ADVANTAGE AND DISADVANTAGE OF USING

QUESTION.AI APPLICATION ON ACDEMIC ACHIEVEMENT

AMONG GRADE 11 STUDENTS

A Quantitative Research

Presented to the Faculty of Senior High School

Culianan National High School

Culianan,Zamboanga City

In Partial Fulfilment of the Requirements in

PRACTICAL RESEARCH 2

FABURADA, PABLEA LYN C.

CUEVA,TRISHA JOY

VICEDOR, MILES

LOO,TIM JUSTIN

LERIO,PRINCE HARVEY

HASSAN, NORHAN BRYLE

GRADE 12-AQUARIUS (TVL-ICT)

MARINOL SAMANTHA L. SOLIS

Research Advis
 CHAPTER I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, statement of the problem, significance of the study and scope

and delimitation.

Background of the Study

With its current developments, artificial intelligence (AI) has started to influence

how teachers teach and how students learn (Y.G. Sumakul 2021). A lot of students in this

generation struggle academically. Some students, however, are not taking their academics

seriously because they are aware of a tool that can readily assist them without making

them aware of the risk.

Question.AI application (artificial intelligence) is computer science technology that

emphasizes creating intelligent machine that can mimic human behavior. Here intelligent

machines can be defined as the machine that can think like a human. It is made of two words

“Artificial” and “Intelligence”, which means the “manmade” thinking ability (Cobanoglu, 2021).

Academic achievement is the progress made towards the goal of acquiring

educational skills, materials, and knowledge, usually spanning a variety of disciplines.

(A.J, 2021). Academic success is the performance and accomplishment of a student in a

formal educational context. It frequently contains elements like grades, test results, and

other quantifiable measures of advancement in learning and education.

Particularly in educational settings, intelligence plays a crucial role in learning

and academic performance. Several studies show high correlation indices between them
ranging them (Lynn & Vanhanen, 2012). According to (Wogu et al., 2018) AI can assist

instructors in developing specialized lesson plans and tests that are in line with each

student’s particular strengths and limitations by analyzing data on student performance

and preferences. As a result, students may feel more motivated and have a better overall

educational experience. Instructors worry that relying too much on AI systems might

compromise the student’s ability to learn independently, solve problems creatively, and

to think critically.

Both instructors and students face the risk of becoming overly reliant on AI-

driven technology (Bailey et al., 2023). With AI, students are able to process and analyze

vast amounts of data quickly, making it easier to find and access the information they

need, but in other hand AI could change how teachers teach and how learners learn. This

Question.AI application could help the students to improve their academic performance

but it can lead to the students become lazy because they are just relaying to this app.

Thus the researchers aim to determine the effects of using Question.AI application

on academic achievement of G11 students.

Statement of the Problem

This research study aims to determine the effects of using Question.AI application

on academic behavior of G11 students. Specifically, this study seeks to answer the

following questions:

1. What is the level of usage Question AI application among Grade 11 Students?

2. What is the level of academic achievement among Grade 11 Students?

 3. Is there a significant difference between the level of usage of Question AI

Application and academic achievement among Grade 11 Students?

4. Is there a significant difference in the level of usage of Question AI Application

when data are grouped according to profile?

5. On basis of findings what intervention plan can be developed?

Significance of the Study

This study provided information about the effects of using Question.AI

application. This study will not only present data about the effects of using Question.AI

application but also provide benefits to the following:

School Administrators. This research findings can provide administrators with

valuable insights into the link between using Question.AI application and academic

achievement. This information can help them make evidence and they will know what

action they should take. They can implement monitoring and support, administrators can

establish a system for monitoring the use of Question.AI in classrooms. They can offer

support to teachers as needed, ensuring that they can troubleshoot any issues or

challenges.

