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CHAPTER 1

THE PROBLEM AND ITS SETTING

This chapter serves as an introduction to the topic and the problem. It

includes the research objectives, research hypothesis, scope and delimitation,

importance of the study and definition of terms.

Background of the Study

Artificial intelligence is a theory about the simulation of human intelligence in

machines to be programmed to think, learn, and problem-solve like humans. It

encompasses a broad range of technologies and techniques that enable computers and

machines to mimic cognitive functions such as perception, reasoning, problem-

solving, learning, and decision-making. Due to these capabilities, students from

Bagamanoc Rural Development became overly relied on the use of an AI as

information source and activity-maker in form of queries sent by its users, AI has the

potential to revolutionize various fields and industries, including healthcare, finance,

transportation, manufacturing, and many more. Its applications range from improving

efficiency and productivity to enabling new discoveries and innovations.

Furthermore, AI has undergone remarkable evolution, from its early

beginnings to its current state of advanced machine learning and neural networks.

Computing Machinery and Intelligence explored the possibility of creating intelligent

machines capable of human-like thought processes (Turing, 1950). McCarthy, along

with his colleagues, coined the term "artificial intelligence” at the Dartmouth

Conference in 1956, which marked the birth of AI as a distinct field of study

(McCarthy, 1956). Expert Systems and Knowledge-Based AI: In the 1960s and

1970s, AI researchers focused on developing expert systems that could mimic human

expertise in specific domains.

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These systems utilized rule-based reasoning and symbolic manipulation to

solve complex problems. The development of expert systems like Dendral (Buchanan

et al., 1969) and MYCIN (Shortliffe, 1976) demonstrated AI's potential to perform

specialized tasks and paved the way for future advancements.

Moreover, a paradigm shift was witnessed in the 1980s in AI research with the

rise of machine learning algorithms and neural networks. Backpropagation, a

technique for training neural networks, was introduced (Rumelhart et al., 1986). This

breakthrough allowed neural networks to learn and adapt from large datasets, enabling

significant improvements in pattern recognition, speech processing, and image

analysis. Advancements in computer hardware and the explosion of digital data in the

late 1990s and early 2000s laid the foundation for the resurgence of AI. The

availability of vast amounts of data and the development of more powerful algorithms

led to the emergence of deep learning. Geoff Hinton's work on deep neural networks

and the introduction of convolutional neural networks (CNNs) by LeCun et al. (1998)

revolutionized areas such as computer vision, natural language processing, and speech

recognition.

With the rise of personalized learning and adaptive systems AI in education

has been slowly becoming prominent. These systems leverage AI algorithms to adapt

content, pace, and instructional strategies to meet the individual needs of learners. For

instance, the Knewton platform utilizes machine learning algorithms to dynamically

adjust the difficulty and sequence of learning materials based on students'

performance and preferences (Baker, 2010). Such personalized learning environments

enhance engagement, self-directed learning, and overall educational outcomes.

With recent advancements in natural language processing (NLP) and

conversational AI have given rise to intelligent virtual assistants in education. These

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assistants, such as chatbots or voice-activated systems, interact with learners in a

conversational manner, providing immediate feedback, answering questions, and

guiding students through their learning journey. IBM Watson, for example, powers

virtual assistants like Jill Watson, an AI teaching assistant developed by researchers at

Georgia Tech (Goel et al., 2016). These virtual assistants enhance accessibility,

promote active learning, and extend educational support beyond the classroom.

Moreover, this breakthrough allowed neural networks to learn and adapt from

large datasets, enabling significant improvements in pattern recognition, speech

processing, and image analysis. Advancements in computer hardware and the

explosion of digital data in the late 1990s and early 2000s laid the foundation for the

resurgence of AI. The availability of vast amounts of data and the development of

more powerful algorithms led to the emergence of deep learning. Geoff Hinton's work

on deep neural networks and the introduction of convolutional neural networks

(CNNs) by LeCun et al. (1998) revolutionized areas such as computer vision, natural

language processing, and speech recognition.

In the early 2000s machine learning, gained prominence. The ability of

algorithms to learn through trial and error, interacting with an environment, opened

doors to new applications. One notable milestone in reinforcement learning was

AlphaGo, developed by DeepMind, which defeated the world champion Go player in

2016 (Silver et al., 2016). This achievement showcased the potential of AI in complex

decision-making and strategic planning.

The advancements of AI in natural language processing (NLP) have led to

significant breakthroughs in conversational AI. Neural networks and deep learning

techniques have enabled machines to understand and generate human-like language.

Models such as GPT (Radford et al., 2018) and GPT-3 (Brown et al., 2020) have
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demonstrated impressive language generation capabilities, transforming applications

such as chatbots, language translation, and content generation. The evolution of AI

has been a journey of continuous innovation and progress.

From its early beginnings as a concept to its current state of advanced

machine learning and neural networks, AI has transformed industries and impacted

various aspects of our lives. The field continues to evolve, with ongoing research.

The integration of Artificial Intelligence (AI) in education has revolutionized

traditional learning methodologies, offering new opportunities for personalized,

adaptive, and immersive educational experiences. From its inception to the present

day, AI has the possibility to transform the landscape of education, impacting the

learners, educators and the school curriculum.

The first instance of AI in education can be traced back to the 1960s, when

researchers began exploring the potential of computer-based learning systems. One

notable system, PLATO (Programmed Logic for Automatic Teaching Operations),

emerged in the 1960s and became widely recognized for its pioneering efforts in

computer-assisted instruction (CAI) (Woolf, 2010). PLATO showcased AI

techniques, such as adaptive algorithms and natural language processing, to provide

individualized instruction and feedback.

The 1970s witnessed the emergence of Intelligent Tutoring Systems (ITS),

which further advanced the capabilities of AI in education. ITS employed AI

algorithms to model and simulate human tutoring, offering personalized instruction to

students. Pioneering systems such as MYCIN and SOPHIE utilized rule-based expert

systems to diagnose student errors and provide tailored feedback (Woolf, 2010).

