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THE ROLE OF ARTIFICIAL INTELLIGENCE ON EXPLORABLE ICT

LEARNERS CENTRIC APPLICATION ON AN

APPRAISAL FUNCTIONALITY

A Research Presented to the Faculty of

Amparo High School-Senior High School Department

In Partial Fulfillment of the Requirements in

Practical Research 1

Submitted by:

Renigen, Luigi Salazar, Cristine

Ragas, Edralyn C. Manahan, Irra R.

Salazar, Shane Solinap, Mery Ann

Alipin, Bea A. Escarpin, Jeralph

Submitted to:

Doc. Teng Maroto

Research Adviser

2023
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RECOMMENDATION OF APPROVAL

This study entitled

"THE ROLE OF ARTIFICIAL INTELLIGENCE ON ICT LEARNERS CENTRIC

APPLICATION FOR AN APPRAISAL FUNCTIONALITY"

Submitted by:

Bea A. Alipin Irra R. Manahan

Edralyn C. Ragas Shane G. Salazar

Cristine Joy G. Salazar Mery Ann Joyce s. Solinap

Luigi M. Renigen Jeralph M. Escarpin

In partial of the requirements for Senior High School course examine and hereby
recommend for approval and acceptance.

RESEARCH TEACHER:
ANDY GONZALES
Research Adviser

SCHOOL APPROVAL:
Dr. Luisito C. Orma
School Principal
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Abstract

This study, entitled "The Role of Artificial Intelligence on Explorable ICT Learner-

Centric Application for an Appraisal Functionality," was prepared by Irra R.

Manahan, Edralyn C. Ragas, Bea A. Alipin, Mery Ann Joyce Solinap, Cristine G.

Salazar, Shane G. Salazar, Luigi M. Renigen, and Jeralph Escarpin. The role of

artificial intelligence as a learner-centric application for ICT students' assessment

capabilities is the main emphasis of this study. The constant improvement of our

world indicates that technological advancement and the application of AI tools for

study are inevitable. The TVL-ICT CSS students of Amparo High School in grades

11 and 12 took part in this study. Additionally, this will clarify artificial intelligence's

role and involvement in the assessment process for ICT students. As a result, we

proposed an educational program that would enhance awareness of potential

biases in ICT learners' use of artificial intelligence tools.

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CERTIFICATE OF LANGUAGE AND GRAMMARIAN

I hereby request that this research entitled " The Role of Artificial Intelligence on

ICT Learners Centric Application for an Appraisal Functionality" by Bea A. Alipin,

Irra Manahan, Edralyn C. Ragas, Shane Salazar, Cristine Joy Salazar, Mery Ann

Joyce Solinap, Luigi Renigen and Jeralph Escarpin have completed the

appropriateness and coherence grammar.

________________

Grammarian
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APPROVAL SHEET

This study entitled

"THE ROLE OF ARTIFICIAL INTELLIGENCE ON ICT LEARNERS CENTRIC

APPLICATION FOR AN APPRAISAL FUNCTIONALITY"

Submitted by:

Bea A. Alipin

Irra R. Manahan

Edralyn C. Ragas

Shane G. Salazar

Cristine Joy G. Salazar

Mery Ann Joyce Solinap

Luigi M. Renigen

Jeralph M. Escarpin

Approved by the Committee on Final Examination with the

Grade of_______________on________________.
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CERTIFICATE OF ORIGINALITY

We hereby respectfully declare that our group's research study entitled "The Role

of Artificial Intelligence on ICT Learners Centric Application for an Appraisal

Functionality" is our original work and, to the best of our knowledge, our

acknowledge all the information we sourced and used in the research paper as well

as any assistance we received in conducting the study.

Further, we declare that the research work is not currently being considered for any

other degree or certificate and that it does not contain any previously written or

published materials of any person or organization.

Therefore, we make sure to underline that, although we have support in

organization, presentation, language, and style, the intellectual content of our

research is our own work.

SIGNATURE OF RESEARCHER ON PRINTED NAME:

BEA A. ALIPIN IRRA R. MANAHAN

EDRALYN C. RAGAS SHANE SALAZAR

CRISTINE JOY G. SALAZAR MERY ANN JOYCE SOLINAP

LUIGI M. RENIGEN JERALPH M. ESCARPIN

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ACKNOWLEDGEMENT

The researchers would like to convey their sincere appreciation to the following

individuals for their kind support and assistance in making this study possible in

one way or another:

Dr. Luisito C. Orma, the school principal of Amparo High School for allowing us to

conduct a thorough study and research in our cherished school.

Mr. Andy Gonzales, Our Research teacher, who always remind us and lending us

his full consent, assistance, and abundant knowlege, and also guiding us the whole

way in making our research.

Ms. Girlie Yaquit, Statician teacher, for her invaluable contributions to the statistical

analysis and interpretation of data.

Mr. Christoper I. Quilana, For assisting and giving ideas in the making of our

research.

researchers, for express with honor their greatest gratitude for the vast assistance

and support of the following who in one way or another enabled in the completion

of the study:
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Parents, For this love, prayers, caring, and sacrifices for educating, supporting and

preparing us (researchers) for our future.

