Ai Manucript Final

Republic of the Philippines
Department of Education
Region II – Cagayan Valley
Schools Division of Cagayan
BUGUEY NORTH DISTRICT
LICERIO ANTIPORDA SR NATIONAL HIGH SCHOOL - MAIN
ARTIFICIAL INTELLIGENCE: ITS EFFECT TO THE ACADEMIC PERFORMANCE
AMONG ICT STUDENTS.
Address: Centro, Buguey, Cagayan

Telephone Nos.:09064603544
Email Address: [email protected]
Abstract
This study, Artificial Intelligence (AI): Its effect on the Academic Performance among
ICT students, aimed to identify the respondents’ profile, common AI that students used, and the
Positive effects of generative AI on students, and the different AI tools that students use for their
academic performance.
Google form was used to gather data while frequency, percentage, rank, mean average,
bivariate correlation, and T-test for correlation were used to analyze them. Majority of the
respondents are male, in determining the total population of the respondent's the researchers use
Slovin's Formula, with the collected data of the participants there are 21 students from grade 11
Ict and 24 students on grade12 Ict with a total of 45. A great number of respondents are aged 17
years old; the respondents exhibited a moderate level of familiarity with artificial intelligence
(AI). The study delves into the specific AI tools commonly used by students, revealing that
"Chat Gpt" emerged as a prevalent choice.
This tool's popularity suggests a reliance on widely accessible platforms for educational
purposes. Examining the impact of Artificial Intelligence on academic performance, the research
identifies positive effects. The study highlights the need for a balanced approach to AI
integration in education, emphasizing the importance of cultivating essential cognitive skills
alongside technological proficiency. By shedding light on the dynamics between ICT students,

AI familiarity, and academic outcomes, this research contributes to a nuanced understanding of
the multifaceted relationship between emerging technologies and education.

CHAPTER I
The Problem and its Background
Introduction
Nowadays students use Artificial Intelligence for their academic purposes. It can be good
because it can help students to finish their work faster, but there’s a downside, sometimes they
might not fully understand and can make mistakes in explanations and references. This could
make it confusing for students. Even with these challenges, experts think that AI is here to stay
in higher education, and teachers should get used to common AI tools.
Recognizing these ethical concerns is vital. Finding a balance between using AI to
improve learning experiences and maintaining its ethics is the key. This involves establishing
clear guidelines, improving the accuracy of AI tools, and ensuring a strong ethical framework.
This has significantly impacted various domains, changing the way students learn. In education,
AI technologies are gaining popularity for their potential to improve the learning experience. As
educational institutions integrate AI tools, it's important to examine how AI affects students'
Students studying information and communication technology (ICT) are exposed to a
variety of artificial intelligence (AI) tools, including chatbots, virtual assistants, and generative

AI. These tools can enhance their learning experience and make it easier for everyone to learn,
not just ICT students but also people in general. In addition to identifying the effects of artificial
intelligence on students' academic performance and offering strategies for them, this will also
assist teachers and students in realizing that artificial intelligence is more than just a robot and
that it is an advanced technology that has the power to change human behavior. Some studies
have proven that Artificial intelligence is changing the behavior of people on how they answer
their academic purposes.
Artificial Intelligence (AI) is changing education by making learning more personal and
helpful for students. It uses special computer programs to create lessons that fit each student's
needs, making learning interesting and better. Also acts like a smart tutor, talking with students
and helping them learn on their own. It makes sure that everyone, including students with
different needs, can easily access educational materials. AI helps teachers by automating tasks,
like grading, so they can spend more time helping students. From virtual classes to personalized
lessons, AI is getting students ready for the future. It also helps students make good choices, like
picking a career they like, and even provides support when they feel stressed. With AI, learning
becomes a lifelong journey, always helping students grow and learn new things (Abel Guerra,
2023).