These early AI applications laid the foundation for subsequent developments in

educational technology.
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With the advent of machine learning algorithms and the availability of large-

scale educational data, AI in education witnessed significant progress. The 1990s and

early 2000s marked a shift towards data-driven approaches that enabled the creation

of intelligent systems capable of analyzing vast amounts of student data.

One such example is the ASSISTment system developed by Neil Heffernan

and colleagues, which combined AI techniques with educational data mining to offer

adaptive support to students (Heffernan, 2014).

With the rise of personalized learning and adaptive systems AI in education

has been slowly becoming prominent. These systems leverage AI algorithms to adapt

content, pace, and instructional strategies to meet the individual needs of learners. For

instance, the Knewton platform utilizes machine learning algorithms to dynamically

adjust the difficulty and sequence of learning materials based on students'

performance and preferences (Baker, 2010). Such personalized learning environments

enhance engagement, self-directed learning, and overall educational outcomes.

With recent advancements in natural language processing (NLP) and

conversational AI have given rise to intelligent virtual assistants in education. These

assistants, such as chatbots or voice-activated systems, interact with learners in a

conversational manner, providing immediate feedback, answering questions, and

guiding students through their learning journey. IBM Watson, for example, powers

virtual assistants like Jill Watson, an AI teaching assistant developed by researchers at

Georgia Tech (Goel et al., 2016). These virtual assistants enhance accessibility,

promote active learning, and extend educational support beyond the classroom.

The history of AI in education showcases the continuous evolution of

technology to enhance learning experiences. From early computer-assisted instruction

systems to modern personalized learning environments and virtual assistants, AI has

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fundamentally transformed education. By leveraging AI algorithms and techniques,

educators can provide tailored instruction, adapt to individual needs, and improve

learning outcomes.

However, while AI in education offers immense potential, it is crucial to

maintain a balance between technological innovation and the human touch, ensuring

that learners receive holistic educational experiences. The influence of AI in the

education system should not be ignored as AI is spreading quick in the educational

institutions. AI has influenced the education system in many ways. In China artificial

intelligence has been used with brain-wave trackers to identify if the academic

performance of the students has been improving or not. Artificial intelligence has

become influential to the education system. AI tutors has helped many students on

their academic outputs.

The history of AI in education showcases the continuous evolution of

technology to enhance learning experiences. From early computer-assisted instruction

systems to modern personalized learning environments and virtual assistants, AI has

fundamentally transformed education. By leveraging AI algorithms and techniques,

educators can provide tailored instruction, adapt to individual needs, and improve

learning outcomes.

In Bagamanoc Rural Development High School, students are already engaging

in the use of AI such as CHAT GPT (generative pre-trained transformer). Students are

aware of AI in the school.

The researches have taken interest in this conundrum in order to understand

the influence of AI on the learning experience of students. To analyze the positive and

negative effects of using AI on their academic performance and to discover the impact

of AI to future of education. By finding the answers to this research, the study will
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find the benefits and detriments of the use of artificial intelligence and its place in

academia. This research can also provide information that can be helpful to future

researchers, writers, and philosophers in their quest to finally discover if artificial

intelligence will change the world or destroy it. The researchers will use innovative

ways to gather data along with passion, teamwork, and dedication.

The thesis of this research is to find out the positive effects of AI on the

academic performances of the BRDHS students. The researchers will contradict the

research by finding out the antithesis, which is the negative impact of using AI and its

possible influence to the future of academics as a result, finding the synthesis, which

by conducting this research and discovering the effects of AI on the academic

performances of the BRDHS students, the researchers hopefully can perceive the

possibilities and changes of artificial intelligence. The researchers will also assess if

the future changes will make a positive or negative direction to the education system.

After finding out the possibilities of AI in the education system, future researchers can

look back to this study as a resource and inspiration. Future researchers can also use

this study as a format, on which AI could affect other fields such as the healthcare

system, art and business. With the quick rise and improvement of AI the possibilities

for a societal collapse are near and the researchers wholeheartedly believe that this

study can help the future generation.

This study will spawn decades of conversation about if we should welcome AI

or abolish it, because sooner or later humanity might have to adapt with AI or around

it. Should humans be completely onboard with the fast-accelerating upgrades of

technology? or should we go back to the eco primitivism ways of humans? This study

can become a pillar to future solutions tom these questions and problems. Influenced

by great thinkers like Hegel, Schopenhauer, Nick land and Descarte the researchers,
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filled with wit, wisdom and love for philosophy are responsible for making this

creative and complex study. The researchers are confident that this study will be

marked down as one of the most thought-provoking research papers in high school

history as well as in the strand of humanities and social science. With blood, sweat,

and tears this study will serve as a one small step for man and a one giant leap for the

future of mankind.

Statement of the Problem

The primary aim of this research is to investigate the effects artificial

intelligence powered on the academic performance of students at Bagamanoc Rural

Development High School. The study seeks to address the following research

questions:

1. What are the effects of artificial intelligence on the academic performance of

Bagamanoc Rural Development High School students?

2. Are the students willing to recommend artificial intelligence to the future of

education?

3.How familiar are the students of Bagamanoc Rural Development High School on

artificial intelligence in education?

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Research Hypothesis

There is no significant relationship between artificial intelligence and the

academic performance of the students in Bagamanoc Rural Development High

School.

Significance of the Study

This study explores the role of emerging technology, such as CHAT GPT, in

improving academic performance. As technology continues to evolve, it is important

to understand its effects on the learner’s academic performance in order to harness its

full potential. This study can help the following different fields and aspects of

education and the world.

To the teachers, this study offers insight into the importance of technology –

enhanced learning and the potential of CHAT GPT on the academic performance of

students. The finding of this study can be used to help refine teaching methods and

lesson.