To our Alma Mater, Amparo High School, for the never-ending support and

knowledge by nurturing our young minds to come up with ideas that benefited this

study.

To those whom individuals who contributed to the accomplishments of this study

and consideration in making this happen, the researcher’s extents their warmest

gratitude, and above all the praises and thanks to God, the Almighty for his

showers of blessings throughout our research work to complete and research

successfully.
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DEDICATION

This study is a heartfelt dedication to our beloved parents, who have been an

endless source of inspiration and strength during times when we contemplated

giving up. They have consistently provided us with moral, spiritual, and emotional

support, helping us persevere and overcome challenges

To our teachers for their patience and knowledge that they provide to us and for

guiding. us to our journey. To our friends, classmates and peers for their moral

support and affirmation.

Lastly, we humbly dedicate this study to the Almighty God, with heartfelt gratitude

for the invaluable guidance, strength, mental fortitude, protection, skills, and the

precious gift of life. We are forever grateful for God's unwavering presence,

especially during times when we needed guidance the most. It is through His grace

that we have been instilled with faith, enabling us to believe in ourselves and our

abilities. We offer all of these expressions of gratitude to our esteemed educators.

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CHAPTER 1

Rationale

Artificial intelligence (AI) is now widely used, which has an impact on every aspect of

modern life. The use of digital tools aims to involve human reasoning ability in many modern

learning areas. With increasing numbers of uses, artificial intelligence (AI) is beginning to

change the educational landscape.Since Al is being used in learning tools increasing in number,

we must carefully explore how it influences these learners' experiences. Our goal is to explore

different Al in evaluations, carefully examining how well it functions, how adaptive it is, and

whether it might enhance the learning experiences of the learners.

With the involvement of AI systems, the quality of ICT students has improved

significantly. AI provides students with access to advanced resources, personalized learning,

and instant feedback, thereby enhancing their understanding and skills in the subject. As we

continue to integrate AI into educational tools, it is crucial to explore its influence on learners'

experiences in assessments. This exploration involves assessing how well AI systems work in

evaluating student performance, their adaptability to different learning styles, and whether they

can contribute to personalized learning experiences.

Studying how artificial intelligence (AI) can be used in interactive apps for learners to

help evaluate their progress offers some neat benefits. AI is an emerging field with huge

potential in a bunch of industries, including education. By looking into how AI can be used in

apps for learners, researchers can get a better handle on how AI migh1`t improve the learning

experience and spark new innovations in education and one of AI's main pluses is its ability to

customize the learning process for each student. AI can analyze massive amounts of data
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about a learner, like their grades what they like to study, and how they learn best, to give them

tailored recommendations and feedback.

This study aims to explore how AI enhances interactive learning experiences in ICT,

assessing the effectiveness if learner-focused application work well, and looking at AI's role in

evaluating progress within educational tools. Specifically, it aims to understand AI's impact on

the appraisal process within educational tools. This means assessing how AI technologies

might help grade student progress, achievements and overall performance in ICT classes. The

bigger goal is likely to improve teaching methods by leveraging AIs potential to enable

personalized and effective learning.

Statement of the Problem

I. What is the demographic profile of the respondents?

1.1 Age

1.2 Gender

1.3 Grade Level

II. What are the uses of artificial intelligence tools for ICT learners in terms of:

2.1. Useful tool for learners study habit.

2.2 Give aid in school presentations.

2.3 Guide in answering homework.

III. What problems encounter by respondents to maintain an effective and continuous

learning experience using artificial intelligence.

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4.1 Lack of personalized learning

4.2 Not using of books

4.3 Lack of human interactions.

IV. Is there significant relationship between artificial intelligence to ICT appraisal when

group according to variable.

V. What programs or guide can the researcher propose for responsible use of artificial

intelligence tools.

Hypothesis

Integration of artificial intelligence in an ICT learners-centric application will significantly

enhance its functionality, leading to improved learning experiences and more effective appraisal

methods for students.

Null Hypothesis

Integration of artificial intelligence in an ICT learners-centric application will have no

effect on its functionality, having no effect on improved learning experiences or effective

appraisal methods for students.

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Scope and Delimitation

The study entitled "The Role of Artificial Intelligence in Explorable ICT Learners'-Centric

Application for an Appraisal Functionality" was conducted by the researchers at Amparo

National High School. The target respondents for this study will be the TVL-CSS students in

grades 11 and 12 at Amparo High School in the academic years 2023–2024. In this study,

random sampling technique is chosen as the sampling method. This study will only focus on

exploring the role of artificial intelligence as a learner-centric application for appraisal

functionality for ICT-CSS students. Also to examine its effect on efficiency, usability, and overall

effectiveness in the educational environment.

Significance of the Study

Educational Institutions: They stand to gain from the enhanced teaching and assessment

tools that AI can provide, improving the efficiency and personalization of learning.

Students: AI can help students get individualized advice and support, improving the

efficiency and interest of their educational experience.

Teachers: AI can help teachers make personalized learning materials and track students'

progress, resulting in more efficient instruction.

Researchers: Such a study can expand the body of information and possibly result in the

improvement of tools and approaches in the field of AI in education.

