Date of Publication

2026

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Technology

Subject Categories

Educational Technology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Advisor

Jasper Vincent Q. Alontaga

Defense Panel Chair

Ma. Lourdes F. Melegrito

Defense Panel Member

Eric Ebenezer V. Quitalig
Liandro Antonio Tabora

Abstract (English)

This paper presents "Chatbot Macy," a knowledge management system that employs AI technology in order to assist faculty members at a private school in Parañaque in accessing HR information. A developmental quantitative research design was employed, guided by the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model as the development framework and by the Technology Acceptance Model (TAM) to measure faculty acceptance of the proposed system. During the Analysis phase, a needs assessment was conducted with fifty-seven (57) faculty members to determine their information-access needs, the difficulties they encountered in retrieving institutional information, and their familiarity with AI. During the Design and Development phases, Chatbot Macy was developed based on the identified needs and relevant institutional knowledge sources. Before the implementation to the general population, the chatbot's quality was evaluated by seven (7) expert validators in the field of Information Technology, Educational Technology, and Human Resources in the context of a private school using a researcher-developed instrument based on the chatbot quality assessment framework of Radziwill and Benton (2017), focusing on four important aspects: performance, humanity, affect, and accessibility. The same instrument was utilized during pilot testing with five faculty members to evaluate the chatbot and identify areas for improvement. After validation and pilot testing, Chatbot Macy was implemented to all 107 faculty members of the school, with 36 voluntarily participating in the post-implementation evaluation. Faculty acceptance was measured using a researcher-developed questionnaire based on TAM, covering perceived usefulness, perceived ease of use, attitude toward use, behavioral intention to use, and actual use. Descriptive and inferential statistical methods included frequency and percentage distributions, mean and standard deviation, Top Box Analysis, one-way ANOVA, Tukey's HSD test, and Pearson product-moment correlation.

The needs assessment showed that faculty members frequently needed institutional information, particularly information contained in policies, manuals, and administrative documents. They also experienced difficulties locating, reviewing, interpreting, and promptly obtaining needed information. Expert validation and pilot testing showed very high agreement across all four chatbot-quality dimensions, with overall means of 4.58 (SD = 0.58) and 4.65 (SD = 0.50), respectively. Among the 36 faculty members who participated in the post-implementation evaluation, perceived usefulness received a high rating (M = 4.51, SD = 0.46), as did perceived ease of use (M = 4.58, SD = 0.45). Attitude toward use was very positive (M = 4.51, SD = 0.46), while behavioral intention to use was very high (M = 4.46, SD = 0.55). Actual use of Chatbot Macy was largely needs-based, with 53% of respondents reporting that they used the chatbot one to two times per week and 36% reporting use three to four times per week.

Inferential analysis revealed that internet connection was the external factor most consistently associated with faculty members' technology acceptance. It showed significant positive relationships with perceived usefulness (r = .494, p < .01), perceived ease of use (r = .482, p < .01), attitude toward use (r = .447, p < .01), and behavioral intention to use (r = .435, p < .01). The core TAM constructs—perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use—also showed significant positive relationships with one another. However, actual use did not show statistically significant relationships with the other TAM constructs or with the selected external factors.

The overall findings in the study suggest that Chatbot Macy was favorably evaluated as an AI-driven knowledge management system for accessing institutional information. Faculty members generally considered the system useful and easy to use and expressed positive attitudes and intentions toward its use.

However, positive perceptions and intentions to use the chatbot did not always translate into more frequent actual use, suggesting that faculty members mainly turned to Chatbot Macy when they had specific institutional information needs. The findings also emphasize the role of reliable internet connectivity in encouraging technology acceptance. Within the scope of this study, Chatbot Macy shows potential as a useful additional channel for accessing institutional knowledge, complementing official documents and existing information channels rather than replacing them.

