Examining Attitudes and Perceived Usefulness of AI Integration in Teaching and Learning Processes

Abstract

With the rapid advancement of technology, Artificial Intelligence (AI) has become a transformative force in education, offering new ways to enhance teaching and learning processes. This study assessed the attitudes and perceived usefulness of AI integration among students and faculty members in an educational environment. An inferential-quantitative research design was employed to examine the differences and relationships between these perceptions. Data were collected through a validated survey tested for reliability (Cronbach’s alpha = 0.92 for students and 0.87 for faculty) from 296 randomly selected students and 56 faculty members at a Philippine State University in Biñan, Laguna. Statistical analyses were conducted to interpret the data, including Frequency, Percentage, Mean, Mann-Whitney U, and Spearman’s Rho tests. The results revealed that both groups commonly use AI tools like ChatGPT, Grammarly, and Canva and generally hold positive attitudes and perceptions regarding the usefulness of AI integration in education. A significant difference was found between students' and faculty members' perceptions of AI's usefulness, suggesting varying views on how AI supports learning and teaching. Additionally, a significant positive relationship was observed between students' attitudes and their intent to use AI tools, indicating that favorable attitudes lead to a greater inclination to utilize AI in academic activities. The study highlights the importance of responsible and ethical AI usage and recommends targeted training for students and educators to optimize AI’s role in enhancing the educational experience.