As AI technologies advance, it is crucial to navigate ethical and societal implications to
ensure their responsible and beneficial integration into society. Careful consideration of AI's
impact on job markets, privacy, and potential biases is essential to harness the full potential of
these technologies while prioritizing the well-being of individuals and society as a whole (Akash
Mavle, 2023)
Our goal is to look into how Artificial Intelligence (AI) affects ICT students' academic
performance. We want to figure out the positive impacts AI has on education. Additionally,
we're interested in finding out what AI tools ICT students use for their schoolworks.
We're also exploring the connection between Artificial intelligence and how well students
do in their studies. We're curious to see if using generative AI tools can help students get better
grades. By doing this research, we hope to get a clear picture of how AI plays a role in the
academic performance of ICT students. Through studying their own experiences and analyzing
data, we aim to share insights into how technology, specifically AI, shapes the way students
learn and how it impacts their educational achievements.

Conceptual Framework
GENERATIVE AI AMONG ICT STUDENTS
Statement of the problem
The objectives of this study will lead to the researcher to evaluate how effective AI is on
students' academic performance.
Specifically, it seeks to answer the following questions:
1 What is the profile of the respondents in terms of the following:
1.1) Sex
1.2) Age
1.3) Year Level
2. What is the common Generative AI that students use?

3. What is the General Weighted Average of the students for the first semester of the school year
of 2023-2024?
4. What extent does exposure to artificial intelligence technologies influence the academic
outcomes of ICT students?
5. Is there a significant relationship between the use of generative AI and the academic
performance of the students
Hypothesis
There is no significant relationship between the use of generative AI and the academic
performance of the students.
Significance of the Study
This study was conceived with the hope that the results will benefit the following:
Administrators. This study will provide insights into the impact of AI on academic
performance, aiding administrators in making informed decisions for curriculum development
and resource allocation.
Teachers. This will enhance teachers' understanding of how AI influences students' learning,
enabling them to adapt teaching methods and integrate AI-related content effectively.
Parents. This will help parents comprehend the role of AI in their children's education, allowing

them to support and guide their children in navigating the evolving educational landscape.
Students. This study will empower students with a deeper understanding of AI's influence on
their academic journey, fostering a proactive approach to learning and skill development in
alignment with technological advancements.
Researcher. This study will allow the researchers to share information and knowledge with each
other about their study.
Future Researchers. This will serve as their reference, guide or basis in making their study like
this research.
Scope and Delimitation
The scope of this study was restricted to TVL-ICT students of LASNHS-Main. The study
participants comprised selected Grade 11 & 12 ICT students from the first semester of the school
year 2023-2024, sampled using a specific technique. The research focused on examining the
impact of Artificial Intelligence on academic performance among ICT students. Responses were
limited to the consented data of the participants, in compliance with the Data Privacy Act of the
Philippines.

CHAPTER II
REVIEW RELATED LITERATURE
Positive Effect
According to Kyoungwon Seo, Researchers have found many ways artificial
intelligence (AI) can help online learning and teaching. This includes personalized learning for
students, automating tasks for teachers, and using AI for assessments. For instance, AI tutoring
systems can give personalized guidance and feedback based on how each student learns (Hwang
et al., 2020). AI teaching assistants save time for teachers by answering simple questions in
online discussions, allowing teachers to focus on more important tasks (Goel & Polepeddi,
2016). AI analytics help teachers understand how students are doing by analyzing their online
activity (Roll & Winne, 2015; Fong et al., 2019; Seo et al., 2021; Holstein et al., 2018). In
summary, using AI can make online education more efficient and effective.
According to Hellen Hooper, it explores how artificial intelligence (AI) is changing
education and the advantages it brings. She addresses concerns about tools like ChatGPT
enabling students to easily complete assignments, leading some universities to ban AI use. While
some fear plagiarism and lack of engagement, Hooper suggests we should embrace AI as it
becomes a part of our lives. The International Baccalaureate allows students to use ChatGPT-

