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All Journal Indonesian Educational Research Journal International Journal of Social and Education (INJOSEDU)
Ryan R. Pecson
Bataan Peninsula State University
Education

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INTEGRATING ARTIFICIAL INTELLIGENCE IN SECONDARY ENGLISH INSTRUCTION: REGULATORY PRACTICES AND ISSUES ENCOUNTERED Catherine D. Aguilar; Mary Angeline A. Bautista; Karyl Gibrette M. Duque; Lean Lauren C. Flores; Archie Kierra R. Gaddi; Ma. Cristal Jade S. Malibiran; Angelica Mae M. Taqueban; Joyce Mariz A. Tulio; Shemuel S. Serrano; Ryan R. Pecson
INJOSEDU: International Journal of Social and Education Vol. 2 No. 8 (2025)
Publisher : Adisam Publisher

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Abstract

Artificial Intelligence (AI) became popular in the 21st century. With its features that mostly mimicked what humans can do or beyond humans' limits, its prevalence in multiple professional fields was simply noticeable and was also widely used in education. However, data on how teachers integrated these AI tools into their instruction was still insufficient. With that, the study collected further data on how high school English teachers incorporated AI tools in their English instruction. It also proposed a compendium of the regulatory practices on integrating AI tools in English instruction and addressing the issues encountered. The phenomenological research design, a qualitative research method, was used in this study. Ten English teachers participated in the study, which was held in a public integrated and a national high school in the Province of Bataan, Philippines. Purposive sampling was the method used to choose them. The researchers examined participant replies using Colaizzi's (1978) Descriptive Phenomenological Analysis (DPA). Results indicate that AI tools like chatbots enhance engagement and personalization but may affect critical thinking. AI boosts student engagement through gamification and personalized learning, optimizes tasks, and provides immediate feedback. However, challenges like tech access and proficiency underscore the need for professional development. The study offers a practical guide for integrating AI, addressing technology access and over-reliance, and providing interactive tools and personalized learning strategies, emphasizing ethical guidelines and professional training to improve teaching outcomes and student engagement. The proposed guide helps educators navigate AI in English language teaching.
Effectiveness of QR-Based Modified Strategic Intervention Materials in Improving the Academic Performance of SHS Students in Disciplines and Ideas in the Social Sciences Ryan R. Pecson
Indonesian Educational Research Journal Vol. 3 No. 2 (2025): Educational interventions and management to facilitate various student skills
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i2.88

Abstract

21st-century learners nowadays are at their best when their instructional materials are diverse, contextualized, and technology-based. With such intention in mind, the study determines the effectiveness of the developed QR-based modified strategic intervention materials in improving the academic performance of senior high school students in the subject Disciplines and Ideas in the Social Sciences in the Humanities and Social Sciences strand in the Philippines. Using the experimental research method, specifically the one-group pretest-posttest design, 75 SHS students are pre-assessed for their academic performance in the subject focused on their least mastered competencies. After the pretest, the top three least-mastered competencies were identified, which included the topics of the MSIMs to be developed, as well as the 27 students needing intervention. After three expert validators rated the developed QR-MSIMs, pilot testing commenced. After the implementation, a posttest is conducted to compare the academic performance of the students before and after their exposure to the intervention materials. Before the use of QR-MSIMS, SHS students performed poorly in DISS, indicating the need for remediation or intervention. Significantly, the SHS students improved their academic performance after using the QR-MSIMs, leading to the acceptance of the alternative hypothesis and further cementing the effectiveness of the treatment or intervention materials in enhancing the least-mastered competencies of the students. The study recommends further use of the QR-MSIMs in other social sciences disciplines, as well as in various learning contexts through action research, where the results can be disseminated further during in-service training or learning action cell sessions
Co-Authors Angelica Mae M. Taqueban Archie Kierra R. Gaddi Catherine D. Aguilar Joyce Mariz A. Tulio Karyl Gibrette M. Duque Lean Lauren C. Flores Ma. Cristal Jade S. Malibiran Mary Angeline A. Bautista Shemuel S. Serrano