulating policies and guidelines on the use of GenAI in education and conducting seminars for students and teachers to address misconceptions and increase awareness of the benefits of using generative AI in educational settings.



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