Patterns and Perceptions of AI Tool Use Among High School Students: Pedagogical and Policy Implications

Abstract

Artificial intelligence (AI) is rapidly reshaping educational practices, yet its role in junior high school settings remains underexplored. This quantitative descriptive study investigates the usage patterns and perceptions of AI tools among junior high school students in the Philippines, addressing a gap in K–12 educational technology research. Guided by the Technology Acceptance Model (TAM), the study explores how perceived usefulness and ease of use influence student engagement with AI platforms such as ChatGPT, Grammarly, and Canva AI. Data were gathered through a structured self-report survey from 107 students in Grades 7 to 10 at a university-affiliated laboratory high school. Participants were selected based on prior experience using AI tools for academic purposes. Results indicate that students frequently use AI tools for their clarity and time-saving benefits, but hold neutral attitudes toward their impact on critical thinking, learner autonomy, and emotional engagement. Ethical concerns such as data privacy and fears of teacher displacement were also noted. Peer influence, rather than teacher recommendation, emerged as the dominant factor driving AI tool use. The study recommends embedding AI literacy and ethics into the junior high curriculum and providing targeted professional development to support educators in guiding responsible, reflective AI integration in classrooms.

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