To the students, this study can be beneficial to the students because it can

give students information and knowledge on how to use AI as an advantage on their

academics. It can inform educators about the potential benefits and challenges

associated with using AI in the classroom.

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To the future researchers, this study can serve as a guide to the future

researchers. It can also be a valuable information and source to on future researchers.

It can also serve as a literature review on the topic of integration of ai in education.

This study provides a comprehensive overview of the current state of research in this

area, including relevant investigation, methodologies, data and findings. Future

researchers can build upon this study to deepen their understanding of the topic.

To the institution, the findings of this study can have significant implications

for educators and the institution. Understanding the influence, effects, and impact of

CHAT GPT on the academic performances can assist in developing effective

strategies for AI based tools in the academic curriculum. This study can serve as a

conversation about the implementation of AI in the education system here in the

Philippines.

Scope and Delimitation

The scope of the study focuses on the effect of AI on Bagamanoc RDHS

(Rural Development High School) students' academic performance. It specifically

examines how the use of Chat GPT affects the students' academic performance in

various areas such as their grades, writing skills, critical thinking, and overall learning

experience.

The study involves all the students studying at Bagamanoc Rural Development

High School. The study would not include the relationship of the artificial intelligence

to each grade level. The study would not include the relationship of the demographic

profile of the student.

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The study focuses on the students of Bagamanoc Rural Development High

School as the primary participants. The study would specifically examine the impact

of Artificial intelligence on students' academic performance such as students' learning

process, information retention, critical thinking, and problem-solving skills.

The study is limited to the students of Bagamanoc Rural Development High

School. It does not encompass students from other schools or educational institutions.

academic support and assistance. It does not extend beyond that timeframe.

The study did not consider any external factors that may affect the academic

performance of students, such as health, personal problems, or peer pressure.

The study only focused on artificial intelligence such as chat generators. Other

AI technologies will not be included in this study.

Only google form was used as a data gathering tool and the timeframe is

limited until June, 2023 only.

The study is delimited to the students of Bagamanoc Rural Development High

School. It does not encompass students from other schools or educational institutions.

academic support and assistance.

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Definition of Terms

For a better understanding of the study, the following terms are defined in the

context of this research.

Academic Performance- the capability of a student to comprehend topics, their

intellectual level, personality, motivation, skills, interests, study habits, self-esteem.

Algorithms- act as an exact list of instructions that conduct specified actions step by

step in either hardware- or software-based routines.

Antithesis- in Hegel’s dialectic method it is the negative side of an argument or it

articulates the problems of the thesis.

Artificial Intelligence (AI)- is the simulation of human intelligence processes by

machines, especially computer systems.

Backpropagation- is an algorithm that is designed to test for errors working back

from output nodes to input nodes.

Chatbots- A chatbot is a software application that aims to mimic human conversation

through text or voice interactions, typically online.

ChatGPT (generative pre-trained transformer) - are a type of large language

model (LLM) and a prominent framework for generative artificial intelligence.[

Computer-Based Learning Systems- is an interactive instructor-less educational

process.

Computer-Based Learning Systems- is an interactive instructor-less educational

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Computing Machinery- a machine for performing calculations automatically.

Convolutional Natural Network- is a class of artificial neural network most

commonly applied to analyze visual imagery.

Conundrum- a confusing problem that is very difficult to solve.

Curriculum- the subjects comprising a course of study in a school or college.

Intelligent Tutoring Systems (ITS)- is a computer system that aims to provide

immediate and customized instruction or feedback to learners, usually without

requiring intervention from a human teacher.

Language translation- is the process of converting the written word from one

language into another language in a way that is culturally and linguistically

appropriate so it can be understood by its intended audience.

Large scale- made to a scale large enough to show certain features in detail.

Natural Language Processing (NLP)- the branch of artificial intelligence or AI—

concerned with giving computers the ability to understand text and spoken words in

much the same way human beings can.

Neural Network- a method in artificial intelligence that teaches computers to process

data in a way that is inspired by the human brain.

Paradigm shift- an important change that happens when the usual way of thinking

about or doing something is replaced by a new and different way.

Pattern Recognition- is a data analysis method that uses machine learning algorithms

to automatically recognize patterns and regularities in data. This data can be anything

from text and images to sounds or other definable qualities. Pattern recognition

systems can recognize familiar patterns quickly and accurately.

Pioneers- a person or group that explores new areas of thought or activity

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PLATO (Programmed Logic for Automatic Teaching Operations)- (Programmed

Logic for Automated Teaching Operations) originated in the early 1960s as a

distributed computer-based learning system at the University of Illinois and was the

first generalized computer assisted instruction system.

Synthesis- in Hegel’s dialectic method, it is the modified thesis that resolves the

problem.

Thesis- in Hegel’s dialectic method, it is the presentation of the status quo.

Virtual Assistance- is a remote administrative assistant who works for a company or

individual on a self-employed, or contract basis.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature, related studies, and gaps

bridged by the study. For the review if related literature and studies, the researchers

constructed an in-dept research with credible sources. This chapter has ten local

studies and literature and ten international studies and literature. This chapter serves

as a vital bridge between the existing body of knowledge and the new insights that the

research project aims to contribute. By thoroughly reviewing the literature,

researchers can build upon existing foundations, identify research gaps, and lay the

groundwork for their own investigation.

Related Literature

An article by HAI Stanford University states that AI would not be a

threat to education if students are not simply reduced to being machines or

regurgitators of theory. If anything, AI’s proliferation only exposed today’s education

process as eerily similar to the programming of a computer. AI and humans are both

learners but what separates them is the ability to create, not generate, knowledge.

Moreover, another article by Harvard University states that AI cannot

replicate the educational process because machines do not have the capacity to create
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knowledge as humans do. Education is dependent on the exchange of new ideas

between student and teacher, attained from dialogue and critical thinking.

