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

Abstract

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