Understanding Students’ Experiences of Pedagogical Misattribution: A Qualitative Study on Teacher Suspicion of AI-Generated Work Among Senior High School Students

Abstract

This study examines the lived experiences of senior high school students who were falsely accused by their teachers of using Artificial Intelligence (AI) to produce academic work in a private Catholic school in Tagum City, Davao del Norte. To gain a deeper understanding of this phenomenon, the study employed a qualitative research design combined with a phenomenological approach. Data were gathered through focused group discussions (FGD) and in-depth interviews (IDI) involving twelve (12) selected senior high school students who had experienced teacher suspicions of AI use. Through thematic analysis, the findings revealed three major dimensions of students’ experiences: lived experiences, coping mechanisms, and insights regarding teacher suspicions of AI-generated work. Participants reported experiencing emotional distress, including overthinking and low confidence, following the false accusations. Additionally, they also described how advanced writing skills were sometimes misinterpreted as indicators of AI-generated content. To cope with the challenges, students validated their academic efforts through evidence of authorship, communicated strategically with teachers, and adapted their writing practices. Furthermore, participants reflected on the importance of transparency and accountability in their work, while some viewed the experience as an affirmation of their writing competence. Collectively, the study's findings demonstrate the significance of ethical practices in AI detection, transparency, and positive learning conditions to secure the rights, performance, and well-being of the students.