Artificial Intelligence as a Learning Companion: Its Benefits and Ethical Concerns Among Senior High School Students

Abstract

This study examines the role of artificial intelligence (AI) as a learning companion among senior high school students at Hadji Butu School of Arts and Trades, focusing on perceived benefits and associated ethical concerns. Employing a descriptive research design with a sample of 186 senior high school students, the investigation assesses demographic profiles, levels of AI tool usage, perceived educational advantages, ethical apprehensions, academic performance, and the relationships among these variables. Findings reveal that students generally perceive AI positively, recognizing its capacity to personalize learning, provide immediate feedback, enhance access to resources, clarify complex concepts, and foster critical thinking. Concurrently, students express moderate ethical concerns about privacy, bias, academic integrity, reduced teacher interaction, and the reliability of AI-generated information. Academic performance among respondents is rated as very satisfactory; however, statistical analysis indicates no significant correlation between perceived AI benefits and academic achievement. These results signify that while AI holds promise as a supportive educational tool, its impact on academic outcomes depends on deliberate, pedagogically aligned integration and ethical usage. The study recommends structured AI integration into curricula, enhanced teacher training on AI tools, promotion of responsible AI use among students, and further research on AI’s instructional effects to optimize its educational potential in senior high school settings.