ChatGPT in High School Learning: Exploring Student Perceptions, Uses and Ethical Implications

Abstract

The purpose of the study was to examine the perceptions, experiences, and ethical considerations of specific Grade 10 students regarding the use of ChatGPT in secondary education. The study employed a qualitative research design and the data are gathered through one-on-one interviews with 10 Grade-10 learners as participants in a public school. The data were analyzed using Creswell’s Framework of Qualitative Data through thematic analysis. The research findings include ChatGPT as perceived positively in assisting students’ learning in subjects, such as Science, Math, English, Filipino, and MAPEH. The learning tool specifically helps in summarizing, organizing, spelling, problem solving, academic writing, tanslating difficult words, building vocabulary, generating pictures, and managing time. The result was aligned to the Constructivist Learning Theory where students use higher order thinking skills, independent, and critical thinking when combining new information to existing knowledge and making connections in understanding the lesson. The study emphasized that students recognized the risks of over-reliance, laziness, academic dishonesty, plagiarism, and over-dependence on ChatGPT and the limits they encountered such as incorrect and misleading information, and inappropriateness of responses to students’ level and age. Moreover, students considered ethical practices and were responsible by checking and verifying AI-generated information, creating new ideas, combining existing knowledge to new information, rewriting it in their own words, and limiting how they could use it and only in subject areas where they have difficulty learning. Students emphasized the use of ChatGPT as a learning support and not a replacement for learning.