Teachers. This study would help the teacher to ponder more ways of how to

provide quality education, academically. This approach make it simple for the teachers to

teach, and you may anticipate offer helpful contribution to the teaching aware of a tool

that can assist them without making them aware of the risk.
 Parents. The research findings can raise parent’s awareness about the impact of

using Question.AI. It can help them understand the use of it and how they can influence

their child’s academic performance. The outcome of the study would help parents with

enough knowledge to guide and assist their children on how they continue to utilize it.

Students. Particularly, student-beneficial intelligence will allow them to

introduce more enjoyable and worthwhile instruction, which will enthuse and support

students in their academic endeavors. Student-beneficial intelligence, such as the use of

educational technology like Question.AI, to students for reason like it can enhance their

learning experience. It can make the learning process more engaging, and interactive

which can lead a better comprehension and retention of information. Incorporating

student-beneficial intelligence into education can improves academic achievement.

Future Researchers. It serves as additional references for them if they intended

to conduct the same studies in another setting. This study gave more informative details

that could be useful in accordance with their study on the effects of using Questin.AI

application on academic achievement.

Scope and Delimitation

This study will be focused on the effects of using Question.AI application on

academic achievement among grade 11 students. This study delimited to grade 11

students who were officially enrolled in Culianan National High School during the first

semester of the school year 2023-2024.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter of the paper would present the different related literatures and related

studies to serve as the foundation of the research claims. It also tackles the conceptual

framework, research hypothesis and definition of terms.

Related Literature

Foreign Study

An summary of AI's current status in education and its possible advantages—such

as more accessible, efficient, and personalized learning—was given in Ref. Chen, L

(2020). The authors also covered a few ethical issues surrounding the use of AI in

education. A thorough analysis of AI in education and its potential advantages, such as

better assessment and feedback, more student interest and engagement, and increased

efficiency and cost-effectiveness, was conducted by Zhang and Aslan (2021)

. Pedro et al.'s (2019) advantages of integrating AI in education were emphasized.

The researchers acknowledged that AI in education can up skill the workforce to become

AI-ready, automate tedious jobs, and free up more time for challenging cases.

Pedro et al. (2019) discussed the challenges and policy implications of

introducing AI into education and preparing students for an AI-powered context. The

challenges include developing comprehensive public policies for sustainable

development, ensuring inclusion and equity, preparing teachers for AI-powered

education, developing quality and inclusive data systems, making research on AI in

education significant, and addressing ethical concerns related to data collection, use, and

dissemination. These challenges require international and national partnerships and

public discussions on ethics, accountability, transparency, and security. The authors also

addressed some of the ethical and technical challenges associated with the adoption of AI

in education. The authors mentioned the sixth challenge of introducing AI in education.

Pedro et al. (2019) added that the concerns surrounding AI and its impact on

education include access to educational systems through machine learning algorithms,

potential discrimination, inadequate recommendations for certain groups of students,

personal data concentration, liability, and the impact of AI automation on teacher jobs.

The challenge lies in protecting personally identifiable information and privacy

preferences, particularly for young learners who cannot provide express consent.

Pedro et al. (2019) consequently mentioned the need to address the ethical

concerns related to data collection, use, and dissemination.

King's study on AI applications examined the moral dilemmas raised by the use of

chatbots in teaching and learning. The authors emphasized the risk of cheating and the

necessity of maintaining the validity of tests when utilizing chatbots. They also

emphasized the significance of taking into account the moral ramifications of AI systems

and the requirement to guarantee the objectivity and justice of chatbots. Therefore, there

is a chance for cheating when chatbots are used in assessments for education. By entering

queries and getting real-time answers, students can utilize chatbots to cheat on tests or

other assessments. This compromises the validity of tests and may give students who use

chatbots undue advantages.

 Academic Achievement

Foreign Studies

The concept of "academic achievement of students in higher education" first

emerged in the United States in the evaluation of students' abilities at Stanford

University, dating back to around 1930, and then began to be widely used in higher

education institutions around the world ((Kuh et al., 2006)). The I-E-O model was

developed by Astin after 1960, which considered the relationship between the

"environment", "inputs" and "outputs" of higher education to be interactive (Astin, 1993).