According to Adeva (2023) AI will not replace professors or students just

like how it will not replace the essential aspect that makes education a truly

transformative experience. Intelligence is not just about acquiring knowledge but

sharing and exchanging it with others. Education should be firmly grounded in this

human element, or else the line between man and machine will continue to blur.

Additionally, the journal of Potential risks of Artificial Intelligence in Education

tackles the potential risks of Artificial Intelligence (AI) in education include the

exacerbation of digital divide issues if not all students have equal access to necessary

technologies, the risk of data privacy breaches given the amount of personal

information stored and processed, the possibility of over-reliance on AI leading to a

lack of human interaction and critical thinking skills, and potential biases in AI

algorithms that could disadvantage certain groups of students.

Furthermore, the book ‘Personalized Learning’ by Dutta states that diverse

student preparedness, varied learning styles, and individual interests necessitate an

adapted pedagogical approach. A primary rationale for incorporating AI in hybrid

education is to provide students with personalized and adaptable learning experiences.

Wei, X, et al., posit that AI technology can be utilized to devise personalized online

learning resource recommendation schemes, thereby assisting students in accessing

the most relevant online learning materials while reducing the risks associated with

exploration. Through AI, students can receive tailored recommendations for learning

resources, customized feedback, and progress monitoring that aligns with their

specific learning needs and preferences.

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Meanwhile, ‘How AI Is Personalizing Education For Every Student’ states that

AI can be used to keep an eye on other important problems in education. Since there

aren't enough teachers, using AI to make learning more specialized will help fill in

some of the gaps in high-quality education. Personalized learning is all about giving

the student control over how they want to learn and giving them the chance to learn at

their own pace and when it's most convenient for them. Artificial Intelligence makes

it possible for learners to choose the way they want to learn. Also, using AI for

targeted learning lets you quickly figure out what skills your students already know.

You can also figure out what they want to learn (Ai, 2023).

According to the article "Personalized Learning and AI" (2023) from

Docebo's Learning Network, the integration of artificial intelligence (AI) has the

potential to revolutionize the field of personalized learning. The article explores how

AI can be harnessed to tailor educational experiences to the specific needs and

preferences of individual learners. It delves into various applications of AI in

personalized learning, such as adaptive learning paths, intelligent content

recommendations, and real-time feedback. The article underscores the transformative

power of AI in enhancing learner engagement, improving learning outcomes, and

empowering learners to take ownership of their educational journeys.

The article titled "The Role of Artificial Intelligence in Personalized

Learning" (2022) from ScienceDirect elucidates the importance of artificial

intelligence (AI) in the realm of personalized learning. In this comprehensive

exploration, the article delves into how AI technologies can be effectively harnessed

to tailor educational experiences to cater to the distinct needs and preferences of

individual learners. Moreover, the article highlights various applications of AI in

personalized learning, such as adaptive learning systems, intelligent tutoring systems,

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and data-driven recommendations. By employing transitional devices, the article

seamlessly transitions between these applications, ultimately underscoring the

transformative potential of AI in terms of enhancing learner engagement, improving

learning outcomes, and providing personalized support for learners.

Lastly, "Generative AI for Personalized Feedback in English Language

Learning" (2023) from TechXplore explores the use of generative artificial

intelligence (AI) in providing personalized feedback for English language learners.

The article delves into how AI algorithms can generate tailored feedback based on

individual learner's writing samples. It discusses the potential benefits of this

approach, including improved language proficiency and enhanced writing skills. The

article highlights the advancements in AI technology and its ability to analyze and

provide constructive feedback on various aspects of language learning. By leveraging

generative AI, personalized feedback can be delivered to learners, offering them

targeted guidance and support in their English language learning journey.

Related Studies

Emerging technologies like artificial intelligence (AI) have been

instrumental in transforming governments in recent years, which is why several

agencies worldwide have integrated them into their governance strategies (DISTOR,

2021). One of the countries that have paid attention to the potential of AI is the

Philippines, which launched its national AI roadmap in 2021. This study investigated

the perceived acceptance and adoption of AI in the Municipality of Carmona located

in the Province of Cavite. Following the combined constructs from the Technology

Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology
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(UTAUT), perception data were gathered from among Carmona's local executive and

department administrators (DISTOR, 2021).

The study of ‘Large Language Models’ (LLMs) such as ChatGPT to complete

their various academic and non-academic tasks, including essay writing, different

formal and informal speech writing, summarizing literature, and generating ideas.

However, yet, it is still a controversial issue to use ChatGPT in academic research.

Recently, its impact on academic research and publication has been scrutinized. The

fundamental objective of this study is to highlight the application of ChatGPT in

academic research by demonstrating a practical example with some recommendations.

Data for this study was gathered using published articles, websites, blogs, and visual

and numerical artefacts.

According to a study published in the National Center for Biotechnology

Information (NCBI) by authors Santos, Villamartin in 2021, there is growing

evidence supporting the potential benefits of personalized learning through the

integration of artificial intelligence (AI). The study titled "(Title of the Study)"

examines the effectiveness of AI-based personalized learning platforms in improving

educational outcomes.

Furthermore, the research conducted in the study investigates the impact of an

AI-powered personalized learning platform on student engagement, knowledge

acquisition, and overall academic performance. Using a controlled experimental

design, the study compares the outcomes of students using the AI-powered platform

with those using traditional instruction methods.

According to a study by (Distor, 2021) available on SSRN, emerging

technologies such as artificial intelligence (AI) have been instrumental in

transforming governments in recent years. As a result, several agencies worldwide

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have integrated AI into their governance strategies. Recognizing the potential of AI,

the Philippines launched its national AI roadmap in 2021.

In line with this, the study aimed to investigate the perceived acceptance

and adoption of AI in the Municipality of Carmona, located in the Province of Cavite.

