Factors Influencing Science Teachers' Use of Artificial Intelligence Tools in the Teaching and Learning Process: A Quantitative Study of Philippine Public Schools

Abstract

The rapid integration of artificial intelligence (AI) into education has outpaced empirical research on how teachers perceive and adopt these tools, particularly in developing-country contexts and among subject-specific educators. This quantitative study examined the use and perceptions of AI tools among public school science teachers in the Schools Division of Mati City, Philippines. Using complete enumeration, survey data were collected from 148 science teachers, of whom 147 reported using AI tools for teaching purposes. The questionnaire measured demographic and professional characteristics, types of AI tools used, and six perception constructs: perceived usefulness, perceived ease of use, attitude towards AI use, readiness and intention to adopt, perceived impact on role, and perceived difficulties and drawbacks. Data were analysed using descriptive statistics, Welch's analysis of variance, and Games-Howell post hoc tests. Findings showed near-universal adoption of AI tools (99.32%), with ChatGPT as the most frequently used platform (M = 3.43, SD = 0.89). Teachers reported high perceived usefulness (M = 3.80, SD = 0.53), high perceived ease of use (M = 3.43, SD = 0.60), high attitudes towards AI use (M = 3.34, SD = 1.13), high readiness and intention to adopt (M = 3.38, SD = 0.62), high perceived impact on role (M = 3.38, SD = 0.65), and moderate perceived difficulties and drawbacks (M = 3.22, SD = 0.72). Overall perception was high (M = 3.43, SD = 0.43). Significant differences in perceptions were found by age (p = .024) and years of service (p = .002), with younger and early-career teachers reporting more positive perceptions. No significant differences were observed for gender, educational attainment, or grade level taught.