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Government and Policy Makers: The study's conclusions can guide investments in

educational technology and the incorporation of AI in institutions and schools.

Technology Developers: The study can help designers make better AI-driven educational

apps, which will increase demand for such programs

Introduction

Artificial intelligence (AI) integration is becoming more common and innovative in the

rapidly evolving field of information and communication technology (ICT). The significance of AI

in developing learner-centric apps has drawn a lot of interest as ICT continues to revolutionise

different industries, including education, and influence our daily lives. With a focus on their

appraisal functions, this study explores the vital and developing role of artificial intelligence in

the creation and improvement of exploratory ICT-learner-centric apps.

AI has the skills for data analysis, pattern recognition, and machine learning. The

merging of AI and ICT has additional possibilities for redefining how we engage with educational

tools and materials. Applications that are focused on the learner have the potential to adapt to

various learning styles, preferences, and pacings and thus improve the educational experience.

These applications can be enhanced by AI to deliver personalised and adaptive material,

resulting in a dynamic and responsive learning environment.

In addition, these applications' appraisal features are essential for evaluating learners'

development and performance. Artificial intelligence (AI)-driven appraisal systems can offer

real-time feedback, pinpoint areas for development, and customise learning pathways
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accordingly. This not only accelerates the learning process but also improves the efficacy and

efficiency of educators and educational institutions.

This study intends to investigate how AI and ICT work in harmony when applied to

learner-centric applications and their appraisal features. This study aims to highlight the

potential advantages and problems that are on the horizon by examining the current status of

AI-driven ICT applications, their impact on learner engagement, and the challenges they pose.

The study aims to contribute significant knowledge to the ongoing discussion on the

transformational impact of AI in education and the evolution of ICT in a learner-centric

framework by thoroughly

examining the body of previous literature,case studies, and empirical research. In order

to improve exploratory ICT learner-centric applications, educators, developers and policymakers

are expected to benefit from understanding the study's findings and implications.
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CHAPTER 2

Review of the Related Literature

This chapter presents the review of related literature, synthesis of the study, theoretical

framework, conceptual framework, and definition of terms to easily understand the content of

this chapter.

Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence

on learner–instructor interaction in online learning [Review of The impact of artificial

intelligence on learner–instructor interaction in online learning]. The review found that AI can

enhance learner-instructor interaction in several ways. Firstly, AI-powered chatbots and

virtual assistants can provide immediate feedback and support to learners, reducing the

response time of instructors and improving the overall learning experience. Secondly, AI can

personalize learning by adapting content and instructional strategies to individual learners'

needs, preferences, and performance levels. Thirdly, AI can facilitate collaboration and

communication among learners and instructors through intelligent discussion forums, group

projects, and peer feedback systems.

However, the review also identified some challenges and limitations of AI in online

learning. For example, AI may not be able to replicate the emotional intelligence, empathy,

and cultural sensitivity of human instructors, which are crucial for building trust, rapport, and

motivation among learners. AI may perpetuate existing biases and inequalities in education

by reinforcing stereotypical beliefs about learners' abilities, backgrounds, and identities.

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Jude, A. (2018). Artificial Intelligence as an Assessment tool for Education in Africa. The

author explained how artificial intelligence (AI) can be used to address some of the

challenges facing education in Africa, such as a shortage of qualified teachers, limited

resources, and the need for personalized learning.

AI can automate grading tasks, provide adaptive learning experiences, generate

feedback, detect plagiarism, and facilitate collaborative learning. However, Jude also

acknowledged some challenges and limitations of using AI for assessment in African

contexts, including the need for reliable internet connectivity, the cost of implementing AI

technologies, and the potential impact on teaching practices and pedagogy. It is crucial to

ensure that AI is used in a responsible and ethical way that respects students' privacy and

data protection rights.

Gonzalez Calatayud, V., Prendes, P., & Roig-Vila, R. (2021). Artificial Intelligence for

Student Assessment: A Review of Artificial Intelligence for Student Assessment. The review

explored the current state of research on artificial intelligence (AI) for student assessment.

The review identified 62 studies that utilized various AI techniques, such as machine learning,

natural language processing, and computer vision, for formative and summative assessment.

The authors found that AI can automate grading tasks, provide personalized feedback,

identify students at risk of failure, support adaptive learning, facilitate formative assessment,

detect plagiarism, promote collaboration and peer assessment, and enhance student

engagement and motivation. However, the authors also highlighted challenges and limitations

of AI for student assessment, including the importance of high-quality data, interpretability of

models, privacy and security concerns, cost implications, and potential impacts on teaching

practices and pedagogy.

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Jörg von Garrel & Jana Mayer (2023). Artificial Intelligence in studies - use of ChatGPT

and AI-based tools among students in germany. In this article, The author said that students

who used ChatGPT acknowledged the need to review and verify the information generated

by the tool to ensure its accuracy and originality. The authors suggested that AI tools could

be utilized to support learning and assessment by providing personalized feedback,

suggesting resources for further reading, and identifying areas where students may need

additional support.

The study emphasized the potential benefits and challenges of AI in education and called

for further research to explore how AI can be integrated into teaching and learning practices

in a responsible and effective manner. Also AI tools like ChatGPT are becoming increasingly

popular among students in Germany, with a majority believing that they can improve

academic performance. However, there are also concerns about plagiarism and the need for

responsible use of these tools.