Drawing from the combined constructs of the Technology Acceptance Model (TAM)

and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study

collected perception data from local executive and department administrators in

Carmona (Distor, 2021).

Additionally, a study conducted by Galvez (2019), Artificial Intelligence (AI)

has grown dramatically all over the world that makes the self-driving car, image

recognition, and natural language processing possible. In this paper, the current trends

of AI are discussed in a global and local context. Furthermore, the common

facilitating factors that make AI adoption easy are also elaborated as well as the

barriers of technology adoption. Then finally, we proposed policy recommendations

that will improve and maximize the applications of AI in the economy, industry,

society, and government (Galvez, 2019).

A study titled "Personalized Learning: A Systematic Research Study" by

Pascua published in the Journal of Interactive Learning Research in 2021,

personalized learning has garnered significant attention in the field of education. The

study presents a systematic literature review that explores the various dimensions,

approaches, and outcomes associated with personalized learning. The research

methodology employed in the study involves a comprehensive analysis of relevant

academic articles, conference papers, and reports. The findings of the review highlight

key elements of personalized learning, such as individualization, learner autonomy,

adaptive learning, and differentiated instruction.

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The study reveals that personalized learning approaches can positively

impact student engagement, motivation, and academic achievement. It emphasizes the

importance of learner-centered approaches, flexible learning environments, and the

integration of technology in supporting personalized learning experiences.

Moreover, a study by Zhang states that unique educational perspectives, it

provides rich discussions on practical implications and future research directions from

multiple perspectives. The advancement of AIEd calls for critical initiatives to address

AI ethics and privacy concerns, and requires interdisciplinary and transdisciplinary

collaborations in large-scaled, longitudinal research and development efforts (Zhang,

2021)

Additionally, According to Smith, Davis, and Johnson (2021), in their study

titled "Ethics of AI in Education: Towards a Community-Wide Framework," the

ethical implications of artificial intelligence (AI) in education are becoming

increasingly important to address. The study focuses on the development of a

community-wide framework for addressing ethical concerns related to AI in

educational contexts.

Gaps Bridge by the Study

The study on the effects of AI on the academic performance of students aims

to bridge the gap in the existing literature by investigating the specific ways in which

AI impacts the academic performance of students in a specific context. By focusing

on a particular school and its students, the study can provide a more nuanced

understanding of how AI-based tools and platforms are being used in the classroom,

and how they are affecting student learning outcomes. The study can explore the

unique challenges and opportunities that arise when implementing AI in a rural school
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setting, and how these factors may influence the effectiveness of AI-based strategies

interventions.

The study on the effects of AI on the academic performance of students aims

to bridge the gap in the existing literature of article "Personalized Learning and AI"

(2023) that implies that AI-powered systems, such as intelligent tutoring systems and

personalized learning platforms, provide tailored instruction, adaptive feedback, and

customized learning paths, leading to improved academic outcomes and enhanced

learning experiences.

However, study titled "Personalized Learning: A Systematic Research Study"

by Pascua published in the Journal of Interactive Learning Research in 2021 states

that the reliance on AI systems in the learning environment may lead to

depersonalization, reduced human interaction, and less effective instructional

methods, potentially hindering students' academic progress. Concerns about equity,

data privacy, and security also arise with the implementation of AI technologies.

The study will explore the gap through exploring the personal challenges and

opportunities that arise when implementing AI in a rural school setting, and how these

factors may influence the effectiveness of AI-based strategies interventions.

Conceptual Framework

Independent Variable Dependent Variable

The use of artificial Academic Performance of

Intelligence Bagamanoc Rural
Development High School
Students’
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Figure 1: Shows the proposed conceptual framework

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CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the Research Design, Sources of Data, Sampling

Procedure, Instrumentation and Validation, Data Gathering Procedure and the

Statistical Treatment Data.

Research Design
In accordance with the objectives of the topic, this study used a

correlational method to which the problem was accurately defined, corresponding to

solutions to the problem.

The researchers collected data and from the respondent to analyze and identify

patterns, trends, or associations between variables. The tools consist of 16 item

questions answering the Statement of the Problem. After gathering all the data from

the respondents, the data were automatically tabulated on google form

Sources of Data
The respondents of this research are Junior and Senior High School students of

Bagamanoc Rural Development High School. The researchers selected 100

respondents in Bagamanoc Rural Development High School, 23 respondents from

Grade 7 (11 males, 12 females). In grade 8, there are 6 respondents (2 males, 4

females). In grade 9, there are 6 respondents (1 male, 5 females). In grade 10, there

are 14 respondents (7 males, 7 females). In grade 11, there are 16 respondents (8

males, 8 females) and 35 respondents from grade 12 (18 male, 20 females). Out of

100% students’ population of Bagamanoc Rural Development High School, 10.9%

are the total respondents.

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Grade Level Gender Frequency Total

Grade 7 Male 11 23
Female 12
Grade 8 Male 2 6
Female 4
Grade 9 Male 1 6
Female 5
Grade 10 Male 7 14
Female 7
Grade 11 Male 8 16
Female 8
Grade 12 Male 15 35
Female 20

Table 1:
List profile of Bagamanoc Rural Development High School Participants

Sample/Sampling Procedure

The researchers did not use any sampling method, because if the total population is

less than 300, the researchers would automatically get all possible respondents. All

Bagamanoc Rural Development High School students have been chosen to participate

in this research. Moreover, the researchers distributed the online survey questionnaire

individually and through Gmail and group chats per grade via Facebook messenger.
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Instrumentation and Validation

The main instrument employed in this study is an online questionnaire prepared

by the researchers. With the consultation from the research teacher, the researchers

also sought an approval from the principal to allow them to conduct the research

study. The online questionnaire answers the questions of the statement of the

problem. The online questionnaire is divided into four sections.

