Perceptions of Generative AI among Development Communication Students: Insights by Gender and Age from the Philippines

Abstract

Generative artificial intelligence (GenAI) tools such as ChatGPT are increasingly used in higher education, yet students’ perceptions remain varied and may be shaped by demographic factors. This study examined the overall perceptions of Development Communication students toward generative AI and investigated whether these perceptions differ by gender and age. Using a descriptive-quantitative design, survey data were collected from 208 students and analyzed using descriptive statistics and independent samples t-tests. The results showed a neutral overall perception of generative AI (M = 3,31; SD = 0,65), indicating a balanced view of its advantages and limitations. Students positively rated AI’s 24/7 availability (M = 3,46; SD = 0,97), its ability to offer unique perspectives (M = 3,42; SD = 1,00), and teachers’ growing awareness of AI-assisted work (M = 3,63; SD = 0,82). Skepticism was evident regarding AI’s potential to replace teachers (M = 2,86; SD = 1,20). A significant gender difference emerged, with male students (M = 3,81; SD = 0,28) reporting higher perceptions than female students (M = 3,07; SD = 0,65), t(206) = 8,94; p < 0,001; d = 0,55. No significant differences were found across age groups, t(206) = –0,52; p = 0,61. Overall, the findings suggest that students recognize the usefulness of generative AI but remain cautious about its limitations and ethical implications. The observed gender disparity underscores the need for inclusive AI literacy initiatives to support equitable and responsible integration of GenAI in higher education.

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