generated work, comparing AI to calculators or spell checkers. Looking ahead, Hooper envisions
changes in learning, focusing on activities AI can't replicate. The article highlights AI benefits
for students, such as personalized learning and quick question-answering. It emphasizes positive
impacts like timesaving, better accessibility, and support for neurodiverse students. Ultimately,
the article encourages educators to adapt and use AI to enhance learning experiences, shaping a
future where technology improves education instead of hindering it.
According to Dianne Adlawan, it explores the growing use of Artificial Intelligence (AI)
in education, especially through Educational Technology (EdTech) tools, in 2023. Teachers use
AI for tasks like lesson planning and grading, while students find assistance in assignments and
research papers. Adlawan stresses the importance of examining the pros and cons of AI in
education, guiding readers through a detailed analysis. The blog encourages readers to think
critically about the advantages and disadvantages of AI, emphasizing their role in ensuring a
balanced use of AI resources. Ending with a question, Adlawan prompts educators to consider
the strategic choices regarding the integration of AI, specifically through EdTech tools, into their
teaching methods, encouraging reflection on the evolving role of AI in education.
According to David Karandish, In the pursuit of a degree or diploma, students can benefit
greatly from the use of AI in education. AI simplifies the process by offering personalized
courses, improving communication with teachers, and allowing students more time for other
aspects of their lives. As we look ahead, it's anticipated that nearly half of learning management

tools will incorporate AI capabilities in the next three years, bringing about significant
advancements and innovation in education.
According to Muhammad Hammad Khan, Artificial Intelligence (AI) is reshaping
education, presenting opportunities to overcome challenges and drive progress towards
UNESCO's Sustainable Development Goal 4 (SDG4). While promising, it's crucial to
acknowledge and address risks and challenges, such as the digital divide and access disparities.
AI has the potential to democratize education, but ensuring equitable access demands
collaborative efforts from policymakers, educational institutions, and technology providers.
Integration of AI in education must carefully navigate ethical, privacy, and security
considerations associated with collecting and using big data to personalize learning experiences.
This holistic approach is essential for harnessing the full potential of AI while fostering
inclusivity and responsible use in education.
According to Escalante, Juan; Pack, Austin; Barrett, Alex International Journal of
Educational Technology in Higher Education, they investigate the ethical and effective use of
generative AI tools, particularly chatbots, in education, focusing on their impact on students'
writing skills. Emphasizing the crucial role of writing in learning and assessment, educators are
urged to make informed decisions about integrating these AI tools into educational practices. The
study comprises two longitudinal analyses. The first, involving 48 university students learning
English as a new language (ENL), compared learning outcomes between a group receiving

writing feedback from ChatGPT (GPT-4) and a control group with human tutor feedback.
Surprisingly, no significant difference in learning outcomes emerged, challenging conventional
assumptions. The second study explored the perceptions of 43 ENL students receiving feedback
from both ChatGPT and human tutors, revealing a near-even split in preference for AI-generated
and human-generated feedback. Notably, both forms of feedback demonstrated advantages,
highlighting nuanced dynamics between AI and human interaction in education. The overarching
implication is that AI-generated feedback, like that from ChatGPT, can be incorporated into ENL
essay evaluation without compromising learning outcomes. The paper suggests a balanced
approach, harnessing the strengths of both AI and human feedback for an optimized educational
experience. Its primary contribution lies in treating generative AI as an automatic essay evaluator
while integrating the valuable perspectives of learners, providing a comprehensive understanding
of AI's potential role in shaping educational practices.
According to Wang, Shaofeng; Sun, Zhuo; Chen, Ying that the education and
Information Technologies, Artificial Intelligence (AI) is changing our society and education, and
it's important to see how it can boost students' creativity and learning. The findings showed that
AI in universities, with its resources, skills, and awareness, has a big impact on students'
confidence, creativity, and how well they learn. Basically, it means that when universities use AI
well, students feel more confident, creative, and perform better in their studies. The study
suggests that universities should focus on managing AI resources smartly, improving both

teachers' and students' digital skills, using AI in teaching, and encouraging creativity and better
learning outcomes for students.
According to (Bozkurt,Aras) Generative AI, like ChatGPT, is a big step forward in
language technology, especially in how we use and understand language. The paper explores
how AI could be a helpful conversation partner in education. Even though it can generate text
like humans, it's important to know that it doesn't truly understand – it just copies patterns from
its training. As we see more AI conversation tools, it becomes crucial to learn how to use them
wisely, known as prompt engineering. As every day and educational technologies come together,
being ready for a future where AI plays a big role is key. The paper emphasizes the need to be
cautious and wise in using generative AI, reminding us that human, as creators, have a
responsibility to prevent any problems. In the end, the paper suggests that getting ready for an
AI-driven future is crucial, considering how generative AI can greatly impact how we teach and
learn, pushing us to think differently.
According to Chan, Cecilia Ka Yuk; Hu, Wenjie (2021) International Journal of
Educational Technology in Higher Education, This study delves into the perspectives of
university students regarding generative AI (GenAI) technologies, specifically examining tools
like ChatGPT, within higher education. The focus encompasses students' familiarity, their
willingness to engage, perceived benefits and challenges, and strategies for effective integration.
Students acknowledged the potential advantages of GenAI, including personalized learning

