Perceptions and Self-Regulation on the Role of Artificial Intelligence in Science Learning of Science, Technology and Engineering (STE) Students of Dasmariñas Integrated High School

Abstract

The integration of artificial intelligence (AI) into education is reshaping how students learn and interact with digital resources. This study investigated the role of AI tools in science education by examining their application across various science subjects, students’ perceptions, and self-regulation practices among 120 selected Science, Technology, Engineering (STE) students at Dasmariñas Integrated High School, Dasmariñas, Cavite, Philippines. Employing a descriptive-quantitative research design, the study utilized adapted instruments from related studies to gather data on the frequency, purpose, manner of AI usage in various science subjects, along with students’ attitudes, beliefs, and multidimensional perceptions of AI integration in learning. Data were analyzed using descriptive statistics, one-way ANOVA, and Pearson correlation. The findings revealed the growing influence of AI tools in science, particularly in Chemistry and Physics, where it recorded the highest mean at 2.93 and 2.89, respectively. Interestingly, while students regarded AI tools as valuable supplementary aids (M=2.71), many demonstrated critical engagement by verifying AI-generated information (M=3.98). Students maintained a moderately positive view (M=3.33) of its reliability and ethics, reflecting both openness and caution. A significant positive correlation (p-value .00) was found between students’ purposeful use of ChatGPT and their attitude and beliefs, indicating that more frequent and intentional usage of the tool was associated with more favorable perceptions of its usefulness. Overall, these revealed the generation of learners who openly uses AI-assisted science learning but remain discerning by maintaining academic responsibility. Keywords: artificial intelligence (AI), perceptions, self-regulation, science learning

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