Luckin, R. (2017). Towards artificial intelligence-based assessment systems. The author

discusses the potential of artificial intelligence (AI) in developing more effective and efficient

assessment systems for education. He argues that traditional assessment methods, such as

multiple-choice tests and essay exams, have limitations in measuring complex skills and

knowledge, particularly in areas such as problem-solving, critical thinking, and creativity.

Luckin proposes that AI can help overcome these limitations by providing more

personalized and adaptive assessments that can adjust to the learner's level and provide

feedback in real-time. He suggests that AI-based assessment systems can also provide more
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accurate and reliable results by analyzing a wider range of data, including students'

responses, behavior, and contextual information.

Synthesis of the Study

The study "The Impact of Artificial Intelligence on Learner-Instructor Interaction in Online

Learning" by Seo et al. (2021) explores the relationship between AI and learner-instructor

interaction in online learning environments. The review found that AI can enhance learner-

instructor interaction in several ways, such as providing immediate feedback, personalizing

learning, and facilitating collaboration and communication. Specifically, AI-powered chatbots

and virtual assistants can provide learners with instant feedback and support, reducing the

response time of instructors and improving the overall learning experience. AI can also adapt

content and instructional strategies to individual learners' needs, preferences, and

performance levels, making learning more personalized and effective. Furthermore, AI can

facilitate collaboration and communication among learners and instructors through intelligent

discussion forums, group projects, and peer feedback systems.

However, the review also identified some challenges and limitations of AI in online

learning. While AI can provide immediate feedback and support, it may not be able to

replicate the emotional intelligence, empathy, and cultural sensitivity of human instructors.

This could result in learners feeling disconnected from their instructors and less motivated to

learn. Additionally, AI may perpetuate existing biases and inequalities in education by

reinforcing stereotypical beliefs about learners' abilities, backgrounds, and identities.

Therefore, it is crucial to ensure that AI is used in a responsible and equitable manner that

does not exacerbate existing disparities in education.

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This study is relevant to our research on Explorable ICT Learners Centric Application for

an Appraisal Functionality because it highlights the potential benefits and drawbacks of using

AI in online learning environments. Our research focuses on developing an AI-powered

application that provides learners with personalized learning experiences based on their

individual needs, preferences, and performance levels. By leveraging AI technologies such as

adaptive learning algorithms and natural language processing techniques, our application

aims to enhance learner engagement, motivation, and outcomes in online learning

environments. However, we recognize the importance of ensuring that our application is used

in a responsible and equitable manner that addresses the challenges and limitations

identified by Seo et al. (2021). To this end, we are committed to conducting rigorous empirical

studies to evaluate the effectiveness of our application in promoting learner-instructor

interaction and reducing disparities in education.

Conceptual Framework

1.Demographic  Selecting respondents  Program to

Profile  Data Gathering enhance
 Age  Collection of the data awareness
 Gender questionnaires about potential
 Grade level  Data Analysis biases in the
2. Are you a use of ai
type of student
that uses ai an
aid to your
studies?

Figure 1. Conceptual Framework

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Figure 2.The First box shows the demographic profile in terms of Age,Gender and Grade

level and types of student how use AI to their studies. Then the second box shows the

process how we gather and analyse the data selecting respondents and the collection of

questionnaires. The last box shows the output that we got is the program that we got is the

program that enhance awareness about potential biases of the use of AI of students.

Theoretical Framework

The researcher in this study entitled The Future of Testing in Education: Artificial

Intelligence adopted the theory of Personalized learning theory, which was authored by

Jimenez and Ulrich and published in 2021, According to this approach, teachers should

modify their lessons to better suit the specific requirements and skills of each student. This

objective can be attained by using AI in educational testing to deliver individualized feedback

and evaluations that are more pertinent to each student's learning style. To ensure that each

learner is suitably challenged and receives feedback catered to their skills and limitations,

teachers can use AI algorithms to design adaptive tests that modify their difficulty and content

based on individualized learning. This strategy might be more effective.

An overview of the current state of educational testing is given in this paper, along with

some possible advantages of introducing artificial intelligence (AI) into the procedure. It also

prepares the ground for the authors' claim that AI can transform educational testing.

According to the authors, conventional testing procedures have a number of drawbacks, such

as their reliance on rote memorization, lack of contextual relevance, and inability to

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adequately evaluate higher-order thinking abilities. They contend that these constraints

reduce testing's ability to accurately assess students' learning.

Jimenez and Boser investigate how AI may enhance assessment in the classroom. They

emphasize how AI might improve exam design, deliver more precise scoring, and give pupils

individualized feedback. Additionally, they go into the moral ramifications of utilizing AI in

testing, including assuring fairness and preventing biases. According to this theory, artificial

intelligence will be crucial to the future of educational assessment. They suggest a method in

which AI algorithms are utilized to develop adaptive assessments that change their difficulty

and content in response to the performance of specific pupils. This would make it possible to

measure students' learning in greater detail and with greater accuracy.

