FUTURISTIC AI: PERCEPTIONS OF SELECTED GRADE 12 STEM STUDENTS AT GENERAL DE JESUS COLLEGE ON USING CHATGPT FOR ACADEMICS

Abstract

Technology has become increasingly vital in today’s society, particularly in the field of education. While it does not replace traditional learning strategies, it supports them by enhancing students’ technological literacy and preparing them for the use of artificial intelligence. This study aimed to explore the opinions, beliefs, and potential issues perceived by students when using AI-powered tools such as ChatGPT in their learning processes. A phenomenological research design was employed in this study. Using a thematic approach, the perspectives of selected participants were examined. Thirty Grade 12 STEM students at General de Jesus College responded to a set of semi-structured interview questions. Data were collected through quota sampling and supported by audio recordings to ensure accuracy and avoid misinterpretation of the gathered responses. The findings revealed that many students who participated in the study used ChatGPT for academic purposes, particularly to generate ideas for essays and to understand complex topics. However, students also perceived ChatGPT as an unreliable source of information due to the lack of supporting evidence in some responses. Additionally, participants indicated that excessive reliance on ChatGPT could lead to laziness and increase the risk of plagiarism. The findings demonstrated that ChatGPT can be valuable for academic use, such as providing essay prompts, simplifying tasks, and serving as a foundation for academic writing. Despite these benefits, the study emphasized the importance of responsible AI use among students to avoid potential drawbacks, including inaccurate information and excessive dependence on artificial intelligence, which may promote academic laziness.