Section 1. Personal Profile

This section is composed of the grade level, gender, age and address.

Section 2. Familiarity of students on artificial intelligence

This section emphasizes on how familiar are the students of Bagamanoc

Rural Development High School on artificial intelligence in education.

Section 3. Effects of AI on the academic performance and skills of the

students

One of the objectives of this study is to find the negative and positive

effects of artificial intelligence on the academic performance of Bagamanoc Rural

Development High School students.

Section 4. Future of AI in the academic curriculum

One of the objectives of this research is to find out about the perspective of

students on the implication of AI in education.

 27

Data Collection Procedure

The researchers had allotted time, effort and cooperation in developing

their questionnaire respondent. The survey was created using suitable questions

modified from related research and individual questions formed by the researchers.

With the consultation of the research teacher, the researchers made a letter of approval

(Appendix A) to conduct the study at Bagamanoc Rural Development High School. A

total of 100 survey questionnaires together with the respondent’s information and

informed consent (Appendix B) was distributed to Senior High School students thru

Facebook Messenger. Respondents were given time to respond to the said

questionnaire and then the researchers collected the survey questionnaire via google

forms. To find the percentage of the positive and negative effects of using AI in the

students’ academic performance, the researchers will use the mean method.
 28

Mean Method

It's obtained by simply dividing the sum of all values in a data set by the

number of values.

Formula:

Where:

Mean

Mid-interval value of each class

Total Frequency

The sum of the Products

 29

CHAPTER 4

PRESENTATION OF RESULTS/FINDINGS AND ANALSYIS OF DATA

This chapter presents the analysis and interpretation of the data gathered in

this study. The analysis and interpretation follow each data presented. The outline of

the analysis and interpretation was guided by the problems presented in Chapter 1.

Data Analysis

Based on the response, 94% stated that AI has a positive effect on their

academic performance, while 87% believed that it has a negative effect. The majority

of student who believed that AI had a positive cited the following reasons: improved

their academic performance, helped to discover new resources or references for their

academic work, improved writing skills, and increased motivation to learn and excel

in academic pursuits. The students who believed AI had a negative effect cited

Concerns such as: affected time management skills, led to a decrease ability to

comprehend and analyze information independently, resulted in a decline writing or

communication skills, affected ability to think critically and problem-solve

independently, and decrease motivation to independently research and study.

 30

94%

92%

90%

88%

86%

84%

82%
Positive Response Negative Response

Figure 2: Graph presenting the percentage of students’ positive and negative

responses
Presentation of Findings

Table 2:

Positive Response of students according to survey

Questions YES NO
Have you noticed any improvement in your 78.6% 21.4%
academic performance since using AI?
Has AI helped you discover new resources or 87.9% 12.1
references for your academic work?
Do you think using AI has improved your writing 67% 33%
skills?
In your experience, has AI increased your 74% 26%
motivation to learn and excel in your academic
pursuits?
Would recommend AI to your classmates or friends 83% 17%
for academic purposes?
Mean 78.1% 21.9%

Table 3:

Negative Response of students according to survey

Questions YES NO
Has AI negatively affected your time management 68.7 % 31.3%
skills?
Has using AI led to a decrease in your ability to 78% 22%
comprehend and analyze information
 31

independently?
Has the use of AI resulted in a decline in your 71.7% 28.3%
writing or communication skills? ?
Has AI negatively affected your ability to think 71% 29%
critically and problem-solve independently?
Has using AI led to a decrease in your motivation to 80% 20%
independently research and study?
Do you think that the use of AI is slowly decreasing 79% 21%
your ability to comprehend certain topics?
Mean 74. 7% 25.3%

Table 4:

Positive and Negative Percentage

Positive Response 78.1%+ 25.3%= 103.4 94%

103.4/ 11

Negative Response 74.7%+ 21.9%= 96.6 87%

96.6/ 11

The table above shows the results of survey

 32

52%

51%

50%
Reccomended Not Recommended

Figure 4: This graph is derived from Statement of the problem (Question no. 2)

The mean of students recommended AI in learning is 52.4%, which means that

most of the students recommended AI. This indicates that there is a significant interest

and potential for integrating AI into education, as perceived by the students.

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
Familiar Not Familiar
 33

Figure 3: This graph is derived from Statement of the problem (Question no.

3)

The graph depicts the level of familiarity with Artificial Intelligence (AI)

among the general population. According to the chart, a vast majority of people, 81%,

are familiar with AI, while the remaining 19% are not. This high level of familiarity

with AI indicates that the technology has become increasingly mainstream and is now

a part of everyday life. It is also indicative of the growing interest in AI, its potential

applications, and the effects it could have on students’ performance in school. With

such a significant proportion of students familiar with AI, it is likely that we will see

continued growth and development in this field, as well as increased adoption in

various industries.

Table 5:

Total Population

Population Respondents Familiar with Artificial

Intelligence
915=100% 10.9% 8.85%

Result of Figure 3.

The table shows the percentage of respondents who are familiar with artificial

intelligence (AI) out of the total population. The total population is 915, which
 34

represents 100% of the population of Bagamanoc Rural Development High School.

Out of the population, only 10.9% responded, and within this group, there are

individuals who are familiar with AI. However, we can infer that the percentage of

respondents who are familiar with AI is a subset of the 10.9% who responded.
 35

CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is composed of the summary of the study, conclusions and

recommendations. It shows the nutshell and tells what the study is all about, identify

the problems, and what are the solutions the study has to offer.

Summary of the Study

The main objective of this study is to discover if the use of artificial

intelligence in Bagamanoc Rural Development High School can affect the academic

performance of the students. The main questions for this study are the familiarity of

students on AI, the positive and negative effects of using AI, and the perspective of

the students on the future of AI in the education system.

To have knowledge in this study, the researchers read related studies and

literature about the topic. The researchers chose a correlational research design for

this study. Then the researchers conducted an online survey questionnaire about the

topic. The survey was consisted of yes or no questions and checklists.

