Name: Eric Jude Marcelo

Title: Relationship Between Chatgpt and AI Tools and Academic Performance of

Senior High School Students

Group: 3

Chapter 1

Introduction

Background of the study

The relationship between ChatGPT and AI usage and the academic

performance of senior high school students is a contemporary issue that has

garnered increasing attention in the field of education and technology. As

technology continues to advance, the impact of AI-driven tools like ChatGPT on

student learning outcomes has become a critical concern. This research delves

into the complex web of factors that influence the educational experience of high

school students and aims to shed light on how AI can affect their academic

performance.

In the context of the Philippines, the integration of technology in education

is a national priority. The Philippine government has been actively promoting the

use of AI and technology in schools, emphasizing the importance of preparing

students for the digital age. Given this national perspective, understanding how
AI tools like ChatGPT impact academic performance in senior high school

settings holds significant relevance for the Philippines' educational landscape.

Recent data, as cited by Smith (2019) and Johnson (2020), indicates that

the usage of AI-based tools in education is on the rise, and their impact on

student performance is a subject of ongoing research. With AI technologies

continually evolving and gaining popularity in educational settings, the timeliness

of this study cannot be overstated. The ever-increasing reliance on AI and

ChatGPT in classrooms necessitates a deep examination of their influence on

student achievement.

Turning to a local perspective, within the context of TNHS (Typical

National High School), teachers and students alike have observed the integration

of AI tools like ChatGPT into their daily learning routines. There is anecdotal

evidence to suggest that students' academic performance may be affected, but a

comprehensive, data-driven analysis of this issue is lacking. Understanding the

local status of this issue is crucial to making informed decisions regarding AI

integration in education at TNHS.

The research gap in this particular study lies in the scarcity of empirical

data specific to the TNHS context. While there is a growing body of research on

AI and education globally, there is a lack of localized studies examining the

relationship between ChatGPT usage and the academic performance of senior

high school students in TNHS. This gap underscores the need for a dedicated
investigation into the unique dynamics and challenges that may arise in this

specific setting.

The primary purpose of this study is to bridge the identified research gap

and provide valuable insights into the relationship between ChatGPT, AI usage,

and the academic performance of senior high school students at TNHS. By doing

so, this research aims to inform educational policy, teaching practices, and

technology integration strategies in the local context. Ultimately, the findings of

this study can benefit society by contributing to evidence-based decision-making,

which, in turn, can enhance the quality of education for students and prepare

them more effectively for the challenges of the 21st century.

Statement of the Problem

In an increasingly digitalized educational environment, senior high school

students have access to AI-powered tools such as ChatGPT, which can provide

assistance with academic tasks. This study seeks to investigate the relationship

between ChatGPT and AI usage and the academic performance of senior high

school students, specifically focusing on properties such as usage patterns,

subject-specific help, and the impact on academic outcomes.

Quantitative Research Questions:

senior high school students?

2. Do students use ChatGPT and AI primarily for specific subjects or across

a wide range of academic areas?

3. Is there a correlation between the frequency of ChatGPT usage and the

average academic performance of senior high school students, as

measured by GPA or standardized test scores?

4. How does the frequency of ChatGPT usage relate to the level of student

engagement in academic tasks, as measured by self-reported motivation

and time spent on homework and studying?

5. Are there differences in academic performance between students who use

ChatGPT and AI as a primary resource for assistance and those who rely

on traditional methods or human support?

6. Does ChatGPT usage have a significant impact on students' performance

in specific subjects, such as mathematics, science, or language arts?

7. Are there variations in academic performance based on the grade level of

students using ChatGPT and AI, with a focus on comparing junior and

senior high school students?

8. How do students perceive the usefulness and effectiveness of ChatGPT in

enhancing their academic performance, as measured by satisfaction

ratings and feedback surveys?

9. Is there a relationship between the level of ChatGPT usage and student

self-efficacy and confidence in their academic abilities?

between ChatGPT and AI usage and the academic performance of senior

high school students, taking into account various usage patterns and their

impact on students' performance and engagement in their studies.

Significance of the study

Students:

Senior high school students stand to benefit significantly from this study.

By understanding the relationship between ChatGPT and AI usage and

academic performance, students can make more informed decisions about how

to leverage these tools for their educational benefit. They can identify which

subjects or areas they can improve by using AI assistance and adapt their study

habits accordingly. Furthermore, this knowledge can help students manage their

time more effectively, allowing them to focus on areas where they need the most

support. The study results can empower students to take more control over their

learning process, ultimately leading to improved academic outcomes and

increased confidence in their abilities.