Jimenez and Boser are aware of the difficulties integrating AI into educational

assessment, such as worries about data security and privacy. However, they underline the

chances that AI offers to enhance teaching and learning, particularly in terms of giving

students more individualized and useful feedback. The authors restate the potential

advantages of adding AI into educational assessment and conclude their points in this

hypothesis. They exhort educators and decision-makers to accept this transition and seek to

develop an evaluation system that is more effective and efficient.

Definition of Terms

Artificial Intelligence (AI) - AI it refers to the simulation of human intelligence processes by

machines, especially computer systems. That involves the ability of machines to perform

tasks that typically require human intelligence, such as problem-solving, learning, and

decision-making.
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Explorable ICT - This likely refers to Information and Communication Technology (ICT) that

is designed in a way that allows users to explore and interact with the content, possibly

through user-friendly interfaces, multimedia, and interactive elements.

Learners-Centric Application - This suggests an application or system that prioritizes the

needs and preferences of learners. It's user-focused, making learning more effective and

engaging by tailoring content and experiences to the individual needs of learners.

Appraisal Functionality - In the context of educational technology, appraisal functionality

likely involves assessing and evaluating the performance of learners. This can include

tracking progress, measuring achievements, and providing feedback.

Data Analysis - AI can process large amounts of data to assess the performance of

learners, identify areas for improvement, and provide insights for educators.

Recommendations - AI can suggest relevant learning materials and resources based on a

learner's progress and interests.

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Chapter 3

Research Design

The study aims to examine the impact of artificial intelligence on learner-centric ICT

applications, particularly in the context of appraisal functionality. It employs a quantitative

research methodology, using survey questionnaires and specific appraisal criteria for data

collection and analysis. This study uses a descriptive method, Shona Mc Combes (2023) The

aim of descriptive research is to precisely and methodically characterize a population,

circumstance, or phenomena.

It can respond to inquiries about what, where, when, and how, but not why. Numerous

research techniques can be applied in a descriptive research design to examine one or more

variables. In contrast to experimental research, here the variables are merely observed and

measured; no controls or manipulations are made. This method is suitable for this study

because it's an effective starting point for a more extensive study effort is descriptive

research. It can be used to collect preliminary data that will help shape a more thorough

research design later on. The study will also detail the sample selection process and outline a

specific research timeline.

Population and Sample of the Study

Population Sample

Respondents:
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11 CSS A = 35

11 CSS B = 35

12 CSS A = 46

12 CSS B = 43

Population: 159

Formula:

N
n=
1 + Ne²

Where:

N = 159

E=0.05

N=2

Solving for the sample:

N
n=
1 + Ne²
159
n=
1+(159)(0.05)²
159
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n=
1+(159)(0.0025)

159
n=
1 + 0.3975
159
n=
1.3975

n = 113.774 / 114

The study's target population is the TVL- ICT students in grades 11 and 12 at Amparo

High School. The researchers gathered the class total of each (4) class specified as grades

11 CSS A with a number of 35 students, grade 11 CSS B with a number of 35 students,

grade 12 CSS A with a number of 46 students, and lastly grade 12 CSS B with a number of

43 students, for a total of 159 population. For the sample size, the researchers used Slovin's

formula to acquire the sample needed for the study. With a margin of error of 0.05, we get

114 samples as a result.

Sample:114

Research Instrument

The Researchers formulated a questionnaire as the research instrument to gather

information on the study variables.The questionnaire ask relevant questions that will help

researchers gather information on the study’s key variables. The questionnaire’s first question
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ask about the respondent’s profiles and it’s second section ask that what are uses of (AI)

Artificial Intelligence for ICT learners,including the problems that students may encounter

The major data-gathering tool for this study was this type of tool.The profile and the

questionnaire itself were seperated into two pieces. Name,Age,Gender,Grade are an optional

part included in the profile, While the Questionnaire has (4) Four primary questions

Data Gathering Procedure

The researchers detailed prepared a set of questions aligned with the specific inquiries

outlined in their issue statement. Recognizing the importance of validation, the researchers

sought the expertise of their research adviser, who holds a critical role in ensuring the

instruments' validity. The questionnaire was then forwarded to the adviser for thorough

revision.

Following this, a real manifestation of the questions was produced, and a distribution

process was initiated. This step aimed to evaluate the relevance, fairness, objectivity, and

appropriateness of the questions for the intended respondents. The tangible form allowed the

researchers to assess the practicality of the survey instrument in a real-world context.

To enhance participant engagement and bring out more relevant responses, the

researchers took a proactive approach. They strategically printed out and distribute the

questions, seeking to gauge whether participants found the survey meaningful and engaging.

This repeated process allowed the researchers to refine their approach and make

adjustments to ensure the survey's effectiveness

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Administration and Retrieval of Instrument

The Researchers administered 114 questionnaires to 114 ICT grade 11 and 12 students

at Amparo High School, before distributing the survey questionnaires, the researchers sought

the respondents permission to answer the questions on the questionnaires, out of the 114

questionnaires the researchers administered 114 has been retrieved.