support, assistance with writing and brainstorming, and capabilities for research and analysis.
However, concerns surfaced related to accuracy, privacy, ethical considerations, and potential
impacts on personal development, career prospects, and societal values. Drawing on John Biggs'
3P model, which emphasizes the influence of student perceptions on learning approaches and
outcomes, this study underscores the significance of understanding these perspectives. Such
understanding enables educators and policymakers to tailor GenAI technologies to address
student needs and concerns, fostering effective learning outcomes. The insights gained from this
study hold valuable implications for shaping policies around the integration of GenAI
technologies into higher education. By incorporating student perspectives and addressing their
apprehensions, policymakers can develop informed guidelines and strategies for the responsible
and effective implementation of GenAI tools, ultimately enriching teaching and learning
experiences in higher education.
According to complete America, (2023) Their study delves into the perspectives of
university students regarding generative AI (GenAI) technologies, specifically examining tools
like ChatGPT, within higher education. The focus encompasses students' familiarity, their
willingness to engage, perceived benefits and challenges, and strategies for effective integration.
Students acknowledged the potential advantages of GenAI, including personalized learning
support, assistance with writing and brainstorming, and capabilities for research and analysis.
However, concerns surfaced related to accuracy, privacy, ethical considerations, and potential

impacts on personal development, career prospects, and societal values. Drawing on John Biggs'
3P model, which emphasizes the influence of student perceptions on learning approaches and
outcomes, this study underscores the significance of understanding these perspectives. Such
understanding enables educators and policymakers to tailor GenAI technologies to address
student needs and concerns, fostering effective learning outcomes. The insights gained from this
study hold valuable implications for shaping policies around the integration of GenAI
technologies into higher education. By incorporating student perspectives and addressing their
apprehensions, policymakers can develop informed guidelines and strategies for the responsible
and effective implementation of GenAI tools, ultimately enriching teaching and learning
experiences in higher education.
According to QuestIT (Jan 15, 2024), social media has changed how we view
personalization. With tailored ads online, we now expect a personalized approach to learning that
understands our preferences and pinpoints areas where we need improvement. An advanced
Virtual Assistant can not only sense your emotions while you study but also knows your favorite
subjects and where you struggle. Using this information, the assistant can create custom lessons
and tests to help you overcome your weaknesses and find the most enjoyable ways to learn.
Additionally, about 50% of teachers use generative AI for lesson planning, which helps them
gather background information and generate engaging class ideas.

According to Dr. Nouridin Melo (February 16, 2023), integrating AI into classrooms
offers several key benefits. First, AI can provide a more personalized learning experience by
analyzing student data and adapting to their learning styles. This means students get feedback
and recommendations tailored to their needs and abilities, helping them stay engaged and
improve academically. Second, including AI in the curriculum allows students to better
understand this rapidly evolving technology, preparing them for the digital age's challenges and
opportunities. Finally, using AI in the classroom helps students develop crucial 21st-century
skills like problem-solving, critical thinking, and collaboration through hands-on experience with
AI tools and applications.
According to Rodrigo (2023), artificial intelligence (AI) involves creating computer
systems that can perform tasks typically associated with humans, such as recognizing faces or
voices, playing chess, or driving a car. AI in Education (AIED) refers to using AI in educational
settings to improve teaching, learning, and the overall educational experience. AIED could
significantly impact human cognition and brain development. Historically, people have believed
that technology affects human growth and intellect, as seen when Socrates argued that writing
led to forgetting. The effects of technology are complex. For example, one study found that using
GPS devices can weaken spatial memory, while another found that smartphone alerts can free up
cognitive resources for other tasks. Since children's brains and mental abilities are still
developing, there are many questions about how technology affects them. These questions