Since then, Astin has developed the concept of student engagement, in which students are

expected to actively participate in school activities in order to achieve better learning

outcomes, and student learning is the total process of student engagement. The more

energy students put into meaningful activities, the more knowledge they will gain. The

effectiveness of student engagement is an important indicator of the quality of university

education (Coates, 2005). The American scholar J. Coleman, in 1966, surveyed and

studied nearly 4,000 colleges and universities and noted that student academic

achievement was up to 70 per cent of the total quality of education. This report, known in

educational history as the Coleman Report, caused a public outcry, leading the public to

question the quality of higher education and to rethink the important role that student

achievement plays in the assessment of higher education activities (Coleman, 1966). In

terms of the actual factors influencing the academic achievement of university students, it

is still common for scholars abroad to study this area, with institutional influence theory

being a typical representative. Early on, institutional influence theory suggested that two
of the more important factors influencing individual students were student behavior and

institutional characteristics (Jabeen & Rafiuddin, 2015). McLean and Saunders’ (1983)

work emphasized that academic achievement should be defined in strict legal terms and

that it should be integrated into the effectiveness of higher education. Pace (1982) argues

that universities have an important responsibility for student development, such as

providing adequate resources and facilities for student learning and development, as well

as more incentives for students. Smart and Toutkoushian (2001) show that the effect on

student achievement varies according to the type of school, with schools own doctoral

programmers having a greater impact on student achievement than schools with ordinary

programs. Pike et al. (2003), based on a model of the relationship between academic

achievement, individual student characteristics and the creation of a school level, showed

that individual student characteristics had a more significant effect on academic

achievement than the school level, such as evaluation, classroom behavior and academic

achievement. In her doctoral dissertation, Flynt (2008) scrutinizes the relationship

between teacher evaluation, classroom behavior and academic achievement.

When analyzing the results of post graduate students, an Australian study found

that students with higher levels of English proficiency were achieving higher GPA scores

(Hartnett, Romcke and Yap, 2003), while Lebcir, Wells and Bond (2008) found that

teaching style, English language and communication and assessment methods were

important drivers of the academic performance of international students in project

management in the British university context of the study. After conducting an analysis

of graduates from masters programs, the study at Macquarie University in Sydney,

Australia, found that higher levels of English proficiency were related to higher GPA

scores (Eddey and Baumann, 2008).

There is limited literature available on the academic performance of international

students. The conclusion that little is known about the factors contributing to the

academic performance of international students has also been expressed (Lebcir, Wells

and Bond, 2008). The institutional context of the case studies and articles makes it very

difficult to apply prior research results to specific situations because institutional

strategies, learning environments and community contexts all have potential impact on

the adjustment and academic performance of international students. There is a gap in the

literature in relation to optimal percentages of international students to maximize the

highest potential for academic performance of both the international students and the

domestic students. In addition, the results of some studies, for example on the effect of

acculturation are not consistent across institutional environments. This research is

undertaken to inform decisions on entry requirements as well as the determination of

appropriate admission policies for international students.

RELATED STUDIES

FOREIGN STUDIES

AI tutoring systems can provide personalized guidance, support, or feedback by

tailoring learning content based on student-specific learning patterns or knowledge levels

(Hwang et al., 2020).

 AI teaching assistants help instructors save time answering students’ simple,

repetitive questions in online discussion forums, and instead instructors can dedicate their

saved time to higher-value work (Goel & Polepeddi, 2016).

AI analytics allows instructors to understand students’ performance, progress, and

potential by decrypting their clickstream data (Roll & Winne, 2015; Fong et al., 2019;

Seo et al., 2021; Holstein et al., 2018).

While the opportunities for AI are promising, students and instructors may

perceive the impact of AI systems negatively. For instance, students may perceive

indiscriminate collection and analysis of their data through AI systems as a privacy

breach, as illustrated by the Facebook–Cambridge Analytica data scandal (Chan, 2019;

Luckin, 2017).