Statistical Treatment and Retrieval of Instrument

The data collected using the survey are tallied and summarized correspondingly by the

researchers. The gathered data was subjected by the statistical treatment in order to ensure

a reliable result. Researchers used the percentage frequency distribution as a statistical tool

to display data that indicates the percentage of observation for each group of data. This

method is commonly used to express the relative frequency of survey responses and other

data and also often displayed as bar graphs, pie charts or tables. The formula can be seen

below:

Formula:

% = f/N X 100

Where:

% = percentage

f = frequency
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N = Population

Chapter 4

This chapter represents the summarization and interpretation of data gathered from the study

“The Role of Artificial Intelligence on Explorable ICT Learner-Centric Application for an

Appraisal Functionality” which aimed to determine the role of artificial intelligence on

explorable ICT learner-centric application for an appraisal functionality. The data collected in

this chapter were arranged according to the problems treated in this study.

Research Problem # 1: What is the demographic profile of the respondents?

Age Frequency Percentage

15-16 years old 30 26.3%

17-18 years old 73 64%

19-20 years old 7 6.1%
21-22 years old 4 3.5%
23 years old and 0 0%
above
Total: 114 100%

Figure 1.1 shows the sample size of the respondents’ age. The total respondents gathered by

the researchers were one hundred fourteen (114) respondents. The 15-16 years old

respondents of the study are 30 which is 26.3%, the 17-18 years old respondents od the
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study are 73 which is 64%, 19-20 years old respondents of the study are 7 which is 6.1%, 21-

22 years old respondents of the study are 4 which is 3.5%, while there is no response under

23 years old and above respondents which correspond to 0%. In conclusion, most of the

respondents of the study are 17-18 years old.

Figure 1.2: Sample table for gender

Gender Frequency Percentage

Male 89 78.1%
Female 25 21.9%
Total: 114 100%

Figure 1.2 shows the sample size of the respondents’ gender. The total respondents

gathered by the researcher were one hundred fourteen (114) respondents. The male

respondents are 89 which is 78.1%, while the female respondents are 25 which is 21.9%. In

conclusion, most of the respondents of the study are male.

Figure 1.3: Sample table for grade level

Grade Level Frequency Percentage

Grade 11 60 52.6%
Grade 12 54 47.4%
Total: 114 100%

Figure 1.3 shows the sample size of the respondents’ grade level. The total respondents

gathered by the researcher were one hundred fourteen (114) respondents. Grade 11
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respondents are 60 which is 52.6%, while grade 12 respondents are 54 which is 47.4%. In

conclusion, most of the respondents were grade 11.

Research Problem # 2: What are the uses of artificial intelligence tools for ICT learners in

terms of:

(This part of the survey can surpass the total gathered respondents by the researcher

because the respondents can check as many choices as they want.)

Figure 2.1: Sample table for useful tool for learner’s study habit

Frequency Percentage

Providing 34 29.8%
Feedback
Offering or pointing 57 50%
points where you
should learn more
Explaining complex 57 50%
text for better
understanding
Others 0 0%
Total:

Figure 2.2 shows the sample size of the respondents’ response under “Give aid in school

presentations”. The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 45 of the respondents said it can be used in making digital lessons which

is 39.5%, 60 of the respondents said it can visualize data in your presentation which is
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52.6%, 50 of the respondents said it creates and organize your presentation which is 43.9%,

while there is no response under the option “Other” which corresponds to 0%.

Figure 2.3: Sample table for guide in answering homework

Frequency Percentage
Provides helpful 56 49.6%
answer
Simplifying hard 45 39.8%
question
It makes answering 38 33.6%
homework less time
consuming
Others 0 0%
Total:

Figure 2.3 shows the sample size of the respondents’ response under “Guide in answering

homework”. The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 56 of the respondents said it provides helpful answers which is 49.6%, 45

of the respondents said it simplifies hard questions which is 39.8%, 38 of the respondents

said it makes answering homework less time consuming which is 33.6%, while there is no

response under the option “Other” which corresponds to 0%.

Research Problem # 3: What problems encountered by the respondents to maintain on

effective and continuous learning experience using artificial intelligence?

Figure 3.1: Sample table for lack of personalized learning

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Frequency Percentage
Yes, certainly 52 45.6%
Neutral 54 47.4%
No 8 7%
Other 0 0%
Total: 114 100%

Figure 3.2 shows the sample size of the respondents’ response under “Not using of books”.

The total respondents gathered by the researcher were one hundred fourteen (114)

respondents. 45 of the respondents agreed which is 39.5%, 60 of the respondents remained

neutral which is 52.6%, 9 of the respondents said no which is 7.9%, while there is no

response under the option “Other” which corresponds to 0%.

Figure 3.3: Sample table for lack of human interactions

Frequency Percentage
Yes, certainly 44 38.6%
Neutral 55 48.2%
No 15 13.2%
Other 0 0%
Total: 114 100%

Figure 3.3 shows the sample size of the respondents’ response under “Lack of human

interaction”. The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 44 of the respondents agreed which is 38.6%, 55 of the respondents

remained neutral which is 48.2%, 15 of the respondents said no which is 13.2%, while there

is no response under the option “Other” which corresponds to 0%.

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Research Problem # 4: Is there significant relationship between artificial intelligence to ICT

appraisal when group according to variable.