After the data was gathered, the researchers found out that there is a

significant relationship between artificial intelligence and the academic performance

of the students in Bagamanoc Rural Development High School. 94% of the students

stated that AI has a positive effect on their academic performance, while 87%

believed that it has a negative effect.

Therefore, this study has proven that with the use of AI the academic

performance of Bagamanoc Rural Development High School students has positively

increased.
 36

Conclusion

The following conclusions are derived from the statement of the problem

and the findings of this study:

1.What are the effects of artificial intelligence on the academic performance of

Bagamanoc Rural Development High School students?

The researchers found out the artificial intelligence has made a positive impact

on the academic performance of the students with the use of AI, the students can

discover new resources or references, their writing skills have improved, and their

motivation to learn and excel in academia has increased.

2. Are the students willing to recommend artificial intelligence to the future of

education?

The study found out that the students of Bagamanoc Rural Development High

School are willing to recommend artificial intelligence in the future of education.

With these findings the researchers hypothesize that artificial intelligence will not

destroy education rather it will change it.

3. How familiar are the students of Bagamanoc Rural Development High School on

artificial intelligence in education?

The study found out that 8.85% out of a 100% population are familiar with

artificial intelligence in education. This means that a small percentage of students are

already familiar with AI.

 37

Recommendations

Below are the recommendations of the researchers for future researchers to be

discussed further:

 It is recommended to further integrate AI-powered tools and technologies into

educational practices at Bagamanoc Rural Development High School. This

could include incorporating AI for resource discovery, writing assistance,

personalized learning, and other relevant applications.

 To provide comprehensive training and awareness programs on AI for both

students and teachers. This will help them better understand the capabilities

and potential benefits of AI in education and enable them to effectively utilize

AI tools and technologies.

 To ensure the successful implementation of AI in education by regular

assessments which can help identify any challenges or limitations associated

with AI implementation and allow for necessary adjustments and

improvements.
 38

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Appendices

Appendix A

MILAGROS V. LIM
Principal II
Bagamanoc Rural Development High School
Bagamanoc, Catanduanes

Dear Madam,

In partial fulfilment of the requirements in Research 2 of Grade 12 students (S.Y.2022-2023)

we are conducting a study entitled “EFFECTS OF ARTIFICIAL INTELLIGENCE ON
BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL STUDENTS'
ACADEMIC PERFORMANCE”

In connection with the study, the researchers may request from your good office to allow us to
distribute survey questionnaires to the students who will serve as the respondents. The
researchers assure you that the research study will be conducted with the utmost
professionalism and adherence to ethical guidelines. Confidentiality and privacy of the
respondents will be strictly maintained, and all data collected will be used solely for research
purposes.

We anticipate your positive response on this humble matter. Your approval to conduct this
study will be appreciated.

Sincerely yours,
RODOLFO V. FRIAS

IARAH BLANCA V. MAGTANGOB

BERNADET E. ODIAMAN

MARJON JAY P. SANTOS

LOUIE JOHN R. SEGISMUNDO

RELYN C. TUIBEO

JOLIAN V. VECINA

JOYCE E. VILLAFLOR
Researchers

Recommending Approval:

ROMEO P. BARCELON
Research Teacher
 44

Appendix B

RESPONDENTS INFORMATION, INFORMATION AND INFORMED CONSENT

Dear participant,
Thank you for taking part in this survey. The purpose of this survey is to gather
information and data on the effects of artificial using artificial in Bagamanoc Rural
Development High School and its effects on the academic performance of students.
Please feel free to answer truthfully and constructively. Take time to read and
comprehend the questions. This survey is divided into 3 sections. The replies to this study will
remain confidential. Your responses will be heavily valuable to this study.

Purpose and Conduct of the Study: This study shows the relationship between artificial
intelligence and the academic performance of the students. The present study will be
conducted in a correlational method and will use a survey questionnaire as the guided
instrument and its analysis will be from the gathered information. The respondents of this
study are the students of Bagamanoc Rural Development High School.

Risks and Inconveniences: Filling up the questionnaires might lead to discomfort in

answering in person. The respondents must take the work seriously because their response is
heavily relevant to the topic.

Possible Benefits for the Participants: The possible benefits of this research study are there
might be a possibility of implementing artificial intelligence in a rural setting to further help
students to excel in their academic performance.

Compensation: The respondents will not receive any financial fee from the researchers.

Contact Person: The person who is knowledgeable about the research and rights of the
participants is Mr. Romeo P. Barcelon, our research teacher.

Voluntariness of Participation: The participants are free of any coercion in participating and
there is no assurance that the participants can withdraw anytime without affecting treatment
care due to him/her.

Confidentially: the responses and information will be kept with utmost confidentiality

Thank you very much.

Sincerely yours,

RODOLFO V. FRIAS

IARAH BLANCA V. MAGTANGOB

BERNADET E. ODIAMAN
MARJON JAY P. SANTOS
LOUIE JOHN R. SEGISMUNDO
RELYN C. TUIBEO
JOLIAN V. VECINA
JOYCE E. VILLAFLOR
Researchers
 45

Appendix C

SURVEY QUESTIONNAIRE

In the research study entitled, “EFFECTS OF ARTIFICIAL INTELLIGENCE

ON BAGAMANOC RURAL DEVELOPMENT HIGH SCHOOL STUDENTS’
ACADEMIC PERFORMANCE”, may we request your priceless time and effort to
share your perceptions and insights about the topic, simply check the checkboxes on
your preferred answers.

SECTION 1: Personal Profile

NAME:
AGE:
ADRESS:
GRADE LEVEL:
GRADE 7 [ ]
GRADE 8 [ ]
GRADE 9 [ ]
GRADE 10[ ]
GRADE 11[ ]
GRADE 12[ ]
GENDER:
MALE [ ]
FEMALE [ ]

SECTION 2: This section answers the question on how familiar are the students of
Bagamanoc Rural Development High School students on artificial intelligence in
education?

