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All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Discutido, Roy A.
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

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Grade 11 Students’ Multiple Intelligences: Inputs Towards Developing and Evaluating Technologically-Mediated Learning Materials on Discourse Development Patterns Discutido, Roy A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 3 No. 12 (2022): International Journal of Multidisciplinary: Applied Business and Education Res
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.03.12.17

Abstract

Learners around the world possess varying degrees of intelligence. With that, teachers should be aware of the multiple intelligence of the learners to consider them when preparing teaching materials or classroom activities. This is to aid the deteriorating performance of the learners specifically in language learning. As seen in the results of international assessments or even in national achievement tests, learners showed that they were not able to master the required competencies and one of the reasons is the ability to comprehend. This study aimed to determine the extent of use of the multiple intelligences of the Grade 11 students of Cainta Senior High School in the Division of Rizal which served as inputs in developing and evaluating technologically-mediated learning materials on discourse development patterns during the school year 2020-2021. With two groups of respondents, the students and the teachers, the developed material based on the multiple intelligence of the learners was evaluated in terms of authenticity, automaticity, clarity, comprehensibility, meaningfulness, and technicality. Using t-test, the gathered data was treated. The results revealed that there is no significant difference between the evaluation of students and teacher respondents whom both said that the technologically-mediated language learning material is very highly acceptable for teaching and learning the different discourse development patterns using the students’ multiple intelligences.
Exploring the Perceived Usefulness and Effect of AI Writing Tools in Enhancing the Quality of Written Outputs of Senior High School Students Discutido, Roy A.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 9 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.09.02

Abstract

While AI writing tools promise efficiency and productivity, educators are concerned about their potential threat to academic integrity. This study focuses on identifying the AI writing tools used by students, assessing each tool’s perceived usefulness based on its functionality, and exploring students' views on the impact of AI writing tools in enhancing their written output. A quantitative method, using a survey questionnaire, was employed to determine the AI writing tools students use and their perceived usefulness. A qualitative method, via focus group discussions, was also utilized to explore students' views on using AI writing tools to enhance their academic work. The results show that students are exposed to various AI writing tools, with Google Translate being popular for language translation, Quillbot for summarizing and paraphrasing, and ChatGPT for content generation and other writing-related tasks. Students perceived AI writing tools as very useful for enhancing their academic papers, as they increase their confidence in writing and improve productivity and efficiency. However, due to potential inaccuracies in generated content, students expressed skepticism on fully relying on AI writing tools. They indicated that they have become more vigilant when using these tools to avoid plagiarism and prevent incorporating false information and sources. The study suggests that educational institutions could develop guidelines or implement policies on the ethical use of AI writing tools to promote academic integrity. Schools may also encourage responsible use of these tools to cultivate a culture of honesty.
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