Keywords: Artificial Intelligence, Chatbot, Knowledge Management, Technology Acceptance Model, ADDIE Model, Institutional Information Access, Human Resources Information, Educational Technology

Abstract Format

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Abstract (Filipino)

Inilalahad ng pag-aaral na ito ang “Chatbot Macy,” isang sistema ng pamamahala ng kaalaman na gumagamit ng artipisyal na intelihensiya (AI) upang tulungan ang mga guro sa isang pribadong paaralan sa Parañaque na makakuha ng impormasyong may kaugnayan sa Human Resources (HR). Gumamit ang pag-aaral ng dibelopmental na kuwantitatibong disenyo ng pananaliksik, na ginabayan ng modelong ADDIE (Analysis, Design, Development, Implementation, at Evaluation) bilang balangkas sa pagbuo ng sistema at ng Technology Acceptance Model (TAM) upang masukat ang pagtanggap ng mga guro sa iminungkahing sistema. Sa yugto ng Pagsusuri, isinagawa ang Needs Analysis sa limampu’t pitong (57) guro upang matukoy ang kanilang mga pangangailangan sa pagkuha ng impormasyon, mga suliraning nararanasan sa paghahanap ng impormasyong pang-institusyon, at antas ng pamilyaridad sa AI. Sa mga yugto ng Disenyo at Pagbuo (Design and Development), binuo ang Chatbot Macy batay sa mga natukoy na pangangailangan at kaugnay na mga sanggunian ng kaalamang pang-institusyon. Bago ito ipagamit sa lahat ng guro, sinuri ang kalidad ng chatbot ng pitong (7) ekspertong tagapagpatibay mula sa mga larangan ng Information Technology, Educational Technology, at Human Resources sa konteksto ng isang pribadong paaralan. Ginamit sa pagsusuri ang instrumentong binuo ng mananaliksik batay sa balangkas ng pagtatasa ng kalidad ng chatbot nina Radziwill at Benton (2017), na nakatuon sa apat na mahahalagang aspekto: pagganap (performance), pagiging likas at makatao ng pakikipag-ugnayan (humanity), aspektong emosyonal (affect), at aksesibilidad (accessibility). Ginamit din ang parehong instrumento sa paunang pagsubok sa limang (5) guro upang suriin ang chatbot at matukoy ang mga aspektong nangangailangan ng pagpapabuti. Matapos ang pagpapatibay at paunang pagsubok, ipinagamit (Implement) ang Chatbot Macy para sa lahat ng 107 guro ng paaralan, kung saan 36 ang kusang-loob na lumahok sa pagsusuri (Evaluation)  matapos ang implementasyon. Sinukat ang pagtanggap ng mga guro gamit ang talatanungang binuo ng mananaliksik batay sa TAM, na sumaklaw sa pananaw sa kapakinabangan, pananaw sa kadalian ng paggamit, saloobin sa paggamit, intensiyong gumamit, at aktuwal na paggamit. Kabilang sa mga ginamit na pamamaraang estadistikal na deskriptibo at inferensiyal ang distribusyon ng dalas at bahagdan, mean at standard deviation, Top Box Analysis, one-way ANOVA, Tukey’s HSD test, at Pearson product-moment correlation.

