EXPLORING THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN COMPLETING SCHOOL ASSIGNMENTS FROM STUDENTS’ PERSPECTIVES

Abstract

This study explores senior high school students’ perceptions of Artificial Intelligence (AI) in learning, focusing on how they use, interpret, and reflect on AI when completing school assignments. Using a qualitative descriptive design, data were collected from twenty-four students through open-ended questionnaires and classroom observations. Thematic analysis identified three main themes: (1) AI as a learning support tool, (2) ethical and behavioral awareness, and (3) the role of teachers and institutional rules. Findings reveal that students view AI as a practical assistant for understanding difficult materials and completing tasks efficiently. However, they also show growing ethical awareness, acknowledging that excessive reliance may hinder genuine learning. Moreover, teacher attitudes and school policies strongly influence students’ decisions to use AI responsibly or secretly. The study concludes that integrating AI in education requires ethical guidance, consistent institutional policies, and teacher involvement to foster responsible and reflective digital learning among students.