include whether technology use causes attention problems, restructures parts of children's brains,
or poses health risks. Understanding these effects is crucial for AIED, indicating the need for
more research in this area.
According to Dianne Adlawan (January 19, 2024), using AI applications in teaching can
significantly enhance the learning experience. AI algorithms enable personalized learning
exercises, while AI-driven natural language processing offers instant feedback and
communication. Additionally, AI can improve gamified learning, making education more
enjoyable, engaging, and rewarding. These tools help educators adopt a more interactive
teaching approach, which can lead to greater student engagement and motivation, as well as
better learning outcomes. Enhancing Student Performance Another major benefit of AI in
education is its ability to boost student performance through increased feedback. AI-powered
systems can evaluate student progress, provide targeted feedback, and identify areas needing
improvement. Furthermore, AI can monitor students' behavior patterns, assess their attention
levels, and determine if they need extra help in specific subjects or skills. This instant, AI-driven
feedback, along with enhanced learning experiences, can significantly elevate students' abilities.
According to Hellen Hooper (February 23, 2023) Identifying Learning Gaps AI platforms
can analyze students' past performance to detect learning gaps that might otherwise be
overlooked. Personalized Learning AI adapts content to fit each student, offering a customized
learning experience instead of a one-size-fits-all approach. Instant Answers. AI can provide

students with answers to their questions in seconds, which encourages even shy students to ask
questions without fear of judgment.Timely Feedback.Students can receive frequent and timely
feedback right when they are learning, making it more effective since the topic is still fresh in
their minds. Increased Engagement. AI makes learning more engaging through gamification and
immersive environments like virtual and augmented reality, which can boost student
motivation.Time Saving:AI helps generate ideas or structure content, saving students time so
they can focus on higher-level skills such as analysis and creativity. Improved Accessibility: AI
can bridge gaps between students, teachers, and administrators by offering smart data gathering,
custom tasks, and personalized schedules. This helps overcome barriers related to physical
location, language, and finances, moving us closer to 24/7 educational access. Supporting

CHAPTER III
METHODOLOGY
This chapter presents the description of research design, sampling procedure and sample,
data gathering methods, and data analysis. The information gathered was evaluated using Google
docs with the respondents.
Research Design
The research design for this study is quantitative, aiming to explore the own experiences,
perceptions, and opinions of ICT students regarding the effects of Artificial Intelligence in their
academic performance. Quantitative research provides an in-depth understanding of individuals'
perspectives and allows for rich, detailed insights into the topic. The information gathered was
evaluated using Google docs with the respondents. The researchers used the demographic profile

of the respondents, as well as their level of agreement or disagreement with the effects of
Artificial Intelligence. While Google form tallies the response of the respondents to determine
the effects of Generative Ai on students' academic performance.
Sampling Procedure and Sample
The investigation was conducted among the 11 and 12 TVL- ICT students from
LASNHS who are enrolled during the academic year 2023-2024. This study was limited only to
45 respondents out of 47 ICT SHS students: 21 respondents from Grade 11 and 24 respondents
from Grade 12. The researchers used simple random sampling technique in identifying the
respondents.
Year Level Total Population Sample
Grade 11 23 21
Grade 12 30 24
TOTAL 47 45
Data Gathering Methods

Upon the distribution of the, we asked permission from the subject teacher in charge in
the class of the respondents and we explained the purpose of the study in the class. Students are
given enough time to answer the question and the Google form tabulates the answers of the
respondents. The tool used in the study was a questionnaire checklist. The researchers distributed
questionnaires to the TVL-ICT 11 and 12 students in LASNHS. The questions that are gathered
by anonymous authors on the internet which are related to this study. The tool was prepared
based on the objectives of the study and the statement of the problem. It consists of 20 questions
in total, 10 for the positive and 10 for the negative impact of Generative ai on students.
Data Analysis
The collected data was processed and analyzed using a variety of statistical tools. This
included collating, tallying, tabulating, and analyzing the data to enhance presentation and
interpretation of results. Google Forms facilitated this process. The statistical tools employed
were the following:
To measure the result of the floated questionnaires, Likert scale was utilized to evaluate
the responses,

