Literacy and Attitudes on Artificial Intelligence Among the Students in a Private School: Input for Institutional AI Policy
Abstract
This study assessed the level of literacy and attitudes toward artificial intelligence (AI) among the students, both overall and by sex, year level, strand, primary device used for schoolwork, and internet access at home. Additionally, it examined the relationship between literacy and attitudes toward AI. It employed a descriptive-correlational research approach. The respondents were 230 randomly stratified students in a private school. Data were collected using two adopted questionnaires: a 15-item AI literacy and a 12-item attitude toward AI. It utilized a five-point Likert scale for both constructs. In data analysis, mean, standard deviation, and Spearman's rank-order correlation were employed. The findings showed the students exhibited a high level of AI literacy across all four areas. Additionally, the students demonstrated a neutral attitude toward the positive aspect and disagreed with the negative aspect. This suggests that students recognize the benefits of artificial intelligence while generally rejecting negative notions about it. Moreover, the results revealed a significant positive correlation between AI literacy and positive attitude, and a non-significant negative correlation between AI literacy and negative attitude. The findings of this study may serve as a benchmark for crafting an artificial intelligence policy in a private school. Similarly, this may inform the AI task force's decision on which sections of the policy must be included to maintain the integrity of the assessment and the students' written work and research.
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