Figure 4: Sample table to show if there is significant relationship between artificial

intelligence to ICT appraisal when group according to variable.

Frequency Percentage
Yes, certainly 71 62.3%
Neutral 36 31.6%
No 7 6.1%
Other 0 0%
Total: 114 100%

Figure 4 shows the sample size of the respondents’ response under “Is there significant

relationship between artificial intelligence to ICT appraisal when group according to variable”.

The total respondents gathered by the researcher were one hundred fourteen (114)

respondents. 71 of the respondents agreed which is 62.3%, 36 of the respondents remained

neutral which is 31.6%, 7 of the respondents said there is no significant relationship between

artificial intelligence to ICT appraisal when group according to variable, while there is no

response under the option “Other” which corresponds to 0%.

Research Problem # 5: What program or guide can the researchers propose for responsible

use of artificial intelligence.

Figure 5: Sample table for the programs or guide the researcher can propose for responsible

use of artificial intelligence

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Programs Frequency Percentage

Programs to guide 45 39.5%
students on how to use
artificial intelligence
responsibly
Programs to introduce 22 19.3%
artificial intelligence as
a learner-centric
application
Program to enhance 47 41.2%
awareness about
potential biases in the
use of artificial
intelligence tools for
ICT learners
Other 0 0%
Total: 114 100%

Figure 5 shows the sample size of the respondents’ response under “What program or guide

can the researcher propose for responsible use of artificial intelligence”. The total

respondents gathered by the researcher were one hundred fourteen (114) respondents. 45 of

the respondents choose the program to guide students on how to use artificial intelligence

responsibility which is 39.5%, 22 of the respondents choose the program to introduce artificial

intelligence as a learner-centric application which is 19.3%, 47 of the respondents choose the

program to enhance awareness about potential biases in the use of artificial intelligence tools

for ICT learners which is 41.2%, while there is no response under the option “Other” which

corresponds to 0%.
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Chapter 5

SUMMARY OF THE FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter contains summary, conclusions and recommendations

based on the data gathered through the survey.

Summary of the Findings

1. Demographic profile of the respondets

1.1 AGE

Based on the results the total respondets gathered by the researchers were one

hundred fourteen (114). The 15-16 years old respondents of the study are 30 which is 26.3%.

The 17-18 years old respondents of the study are 73 which is 64%. 19-20 years old

respondents of the study are 7 which is 6.1%. The 21-22 years old respondents of the study

are 4 which is 3.5% while there is no response under 23 years old and above which

correspond to 0%. The most of the respondets of the study are 17-18 years old.

1.2 GENDER
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The respondets comprised of 114 grade 11 and 12 CSS-B learners at Amparo high

school divided into two: male respondets are 89 which is 78.1% and Female respondets are

25 which is 21.9%. The most of the respondets of the study are male.

1.3 GRADE LEVEL

The total respondets gathered by the researchers were are one hundred fourteen

(114) respondents. Grade 11 respondents are 60 which is 52.6% while the grade 12

respondents are 56 which is 47.4%. The most of the respondets are grade 11.

2.1 "USEFUL TOOL FOR LEARNERS STUDY HABIT"

The total response from the respondets gathered by the researchers were 148

respondents 34 of the respondets said if provides feedback which is 22.9%, 57 of the

respondets saud if others points when you should learn more which is 38.5%, also 57 of the

respondets said it explains complex text for better understanding which is 38.5% while there

is no response under the option "other" which corresponds to 0%.

2.2 GIVE AID IN SCHOOL PRESENTATION

The total response from the respondents gathered by the researcher were 155

responses. 45 of the respondents said it can be used in making digital lessons which is

29.03%, 60 of the respondents said it can visualize data in your presentation which is

38.70%, 50 of the respondents said it creates and organize your presentation which is

32.25%, while there is no response under the option “Other” which corresponds to 0%.
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2.3 GUIDE IN ANSWERING HOMEWORK

The total response from the respondents gathered by the researcher were 139

responses. 56 of the respondents said it provides helpful answers which is 40. 28%, 45 of the

respondents said it simplifies hard questions which is 32.37%, 38 of the respondents said it

makes answering homework less time consuming which is 27.33%, while there is no

response under the option “Other” which corresponds to 0%.

3.1 "LACK OF PERSONALIZED LEARNING"

The total respondents gathered by the researcher were one hundred fourteen (114)

respondents. 52 of the respondents agreed which is 45.6%, 54 of the respondents remained

neutral which is 47.4%, 8 of the respondents said no which is 7%, while there is no response

under the option “Other” which corresponds to 0%.

3.2 "NOT USING BOOKS"

The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 45 of the respondents agreed which is 39.5%, 60 of the respondents

remained neutral which is 52.6%, 9 of the respondents said no which is 7.9%, while there is

no response under the option “Other” which corresponds to 0%.

3.3 "LACK OF HUMAN INTERACTION"

The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 44 of the respondents agreed which is 38.6%, 55 of the respondents

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remained neutral which is 48.2%, 15 of the respondents said no which is 13.2%, while there

is no response under the option “Other” which corresponds to 0%.