Descriptive Value Numerical Value Scale Point
SA – Strongly Agree 5 4.21- 5.00
A – Agree 4 3.41- 4.20
N – Neutral 3 2.61 - 3.40
D – Disagree 2 1.81 - 2.60
SD – Strongly Disagree 1 1- 1.80
The percentage frequency distribution was used in assessing the profile of the
respondents because it expresses the relative frequency of survey responses and other data. The
process of creating a percentage frequency distribution involves first identifying the total number
of observations to be presented; then counting the total number of observations within each data
point or grouping of data points; and then dividing the number observations within each data
point or grouping of data points by the total number of observations.

CHAPTER IV
RESULTS AND DISCUSSION
I. PROFILE OF THE RESPONDENTS
Table 1. Distribution of Respondents in terms of age
AGE FREQUENCY Rank Frequency
21 1 5 2%
20 1 5 2%
19 8 3 18%
18 13 2 29%
17 16 1 36%

16 6 4 13%
Total 45 100%
Mean=17.66 n=45 Age SD=1.14
Apparently, in table 1 shows the distribution of the respondents in terms of age. One (1)
or two percent of them are aged 21 and 20. It is followed by the age 19 with eight (8) or eighteen
percent of the respondents. At age 18 it is eight (8) or twenty nine percent . At age 16 there are
seventeen (17) or thirty six percent of respondents; lastly the age 16 with six (6) or thirteen
percent of the respondents. This means that most of the respondents are age seventeen.
Table 1-2. Distribution of Respondents in terms of Sex.
Gender Frequency (n=44) Rank Percentage
Male 24 1 53%
Female 21 2 47%
Total 45 100%
Apparently, in table 2 shows the distribution of respondents in terms of their sex.
Twenty-three (24) of them or fifty-three of them were male while Twenty-one (21) or forty-

seven percent of them were female. This finding means that there were more male students than
female students who are respondents in this research.
Table 3. Distribution of Respondents in terms of Year Level
Year Level Frequency n=45 Percentage Rank
Grade 11 21 47% 2
Grade 12 24 53% 1
Total 45 100%
Table 3 shows that twenty-one (21) or forty-seven percent are grade 11 Ict and twenty
(24) or fifty-three percent are grade 12 Ict. This means that most of the respondents are grade 12.
Table 4. Distribution of Respondents in terms of general average.
General Weighted Frequency Rank Percentage
Average (GWA)

93 2 6 5%
92 6 4 14%
91 1 7 2%
90 9 2 20%
89 7 3 16%
88 10 1 23%
87 4 5 9%
86 4 5 9%
81 1 7 2%
Total 44 100%
The table shows the general weighted average of the 11 & 12 ICT students in the first
semester. There were two (2) or five percent who got an average of 93. Followed by six (6) or
fourteen percent with an 92 average. Next were one (1) or two percent who got 91 and 81
average. Nine (9) or twenty percent And seven (7) or sixteen percent of the respondents had an
average of 89. Ten (10) or twenty-three have an average of 88; lastly four (4) or nine percent of
the respondents got an average of 87 and 86. This implies that most of the students got an
average of 88 in the first semester.

Table 5. Distribution of Generative AI used.
Generative AI Frequency Rank Percentage
QuillBot 2 0
Intellecs.ai 0 0
ChatGPT 26 2 36%
Cici 4 3 5%
Ask AI 2 0
Ask Writer 3 4 2%
Google Generative AI 6 3 5%
School Hack 0 0
Chat On 1 1 50%
OpenAI 1 4 2%
Total 44 100%

Table 5 presents the distribution of different Generative AI tools used by respondents.
The table lists various Generative AI tools along with their corresponding frequencies, ranks, and
percentages. Among the listed tools, ChatGPT has the highest frequency with 26 occurrences,
followed by Google Generative AI with 6 occurrences, and Cici with 4 occurrences. Chat On and
OpenAI both have 1 occurrence each. These tools are ranked based on their frequency of usage,
with ChatGPT being the most frequently used tool (ranked 2) and Chat On being the second
most frequently used tool (ranked 1). Overall, the table provides insights into the prevalence and
popularity of different Generative AI tools among the respondents.
Table 6. Distribution of respondents in terms of the positive effect of generative ai on their
Questions Weighted Mean Descriptive Value
1. AI technology enhances
learning experiences in the 3.41 Agree
classroom.
2. I believe AI can help me

improve my academic 4.10 Agree
performance.
3. AI applications in
education make learning more 3.31 Undecided
engaging.

