REVIEW OF RELATED LITERATURE

In recent years, the growth of artificial intelligence has changed the learning

experience, both inside the classroom and beyond. Among the tools available,

ChatGPT is arguably the most notable one. Its popularity stems from its capability

of providing answers on the go, and during senior high school, students can

conveniently access explanation of concepts and assistance in assignment

structuring, all through the platform. On the other hand, students' own perceptions

and actual usage of the tool is determined by various elements such as their

comfort with technology, their degree of trust in AI, and the educational ecosystem

of their school (Maheshwari & Ma, 2024).

Often, research tends to comprise full-scale investigations into existing

models around learning and technology. Among some of the most relevant models

we can now discuss: Technology Acceptance Model (TAM), Communicative

Language Teaching (CLT), and Constructivist Learning Theory. Hence, all three

could deliver perspectives on students' attitudes toward using ChatGPT as well as

on integration into seamless learning and study practices.

The Technology Acceptance Model, first proposed by Davis in the late

1980s, defines two main factors that influence technology adoption by an

individual: the perceived usefulness of the technology and the perceived ease of

use. Here, students would employ ChatGPT if they felt it would assist their

learning and if it is easy to use (Almusharraf & Bailey, 2023). The proof from the

higher education also supports that perceived ease of use and perceived
usefulness remain the topmost criteria-sometimes even outranking curiosity or

social pressure.

In functional ways, most secondarand high school learners make use of

ChatGPT to assist them in solving math problems, explaining difficult concepts,

and in practicing writing essays (Forero & Herrera-Suárez, 2023). Not withstanding

showcasing the tool's usefulness, these functions merely highlight the problems of

precision, dependability, and excessive reliance .These challenges connect to

Constructivist Learning Theory, which argues engagement, questioning, applying,

and analyzing is the most effective form of learning (Kosmyna et al., 2025). The

use of AI tools to provide information has the potential to critically impede the very

learning skills constructivist frameworks seek to nurture, as students do not have

to verify information provided to them and process it deeply.

Communicative language teaching does much more than language

subjects. The core principles of CLT are communication, engagement, and

understanding of significance rather than memorization. Students practicing higher

language aspects such as grammar, and vocabulary, or seeking to understand

diverse communicative styles will find the tool handy as a virtual conversation

partner. Students employ ChatGPT to generate, edit, and write texts.(Maheshwari

& Ma, 2024).

Several educators have explored the implications that integrating ChatGPT

into formal learning. Kazi (2023) offers an alternative, which focuses on

critical thinking in the use of AI, as opposed to banning it outright. Williams (2023)

corroborates the power of ChatGPT in creating content, underlining its creative

output with firm structure but also warning against the shallow factual accuracy

and stylistic inconsistencies it produces. Exact the same evidences are adjudged

by Lo (2023) for strengthening anti-plagiarism measures, more serious

enforcement of policies on academic integrity, and teaching AI literacy as

customized education to teachers and learners. All of these could be adopted in

any levels of education, but probably most glaringly at the senior high school

where academic competence is still developing.

Strategic use of ChatGPT in education, as with Williams and Fan (2025),

has shown to have a positive balanced impact. Their meta-analytic synthesis of 51

studies observed that the tool’s effect on learners’ upper-order thinking skills and

learning attitudes was moderate and positive, while its effect on academic

performance was substantially positive. Notably, these particular benefits were

heightened in ChatGPT-augmented environments where it was viewed as a

supportive aid instead of a substitute for self-initiated learning or participation.

The survey of high school learners has reported a general sense of

optimism toward ChatGPT. A good number of students report that it saves time,

simplifies complex topics, and provides new insights (Li & Jones, 2024).The fear,

though, is regarding disinformation, dependence, and possible impairments on

originality in student work. Distrustful yet excited, it appears that ChatGPT could
be an important team player for learning, but it leveled out by the counterweights

of digital literacy and habits of critical evaluation.

In this context, it is pertinent for Bagong Barrio Senior High School to

explore Grade 12 students' perceptions and use of ChatGPT in order to develop

proper guidelines, teaching methods, and support [Link] is, considering

real-world experiences and issues, the school will be able to provide methods that

would maximize the benefit of AI technologies with a possible risk of harm

minimized, so that these technologies would still augment and not replace

intellectual thought, inquiry, and creation.

Almusharraf, A., & Bailey, D. (2023). Predicting attitude, use, and future intentions

with translation websites through the Technology Acceptance Model: A

multicultural study among Saudi and South Korean language learners. Computer

Assisted Language Learning. [Link]

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user

acceptance of information technology. MIS Quarterly, 13(3), 319–340.

[Link]

Davis, F. D. (1993). User acceptance of information technology: System

characteristics, user perceptions, and behavioral impacts. International Journal of

Man-Machine Studies, 38(3), 475–487. [Link]

Elbanna, S., & Armstrong, L. (2024). Exploring the integration of ChatGPT in

education: Adapting for the future. Management and Sustainable Development

Review, 33(1), 25–40. [Link]

Forero, M. G., & Herrera-Suárez, H. J. (2023). ChatGPT in the classroom: Boon or

bane for physics students’ academic performance? arXiv.

[Link]

Forman, N., Udvaros, J., & Avornicului, M. S. (2023). High school students’

engagement with natural language processing tools: Opportunities and

[Link]

Kazi, S. (2023). One student’s perspective on how ChatGPT is revolutionizing

education. Child Education International. [Link]

cle/one-students-perspective-on-how-chatgpt-is-revolutionizing-education

Kosmyna, N., et al. (2025, June 18). ChatGPT making us stupid: MIT study on

cognitive impact. The Australian.

[Link]

study-reveals-how-chatgpt-may-harm-critical-chinking/news-story/

137cc39a5954a194623af9ffb8897b0f

Li, X., & Jones, M. (2024). Secondary students’ perceptions of AI tools in learning:

Opportunities and challenges. Educational Technology & Society, 27(3), 45–59.

[Link]

Lo, C. K. (2023). What is the impact of ChatGPT on education? A rapid review of

the literature. Education Sciences, 13(4), 410.

[Link]

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language

teaching (2nd ed.). Cambridge University Press.

performance, learning perception, and higher-order thinking: Insights from a meta-

analysis. Humanities and Social Sciences Communications, 12, Article 621.

[Link]

Williams, C. (2023). Hype, or the future of learning and teaching? 3 limits to AI’s

ability to write student essays. London School of Economics: Impact of Social

Sciences Blog. [Link] hype-or-

the-future-of-teaching-and-learning-3-limits-to-ais-ability-to-write-students-essays

Zhai, X., Chu, X., Chai, C. S., & Jong, M. S. Y. (2025). Effects of ChatGPT on

learning performance, perception, and higher-order thinking: A meta-analysis.

Humanities and Social Sciences Communications, 12, 142.

[Link]