AI systems are likely to affect the way learner–instructor interaction occurs in

online learning environments (Guilherme, 2019)

The behavior of AI agents that do not take into account the risk of data bias or

algorithmic bias can be perceived by students as discriminatory (Crawford & Calo, 2016;

Murphy, 2019)

Instructors worry that relying too much on AI systems might compromise the

student’s ability to learn independently, solve problems creatively, and think critically

(Wogu et al., 2018). It is important to examine how students and instructors perceive the

impact of AI systems in online learning environments (Cruz-Benito et al., 2019).

 Popenici and Kerr (2017) investigated the impact of AI systems on learning and

teaching, and uncovered potential conflicts between students and instructors, such as

privacy concerns, changes in power structures, and excessive control. All of these studies

called for more research into the impact of AI systems on learner–instructor interaction,

which will help us identify any gaps, issues, or barriers preventing AI systems from

achieving their intended potential.

Less is known, however, about how introducing AI systems in online learning

will affect learner– instructor interaction. Guilherme (2019) Predicted that AI systems

would have “a deep impact in the classroom, changing the relationship between teacher

and student.” More work is needed to understand how and why various forms of AI

systems affect learner–instructor interaction in online learning (Felix, 2020).

These interactions help students become active and more engaged in their online

courses (Seo et al., 2021; Martin et al., 2018), doing so strengthen their sense of

community which is essential for the continuous usage of online learning platforms (Luo

et al., 2017).

LOCAL STUDIES

Instructors can improve student engagement and learning by providing a variety

of communication channels, support, encouragement, and timely feedback (Martin et al.,

2018).

Instructors can also enhance students’ sense of community by engaging and

guiding online discussions (Shackelford & Maxwell, 2012; Zhang et al., 2018)
 Collectively, learner–instructor interaction has a significant impact on students’

satisfaction and achievement in online learning (Andersen, 2013; Kang & Im, 2013;

Walker, 2016)

Conceptual Framework

The conceptual framework which guided this study illustrates the relationship

between the advantage and disadvantage of using Quesyin.AI application on academic

achievement among grade 11 students.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Advantage and
disadvantage
Academic Achievement
Of Using Question.AI
application

Profile of the Respondents

in terms of:
 age

 sex
 length of service
 teaching position
 field of specialization

Figure 1. Conceptual Framework of the Study

 Figure 1 shows the dependent, independent and intervening variables of

the study. According to Anne Marie Helmenstine (2021), independent variable defines as

the variable that is changed or controlled in scientific experiment. It represents the cause

or reason for an outcome. The independent variable in the study is the advantage and

disadvantage of using Question.AI application. Advantage a condition or circumstance

that puts one in a favorable or superior position. Disadvantage an unfavorable

circumstance or condition that reduces the chances of success or effectiveness.

Question.AI application is the simulation of human intelligence processes by machines,

especially computer systems. Specific applications of AI include expert systems, natural

language processing, speech recognition and machine vision.

The independent variable is the Disadvantage and Advantage of using Question AI

Application and dependent variable is Academic Achievement among G11 Students of

the respondents

Definition of Terms

Advantage- an condition or circumstance that puts one in favorable or superior position.

Disadvantage- success or effectiveness an unfavorable circumstance or condition the

reduces the chances of

Question AI Application- is the simulation of human intelligence processes by

machines, especially computer systems. Specific applications of AI include expert

systems, natural language processing, speech recognition and machine vision.

 CHAPTER III

METHODOLOGY

This chapter presents the research design, the research locale, population

and respondents of the study, sampling design, research instrument of the study, validity

and reliability of the research instrument, data gathering procedure and the statistical

treatment of data used in study.

Research Design

This study employed the descriptive correlational research design, using the

quantitative method of research to analyze the relationship of communication on the

advantage and disadvantage of using Question.AI application on academic achievement

among grade 11 students in Culianan National High School. The quantitative approach

was also used to determine the extent of the relationship of communication on the

academic achievement of the respondents in terms of using Question.AI application.