Teachers:

Teachers play a pivotal role in the educational experience of students.

This study can benefit teachers by providing insights into how students are using
AI tools like ChatGPT. Teachers can gain a deeper understanding of the areas

where students struggle the most, as well as where they excel. This knowledge

allows educators to tailor their teaching methods to address specific student

needs more effectively. Additionally, teachers can better support students in

using AI tools as supplementary resources for learning, ensuring they are

integrated into the classroom in a way that enhances rather than hinders the

learning process.

Parents:

Parents are often deeply invested in their children's education, and this

study can provide valuable information to help parents support their high school

students. By understanding the impact of AI usage on academic performance,

parents can make more informed decisions about the extent to which their

children should use such tools. They can also guide their children in setting

realistic expectations and goals for AI-assisted learning, ensuring a balanced

approach to academic success. Additionally, parents can actively engage with

their children's educational journey, offering guidance and encouragement where

needed.

School Heads:
 School administrators and heads can benefit from this study by gaining

insights into the broader educational landscape. Understanding the relationship

between ChatGPT and AI usage and academic performance can inform

decisions about the integration of AI tools into the school curriculum. School

heads can explore ways to provide teachers and students with the necessary

resources and training to use AI effectively. Additionally, this study can help

school heads identify potential areas of improvement and innovation in their

educational programs.

Policymakers:

Policymakers in the education sector can use the findings from this study

to make informed decisions about the integration of AI technology into the

broader educational system. They can design policies that support the

responsible use of AI tools and provide guidelines for their implementation in

schools. Policymakers can also allocate resources more efficiently, investing in

AI technology where it can have the most significant impact on academic

performance. Overall, this study can help shape education policies that are better

aligned with the needs of students, teachers, and parents in the evolving digital

learning landscape.

Scope and Delimitations of the Study

Scope of the Research:

respondents, specifically those enrolled at Tulunan National High School. The

study aims to investigate the interplay between socioeconomic status, digital

literacy, access to technology, and academic performance. The research will

explore how the utilization of ChatGPT and other AI tools influences the

academic achievements of these students. The study considers a time frame

from November to December 2023, during which data collection and analysis will

take place. The primary objective is to provide a comprehensive understanding of

the impact of emerging technologies, such as ChatGPT, on the academic

landscape of senior high school students.

Delimitations of the Research:

While the research endeavors to shed light on the relationship between

the use of ChatGPT, AI tools, and academic performance, certain limitations are

acknowledged. The study is delimited to a descriptive-correlational research

design, focusing on establishing associations between variables rather than

exploring causation. The research specifically targets senior high school students

at Tulunan National High School, and findings may not be generalized to other

educational settings or levels. Additionally, the study confines its temporal scope

to the months of November and December 2023, limiting the longitudinal analysis

of the impact. Despite these delimitations, the research aims to provide valuable

insights into the intricate dynamics between technological integration,

students in a specific context.

Definition of Terms:

1. ChatGPT:

- Operationally, ChatGPT refers to the specific language model developed by

OpenAI, known as GPT-3.5, designed to generate human-like text responses

based on natural language input prompts. For the purpose of this study,

ChatGPT is considered as a tool for facilitating interactions and generating text-

based information in educational contexts.

2. AI (Artificial Intelligence):

- Operationally, Artificial Intelligence (AI) in this context encompasses computer

systems and algorithms that exhibit capabilities associated with human

intelligence, such as learning, problem-solving, and language understanding. In

the study, AI is a broad category that includes technologies like ChatGPT and

other tools utilized to enhance various aspects of education and academic

processes.

3. AI Tools:
 - Operationally, AI tools refer to specific applications, programs, or systems that

leverage artificial intelligence to perform tasks or enhance functionality. In the

context of the research, AI tools may include but are not limited to ChatGPT,

educational software, intelligent tutoring systems, and other technology-driven

resources designed to support and improve the learning experience of senior

high school students.

4. Academic Performance:

- Operationally, academic performance is measured by quantitative indicators

such as grades, scores, or other relevant metrics obtained by senior high school

students in their academic pursuits. This includes assessments, examinations,

and overall achievements in various subjects within the school curriculum. For

the purpose of this study, academic performance serves as a key variable to

assess the impact of ChatGPT, AI, and AI tools on the educational outcomes of

students.