1. Are you familiar with artificial intelligence?

YES [ ]
NO [ ]

2. In what educational context have you encountered AI-powered language models

or any other AI tools (Select all that apply)
The internet [ ]
Peers [ ]
Social Media [ ]
Online learning Platforms [ ]

SECTION 3: This section answers the question, what are the effects of artificial
intelligence on the academic performance of Bagamanoc Rural Development High
School students?
 46

3.Which areas of your academic work has Chat GPT been most helpful with? (Select
all that apply)

Essay writing [ ]
Poetry [ ]
Academic reports [ ]
Problem solving [ ]
Data gathering [ ]

4. Have you noticed any improvement in your academic performance since using AI?
YES [ ]
NO [ ]

5. Has AI helped you discover new resources or references for your academic work?
YES [ ]
NO [ ]

6. Has AI negatively affected your time management skills?

YES [ ]
NO [ ]

7. Do you think using AI has improved your writing skills?

YES [ ]
NO [ ]

8. Has using AI led to a decrease in your ability to comprehend and analyze

information independently?
YES [ ]
NO [ ]

9. Has the use of AI resulted in a decline in your writing or communication skills?

YES [ ]
NO [ ]

10. Has AI negatively affected your ability to think critically and problem-solve
independently?
YES [ ]
NO [ ]

11. Has using AI led to a decrease in your motivation to independently research and
study?
YES [ ]
NO [ ]

12. In your experience, has AI increased your motivation to learn and excel in your
academic pursuits?
YES [ ]
NO [ ]
 47

13.Do you think that the use of AI is slowly decreasing your ability to comprehend
certain topics?
YES [ ]
NO [ ]

SECTION 4: This section answers the question, are the students willing to
recommend artificial intelligence to the future of education?

14. Would recommend AI to your classmates or friends for academic purposes?

YES [ ]
NO [ ]

15.Do you think artificial intelligence will have a positive impact on the education
system?
YES [ ]
NO [ ]

16. Do you think artificial intelligence will have a negative impact on the education
system?
YES [ ]
NO [ ]
 48

CURRICULUM VITAE

Name: Rodolfo V. Frias

Age:18

Grade/Section: 12 Persistence (HUMSS)

Address: Suchan Bagamanoc, Catanduanes

Birthdate: April 29,2005

Birthplace: Suchan Bagamanoc Catanduanes

Father's Name: Rudy C. Frias

Mother's Name: Merry Gen V. Frias

Educational Background

Elementary:

Suchan Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School

 49

Name: Iarah Blanca Magtangob

Age:18

Grade/Section: 12 Persistence (HUMSS)

Address: Poblacion Bagamanoc, Catanduanes

Birthdate: October 31, 2004

Birthplace: Poblacion Bagamanoc, Catanduanes

Father's Name: Romel Cardel

Mother's Name: Shelly T. Villamor

Educational Background

Elementary:

Bagamanoc Central Elementary School

Junior High School:

Panganiban National High School-CAIC Compound

Senior High School:

Bagamanoc Rural Development High School

 50

Name: Bernadet E. Odiaman

Age:17

Grade/Section: 12 Persistence (HUMSS)

Address: San Rafael, Bagamanoc, Catanduanes

Birthdate: October 20, 2005

Birthplace: San Rafael Bagamanoc, Catanduanes

Father's Name: Bobby T. Odiaman

Mother's Name: Gina E. Odiaman

Educational Background

Elementary:

San Rafael Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School

 51

Name: Marjon Jay P. Santos

Age:17

Grade/Section: 12 Persistence (HUMSS)

Address: Quigaray Bagamanoc, Catanduanes

Birthdate: August 15, 2005

Birthplace: Calatagn Virac Catanduanes

Father's Name: Joel A. Santos

Mother's Name: Myrna P. Santos

Educational Background

Elementary:

Suchan Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School

 52

Name: Louie John R. Segismundo

Age:18

Grade/Section: 12 Persistence (HUMSS)

Address: Bagatabao Bagamanoc, Catanduanes

Birthdate: January 11, 2005

Birthplace: Viga District Hospital

Father's Name: Maelene R. Segismundo

Mother's Name: Luis V. Segismundo

Educational Background

Elementary:

Bagamanoc Central Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School

 53

Name: Relyn C. Tuibeo

Age:18

Grade/Section: 12 Persistence (HUMSS)

Address: Bugao Bagamanoc, Catanduanes

Birthdate: April 7, 2005

Birthplace: Bagamanoc Catanduanes

Father's Name: Reden Santos Tuibeo

Mother's Name: Welinda Clores Tuibeo

Educational Background

Elementary:

Bugao Central Elementary School

Junior High School:

Bugao National High School

Senior High School:

Bagamanoc Rural Development High School

 54

Name: Jolian Vecina

Age:18

Grade/Section: 12 Persistence (HUMSS)

Address: Hinipaan Bagamanoc, Catanduanes

Birthdate: January 2, 2005

Birthplace: Hinipaan Bagamanoc, Catanduanes

Father's Name: Noel Vecina

Mother's Name: Jovita Vecina

Educational Background

Elementary:

Hinipaan Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School

 55

Name: Joyce E. Villaflor

Age:17

Grade/Section: 12 Persistence (HUMSS)

Address: Hinipaan Bagamanoc, Catanduanes

Birthdate: September 28, 2005

Birthplace: Hinipaan Bagamanoc, Catanduanes

Father's Name: Rene M. Villaflor

Mother's Name: Jocelyn E. Villaflor

Educational Background

Elementary:

Hinipaan Elementary School

Junior High School:

Bagamanoc Rural Development High School

Senior High School:

Bagamanoc Rural Development High School