Furthermore, It is used to determine the significant differences and influence between the

advantage and disadvantage of using Question.AI application of the respondents when

data is grouped according to profile.

 Descriptive method involved description, recording, analysis, and interpretation

of the general characteristics of the group under the study. According to Aquino (2010),

descriptive survey methods include those that purport to present facts concerning

anything, a group of people, a number of objects, a set of conditions or any kind of

phenomenon, in which the data must be subjected to the thinking process in terms of

ordered reasoning.

Moreover, it is correlational because it determines the significant relationship

between the advantage and disadvantage of using Question.AI application on academic

achievement among grade 11 students. According to Bhandari (2022), a correlational

research design investigates relationships between variables without the researcher

controlling or manipulating any of them. A correlation reflects the strength and/or

direction of the relationship between two or more variables

This study also adopted the quantitative-qualitative method of research. It is a type

of social science research that collects and works with non-numerical data and that seeks

to interpret meaning from this data that helps us understand social life through the study

of target populations, which are the grade 11 students of Culianan National High School.

This study is quantitative-qualitative in nature, since the research question that is

formulated by the researcher seeks to answer leads to numerical and non-numerical data.

These data were generated by the senior school students using the survey questionnaires.

Babbie (2010) claimed that the quantitative methods emphasize objective measurements

and the statistical, mathematical, or numerical analysis of data collected through polls,

this data that helps us understand social life through the study of target populations,

which are the senior high students of Culianan National High School.
 This study is quantitative-qualitative in nature, since the research question that is

formulated by the researcher seeks to answer leads to numerical and non-numerical data.

These data were generated by the senior school students using the survey questionnaires.

Babbie (2010) claimed that the quantitative methods emphasize objective measurements

and the statistical, mathematical, or numerical analysis of data collected through polls,

questionnaires, and surveys, or by calculating pre-existing statistical data using

computational techniques. Quantitative research focuses on gathering numerical data, and

generating it across groups of people or to explain a particular phenomenon.

Research Locale/Settings

This study was conducted in Culianan National High School (PAGCOR building).

Culianan National High School (PAGCOR building) is located at Culianan,

Zamboanga City.

Population and Respondents of the Study

A total of 234 students from 5 selected sections constituted the population of the

study. The distribution of these students by section is represented in Table 1 below.

Table 1
Target Population and Respondents of the Study by
Section
Population Sample
Section
N % n %
A 43
B 54
C 49
D 42
E 46
Total 234 100 100
 The target population of the study was senior grade 11 students enrolled in the first

semester of the school year 2023-2024 at Culianan National High School, Culianan,

Zamboanga City. These students belong to 5 sections, namely: Curie, Galileo, Mendel,

Pasteur, and Tesla.

With a population size of 234 students, the researchers considered a sample of

____respondents determined using Slovin’s formula for computing the sample size with a

five percent margin of error. This sample shall be randomly selected through stratified

random sampling with the grade 11 Students being used to define groups and a

systematic method to randomly determine the samples. Using the percentage share of ___

respondents was shown in the table above. Section B has the greatest number of students

________________________________________________________________________

________________________________________________________________________

_________________________________________________________________

Sampling Design

The simplified random sampling design was used to determine and select the

respondents to the study. In this design, each student from the selected sections was

given equal chances of being selected as respondents in the study. This sampling design

was used since the selected respondents were representative of the target population. It is

also considered to be more powerful in eliminating sampling bias.

Sampling Design

The simplified random sampling design was used to determine and select the

respondents to the study. In this design, each student from the selected sections was

given equal chances of being selected as respondents in the study. This sampling design

was used since the selected respondents were representative of the target population. It is

also considered to be more powerful in eliminating sampling bias.

The researchers created a simple random sample using the lottery method, where

each member of the population is assigned a number. After that, numbers are selected at

random. But for larger populations, a lottery method can be inconvenient. Selecting a

random sample from a large population usually requires a computer-generated process by

which the same methodology as the lottery method was used; only the number requires

assignments and subsequent selections are performed by computers.

