https://hdl.handle.net/20.500.12852/1214 2026-11-13T22:38:47Z 2026-11-13T22:38:47Z Sabijon, Ananias C. Gonzales, Jonali E. https://hdl.handle.net/20.500.12852/3906 2026-09-14T08:22:00Z 2026-01-01T00:00:00Z

Defining Artificial Intelligence: A Deepseek-assisted synthesis of contemporary definitions Sabijon, Ananias C.; Gonzales, Jonali E. The rapid proliferation of Artificial Intelligence (AI) across virtually all educational, industrial and consumer domains is undeniable and well-documented. It has become a transformative force across all sectors of society, driving innovation in healthcare, finance, manufacturing, and communication. In education, AI increasingly influences teaching, learning, and educational leadership, reshaping pedagogy and knowledge access. Despite widespread adoption, the term remains variably defined across disciplines, creating conceptual ambiguities. This study aimed to develop a definition of AI, aided by the AI chatbot DeepSeek, by synthesizing definitions and descriptions from various authors from purposively selected peer-reviewed journals and to systematically describe the core conceptual parts that comprise the synthesized definition of AI, and to critically examine how the corresponding scholarly references theoretically corroborate each of the constituent elements. To achieve the objectives of the study, the researchers conducted a purposive literature search and analysis of the definitions and/or descriptions of Artificial Intelligence, then used the AI chatbot DeepSeek to develop the synthesized definition. Additionally, the researchers reviewed the parts of the synthesized definition alongside their corresponding published references to verify their alignment and validity. AI refers to a computational systems that perform cognitive tasks— including learning, reasoning, problem-solving, perception, and natural language understanding—typically associated with human intelligence. These systems operate through algorithmic processing of data and models, and with varying degrees of autonomy, adapt to environments, make predictions or decisions, and pursue goal-oriented behavior. Moreover, valid related references support each part of the synthesized definition. Consequently, based on the results of the study, the researchers emphasize the importance of establishing clear, synthesized definitions for key educational concepts—particularly the term artificial intelligence—which is critical for effective instruction. Remarkably, the synthesized definition of AI provides a strong conceptual foundation for advancing relevant and impactful teaching and learning in all levels. Journal article

2026-01-01T00:00:00Z Sabijon, Ananias C., Jr. https://hdl.handle.net/20.500.12852/3099 2025-01-31T01:53:52Z 2024-07-01T00:00:00Z

Instructional materials: A comprehensive ChatGPT-assisted definition Sabijon, Ananias C., Jr. Theories and applications in the field of education are interconnected. Thus, stakeholders in education—teachers and instructional leaders in particular—would benefit from having a thorough understanding of important educational terms, like instructional materials, for this could lead to better understanding and realization of teaching-learning results. To attain the main objectives of the study, the researcher conducted a thorough related literature search and examination of the definitions/descriptions of the term in order to analyze the meanings from different authors. Then, with the aid of the ChatGPT, the researcher eventually created a comprehensive definition of the term and determined what resources were qualified and those that did not fall in the category of the term. Although authors provided diverse definitions and meanings of the term, they generally converged on defining them as resources employed by educators to facilitate the teaching-learning process. The primary purpose of instructional materials is to support the teaching process, stimulate students’ interest, and improve knowledge retention by providing realistic and experiential learning opportunities. Likewise, to foster positive student outcomes by enhancing engagement, concretizing ideas, and complementing traditional teaching methods. Instructional materials are essential for the accomplishment of teaching-learning objectives and goals, which set them apart from resources that do not have direct educational function or those resources that do not directly contribute to the teaching-learning process.

2024-07-01T00:00:00Z Rio, Irving Domingo Delgado, Allana S. https://hdl.handle.net/20.500.12852/2700 2023-06-23T09:00:19Z 2023-06-01T00:00:00Z

Why are Filipino academic librarians reluctant to do research? Investigating the realities Rio, Irving Domingo; Delgado, Allana S. In the Philippines, the need for librarians to conduct research is both statutory and personal. Despite the impetus, few Filipino librarians embark on research. This study attempts to describe the lived experiences of librarians focusing on the angle that limits them to conduct research. Interviews were conducted online with 7 academic librarians from 3 private universities in Iloilo City. Facts about the reality formed from the respondents’ experiences answered the essential question why librarians are reluctant to conduct research. Five major themes emerged: (1) research competency; (2) inadequate formalized support from the administration for librarians; (3) research mentorship; (4) library routine work/multitasking functions; and (5) coping with self-pity and disappointment. The findings from this study, which is anchored on interpretivism, provide insights to a different perspective of investigating the realities in a developing country delving into a deeper discussion on the reasons behind their reluctance. Journal article

2023-06-01T00:00:00Z Rio, Irving Domingo Dela Peña, Renia F. Gumban, Gynnyn G. Catolin, Alfonso B. Otayde, Eric C. https://hdl.handle.net/20.500.12852/2036 2022-04-22T00:00:38Z 2021-10-01T00:00:00Z

Lived experiences of senior high school teachers teaching qualitative research without training Rio, Irving Domingo; Dela Peña, Renia F.; Gumban, Gynnyn G.; Catolin, Alfonso B.; Otayde, Eric C. A Husserlian phenomenological study was conducted in five public Senior High Schools in Maasin, Iloilo to describe the experiences of teachers who were teaching Qualitative Research but did not receive adequate training in the said field for the purpose of gaining deeper insights on their experience and how the prevailing issues can be addressed. Five emerging themes were identified namely, 1) unproductive teaching, 2) difficulties in teaching, 3) insufficient infrastructure and logistical support to the teachers, 4) mental and emotional disturbances among teachers and 5) coping with technical inadequacy by these teachers. The participants perceived that their ability to teach qualitative research was unproductive due to excessive time in teaching preparations and their incompetence. Some attributed the difficulties to their students’ poor academic preparations that includes poor reading abilities and writing skills. All of them felt that there was insufficient logistical and infrastructure support especially limited internet connectivity and inadequate materials. All participants experienced mental and emotional disturbances such as helplessness, guilt and low self-esteem. The participants adopted various coping mechanisms for their inadequacies. This research presents important implications for the Department of Education, academe and teaching practitioners. It is highly recommended that DepEd should be responsible for the needed training of their teachers in the different methods under qualitative research and provide substantial incentives to motivate teachers to conduct research. Further, a simple manual on the basic knowledge on how to process interviews based on the rigors of the four qualitative methods should also be developed. Journal article

2021-10-01T00:00:00Z