Knowledge, Attitude, and Practices Towards Chatgpt of Senior High School Mathematics Learners

This research examined the knowledge, attitudes, and practices (KAP) of senior high school students on the utilization of ChatGPT, showing that there are substantial differences depending on sex, academic strand, and academic performance. The results indicate that female students are more cautious when it comes to ethical issues and proper use of ChatGPT, while male students are comparatively less careful. Among scholarly strands, Humanities and Social Sciences (HUMSS) learners were more aware and utilized ChatGPT, especially because they constantly worked on writing and communication activities. On the other hand, STEM and TVL learners exhibited lower familiarity and utilization, perhaps because of differences in their curriculum or low perceived applicability. High-achieving students displayed a more critical and restrained usage, whereas low-performing students displayed greater reliance on ChatGPT, frequently substituting it for conventional search engines such as Google. These trends indicate a heterogeneous and uneven profile of AI literacy among the students. The findings reinforce the necessity for strand-specific and performance-sensitive strategies for digital learning, underscoring the significance of customized AI integration, ethical education, and digital citizenship. The results also form the basis for the creation of a ChatGPT guidebook for math students to promote effective and ethical use of the tool among diverse learner profiles.