Research Instrument

The research instrument in this study were consisted of one standardized survey–

questionnaire developed by Al-Tkhayneh (2023), the advantage and disadvantage of

using artificial intelligence survey – questionnaire. It consists of three sections:

Section I consisted of the respondent`s demographic information such as name,

age, sex, and track.

Section II was designed to describe the effects of using Question.AI application It

consisted of 11 statements, and it used the four–point Likert scale as follows: 1 – strongly

disagree, 2 – disagree, 3 – agree, 4 – strongly agree.

 Section III consisted of the respondents’ academic performance such as,

outstanding (90 – 100), very satisfactory (85 –89), satisfactory (80 – 84), fairly

satisfactory (75 – 79), Did Not Meet Expectation (Below 75).

Ethical Considerations

The researcher sought the permission from each respondent and explained the

objective and purpose of the study. They were given the assurance that all information

gathered would be treated with the utmost confidentiality.

Validity and Reliability of the Instrument

The research instrument which was used in this study consists of one standardized

survey questionnaire, namely: The Advantage and Disadvantage of Using Artificial

Intelligence. The questions in the survey were developed based on measures that were

validated in previous studies. Al-Tkyhayneh (2023) established validity and reliability in

the survey instrument of. The Advantage and Disadvantage of Using Artificial

Intelligence. The researcher adapted a portion of the survey questionnaires that is

applicable to the present study.

Permission to use the said instruments was sought by the researcher. The research

instrument was submitted to the adviser for the necessary corrections of the content. The

same instrument was submitted to the group of evaluators for the consistency, relevance,

and appropriateness of the research instrument to the research problems. The group of

evaluators decided to modify the research instrument to align in the research study. The

suggestions of the adviser and panel of evaluators were considered.

Data Gathering Procedure

 A letter of permission was sought from the school principal to gather data from

the respondents. After the approval of the permit, a copy of the letter was given to the

class advisers and subject teachers. As soon as the schedule for gathering of data with the

teachers was arranged, the researchers coordinated with the participants to seek consent.

They were assured of the confidentiality of the responses.

Each respondent provides the survey questionnaire checklist to answer and

accomplish. The researcher conducted the gathering and retrieval of the instruments and

explained to the respondents the real intent of the study and for proper tabulation,

analysis and interpretation.

Statistical Treatment of Data

Pearson Product – Moment Correlation Coefficient. This measure was used to

determine the significant relationship between the level of influence of career choice on

the academic performance of senior high school students. This measure was used to

answer problem 3.

One Factor Analysis of Variance (ANOVA). This measure was used to

determine the significant relationship between the level of influence of career choice on

the academic performance of senior high school students when data are grouped

according to profile in terms of age and track. This was used to answer problem 4.

Independent T-test. This measure was used to determine the significant

relationship between the level of influence of career choice on the academic performance

of senior high school students when data are grouped according to profile in terms of sex.

This was used to answer problem 4.

Items Strongly disagree Agree Strongly

disagree Agree

Artificial intelligence can enhance the

student’s personal learning experience.

Artificial intelligence can control student’s

behaviour and guide them towards the

most relevant topics.

Artificial intelligence can improve the

efficiency of the educational system.

Artificial intelligence can provide

periodical reviews and notices for parents

and students.

Artificial intelligence can process too

much data and can convert them into

useful information.

Artificial intelligence can reduce

dependency on teachers in providing the

educational content.

Artificial intelligence can enhance social

interaction and encourage students to

communicate and cooperate effectively.

Artificial intelligence can facilitate the

management of task, duties, report related

to students and teachers.

Artificial intelligence can improve the

accuracy of guiding students towards the

suitable academic paths.

Using artificial intelligence in education

leads to missing traditional education jobs.

Using artificial intelligence in education

can leads to missing the human

relationship in classroom.