Ipinakita ng pagtatasa ng pangangailangan (Needs Analysis) na madalas mangailangan ang mga guro ng impormasyong pang-institusyon, partikular ng impormasyong nakapaloob sa mga patakaran, manwal, at dokumentong administratibo. Nakararanas din sila ng mga suliranin sa paghahanap, pagrepaso, pag-unawa, at agarang pagkuha ng kinakailangang impormasyon. Nagpakita ang pagpapatibay ng mga eksperto at paunang pagsubok ng napakataas na antas ng pagsang-ayon sa lahat ng apat na dimensiyon ng kalidad ng chatbot, na may pangkalahatang mean na 4.58 (SD = 0.58) at 4.65 (SD = 0.50), ayon sa pagkakasunod. Sa 36 na gurong lumahok sa pagsusuri (Evaluation) matapos ang implementasyon, nakatanggap ng mataas na pagtataya ang pananaw sa kapakinabangan (Perceive Usefulness) (M = 4.51, SD = 0.46) at pananaw sa kadalian ng paggamit (Perceive Ease of Use) (M = 4.58, SD = 0.45). Lubhang positibo ang saloobin sa paggamit (Attitude towards Use) (M = 4.51, SD = 0.46), samantalang napakataas ng intensiyong gumamit (Behavioral Intention to Use) (M = 4.46, SD = 0.55). Ang aktuwal na paggamit (Actual Use) ng Chatbot Macy ay pangunahing nakabatay sa pangangailangan, kung saan 53% ng mga respondente ang nag-ulat na ginagamit nila ito nang isa hanggang dalawang beses bawat linggo, at 36% naman ang gumagamit nito nang tatlo hanggang apat na beses bawat linggo.

Ipinakita ng imperensiyal na pagsusuri na ang koneksiyon sa internet ang panlabas na salik na may pinakamadalas na makabuluhang kaugnayan sa pagtanggap ng mga guro sa teknolohiya. Mayroon itong makabuluhang positibong ugnayan sa pananaw sa kapakinabangan (r = .494, p < .01), pananaw sa kadalian ng paggamit (r = .482, p < .01), saloobin sa paggamit (r = .447, p < .01), at intensiyong gumamit (r = .435, p < .01). Nagpakita rin ng makabuluhang positibong ugnayan sa isa’t isa ang mga pangunahing konstrak ng TAM: pananaw sa kapakinabangan, pananaw sa kadalian ng paggamit, saloobin sa paggamit, at intensiyong gumamit. Gayunman, walang natukoy na estadistikal na makabuluhang ugnayan ang aktuwal na paggamit sa iba pang konstrak ng TAM o sa mga piling panlabas na salik.

Sa kabuuan, ipinahihiwatig ng mga natuklasan na positibong nasuri ang Chatbot Macy bilang isang sistema ng pamamahala ng kaalamang gumagamit ng AI para sa pagkuha ng impormasyong pang-institusyon. Sa pangkalahatan, itinuring ng mga guro na kapaki-pakinabang at madaling gamitin ang sistema, at nagpahayag sila ng positibong saloobin at intensiyong gamitin ito. Gayunman, ang positibong pananaw at intensiyong gumamit ng chatbot ay hindi palaging humantong sa mas madalas na aktuwal na paggamit. Ipinahihiwatig nito na pangunahing ginagamit ng mga guro ang Chatbot Macy kapag mayroon silang tiyak na pangangailangan sa impormasyong pang-institusyon. Binibigyang-diin din ng mga natuklasan ang papel ng maaasahang koneksiyon sa internet sa paghikayat ng pagtanggap sa teknolohiya. Sa saklaw ng pag-aaral na ito, nagpapakita ang Chatbot Macy ng potensiyal bilang isang kapaki-pakinabang na karagdagang daluyan ng kaalamang pang-institusyon na umaagapay sa mga opisyal na dokumento at umiiral na daluyan ng impormasyon sa halip na pumalit sa mga ito.


Mga Susing Salita: Artipisyal na Intelihensiya (AI), Chatbot, Pamamahala ng Kaalaman, Modelo ng Pagtanggap sa Teknolohiya (TAM), Modelong ADDIE, Pag-access sa Impormasyong Pang-institusyon, Impormasyong May Kaugnayan sa Human Resources, Teknolohiyang Pang-edukasyon

Abstract Format

html

Note

Publication date supplied.

Language

English

Format

Electronic

Keywords

Chatbots; Knowledge management; Artificial intelligence—Educational applications; Information storage and retrieval systems—Personnel management; Private schools

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10-15-2027

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Available for download on Friday, October 15, 2027

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