Perceptions of Senior High School Students on the Use of Artificial Intelligence for Project-Based Learning: A Sequential Explanatory Mixed Method Study

Abstract

The increasing use of artificial intelligence in education has created new possibilities for supporting project-based learning, particularly in science subjects that demand both conceptual understanding and practical application. This study investigated how Senior High School students perceive the use of artificial intelligence in project-based learning in Earth and Life Science at Hadji Butu School of Arts and Trades. It focused on students’ views of usefulness, ease of use, and effectiveness, their academic performance, the relationship between these variables, and their experiences in using artificial intelligence for school projects. The study employed a mixed-methods sequential explanatory design. Quantitative data were gathered from 200 Senior High School students through a modified survey questionnaire and academic grade records, while qualitative data were obtained through interviews and open-ended responses. Descriptive statistics, correlation analysis, and thematic analysis were used to examine the data. The findings showed that students generally held a neutral perception of artificial intelligence, with ease of use receiving the most favorable rating. Academic performance was high, but no significant relationship was found between students’ perceived benefits of artificial intelligence and their academic performance. Qualitative findings revealed that students commonly used artificial intelligence for brainstorming, simplifying difficult concepts, refining written work, and preparing presentations. Hence, the study concludes that artificial intelligence is perceived as an accessible learning support in project-based learning, but its value in improving academic performance remains limited without structured pedagogical guidance. Its effective use depends on ethical, critical, and discipline-sensitive integration into science instruction.