4. "IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN ARTIFICIAL INTELLIGENCE

WHEN GROUP ACCORDING TO VARIABLE"

The total respondents gathered by the researcher were one hundred fourteen

(114) respondents. 71 of the respondents agreed which is 62.3%, 36 of the respondents

remained neutral which is 31.6%, 7 of the respondents said no which is 6.1%, while there is

no response under the option “Other” which corresponds to 0%.

5. "WHAT PROGRAM OR GUIDE CAN THE RESEARCHER PROPOSE FOR

RESPONSIBLE USE OF ARTIFICIAL INTELLIGENCE"

The total respondents gathered by the researcher were one hundred fourteen (114)

respondents. 45 of the respondents choose the program to guide students on how to use

artificial intelligence responsibly which is 39.5%, 22 of the respondents choose the program

to introduce artificial intelligence as a learner-centric application which is 19.3%, 47 of the

respondents choose the program to enhance awareness about potential biases in the use of

artificial intelligence tools for ICT learners which is 41.2%, while there is no response under

the option “Other” which corresponds to 0%

Conclusion

Research into the intricate relationship between artificial intelligence (AI) and Information

and Communication Technology (ICT) in the realm of education. Through an in-depth

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exploration, the study elucidates the pivotal role AI plays in shaping learner-centric

applications with a focus on appraisal functionality. The findings underscore the

transformative impact of AI, providing insights into how it enhances the overall learning

experience by tailoring educational tools to individual learner needs.

As we navigate the ever-evolving landscape of technology-driven education, this research

contributes valuable perspectives that pave the way for further advancements in leveraging

AI for personalized and effective ICT learning solutions. Additionally, the study prompts

reflection on the ethical considerations and potential challenges associated with the

integration of AI in educational contexts, stimulating future discourse and research avenues in

this dynamic intersection of artificial intelligence and education.

Recommendations

1. The recommendations are referred to the data gathered through survey, to talk about the

possible difficulties in introducing AI into educational settings. This involves guaranteeing the

affordability, accessibility, and security of AI technologies.

2. We recommend to investigate the long-term effects of AI on education further. We must

comprehend how AI is influencing the effectiveness of teachers, students' learning, and the

educational system as a whole.

3. As researchers we recommend to provide rules for the moral use of AI in ICT education in

students, teachers or to other people who are using AI

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4. We also want to recommend to think about the moral consequences of implementing AI in

the classroom. Fair, open, and impartial application of AI is required.

Bibliography

Jörg von Garrel & Jana Mayer (2023). Artificial Intelligence in studies - use of ChatGPT and

AI tools among students in Germany

https://www.nature.com/articles/s41599-023-02304-7

Luckin, R. (2017). Towards Artificial Intelligence - based assessment systems

https://www.researchgate.net/publication/314088884_Towards_artificial_intelligence-

based_assessment_systems

Jude, A. (2018). Artificial Intelligence as an Assessment tool in Africa

https://www.linkedin.com/pulse/artificial-intelligence-assessment-tool-education-africa-

ashiedu-jude?trk=pulse-article_more-articles_related-content-card

Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021) The Impact of Artificial Intelligence in

learners - instructor interaction in online learning

https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-021-00292-9

González-Calatayud, V.; Prendes-Espinosa, P.; Roig-Vila, R. (2021) Artificial Intelligence for

Students Assessment: A Systematic Review

https://www.researchgate.net/publication/

352351136_Artificial_Intelligence_for_Student_Assessment_A_Systematic_Review
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Appendix A

Letter requesting approval for validation in our survey questioners

Dear Mr. Christoper l. Quilana,

Greetings! We are Grade 12 students from CSS B. We kindly requesting your validation in

our survey questioners entitled "The Role of Artificial Intelligence on Explorable ICT Learners

Centric Application for an Appraisal Functionality", your comments on our questionnaire and

guidance to help us succeed in our research would be greatly appreciated. We thank you in

advance and look forward to your approval.

Respectfully yours:

Manahan, Irra

Alipin, Bea

Ragas, Edralyn

Solinap, Mery Ann

Salazar, Shane

Salazar, Cristine Joy

Renigen, Luigi

Escarpin, Jeralph
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Appendix B

Letter requesting a statistican

Dear Ms. Girlie Yaquit,

Greetings! We are researchers of Grade 12 CSS B asking your permission to be our

statistican to our research entitled "The Role of Artificial Intelligence on Explorable ICT

Learners Centric Application for an Appraisal Functionality", we humbly ask for your approval,

Thank you!

Respectfully yours:

Manahan, Irra

Alipin, Bea

Ragas, Edralyn

Solinap, Mery Ann

Salazar, Shane

Salazar, Cristine Joy

Renigen, Luigi

Escarpin, Jeralph
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Appendix C

Letter requesting a grammar editor

Dear

Greetings!

We are Grade 12 students from CSS B asking for your approval to be our grammar editor to

our research entitled "The Role of Artificial Intelligence on Explorable ICT Learners Centric

Application for an Appraisal Functionality", we humbly ask for your approval, Thank you!

Respectfully yours:

Manahan, Irra

Alipin, Bea

Ragas, Edralyn

Solinap, Mery Ann

Salazar, Shane

Salazar, Cristine Joy

Renigen, Luigi

Escarpin, Jeralph
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