4. I feel comfortable using

AI-powered tools for 3.57 Agree
studying.
5. AI systems could replace

traditional teaching methods 2.58 Disagree
effectively.
6. AI has the potential to

personalize learning to 3.58 Agree
individual student needs.
7. I am concerned about AI's

impact on employment 3.07 Undecided
opportunities in the future.
8. I trust AI algorithms to
provide accurate assessments 3.39 Undecided
of my progress.
9. AI can help bridge

educational inequalities by 4.00 Agree
providing access to resources.
10. I worry about the ethical

implications of AI in 1.98 Disagree
education.
11. AI technology makes

education more accessible to 4.11 Agree
students with disabilities.
12. I believe AI could

revolutionize the way we 3.26 Undecided
approach education.
13. I am excited about the

possibilities of AI-powered 4.09 Agree

tutoring systems.
14. I am skeptical about the

reliability of AI-generated 4.14 Agree
content for learning.
15. AI systems could lead to a

loss of human interaction in 2.34 Disagree
education.
16. I am open to using AI- Agree

based virtual assistants for 3.90
academic support.
17. AI technology could lead

to increased efficiency in 3.96 Agree
grading and feedback.
18. I am concerned about data

privacy issues related to AI in 2.54 Disagree
education.
19. AI has the potential to

adapt to different learning 2.34 Disagree
styles better than human
teachers.
20. I believe students should

be educated about the ethical 4.23 Strongly Agree
use of AI technologies.
Overall Mean 3.40 Agree
Table 6 presents respondents' opinions on the positive effects of generative AI on their
academic performance, with an overall mean of 3.40, indicating general agreement on AI's

positive impact. Respondents agreed that AI enhances learning experiences (3.41), improves
academic performance (4.10), and makes education more accessible for students with disabilities
(4.11). They felt comfortable using AI tools (3.57) and believed AI could personalize learning
(3.58).
However, respondents were undecided about AI's role in making learning more engaging
(3.31), the accuracy of AI assessments (3.39), and AI's impact on employment (3.07). There was
agreement that AI helps bridge educational inequalities (4.00) and increases grading efficiency
(3.96), though skepticism existed about the reliability of AI-generated content (4.14).
Disagreements included AI replacing traditional teaching methods (2.58), the loss of
human interaction (2.34), and data privacy concerns (2.54). Despite these concerns, there was
strong agreement on the importance of ethical AI education (4.23) and excitement about AI
tutoring systems (4.09). Overall, respondents viewed AI positively for academic enhancement
but had concerns about its broader impacts.
Table 7. Comparison of the effects of using CSS tools in the academic performance of the students
Variables Academic Performce in CSS
r=value Prob. Statistical inference
CSS Tools -0.404 0.032 Significant

Table 7 presents the comparison of the effects of using CSS (Computer System
Servicing) tools on students' academic performance in CSS. The correlation coefficient (r-value)
is -0.404, with a probability value (Prob.) of 0.032. This indicates a statistically significant
relationship between the use of CSS tools and students' academic performance in CSS, as the p-
value is less than the commonly accepted threshold of 0.05.
The negative r-value (-0.404) suggests an inverse relationship, meaning that as the use of CSS
tools increases, the academic performance in CSS tends to decrease. This significant negative
correlation might imply that reliance on these tools could be hindering rather than helping
students' performance, or it could indicate other underlying factors affecting this relationship.
Overall, the statistical inference points to a noteworthy and significant impact of CSS tools on
academic performance, warranting further investigation to understand the reasons behind this
negative correlation.

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents the result of the study followed by the conclusion based on the
findings and the recommendations for the negative effect of generative ai on students' academic
performance.
Summary
The study aims to determine the effects of Artificial Intelligence (AI): Its effect to the
academic performance among ICT students of Licerio Antiporda Sr. National High School in
terms of the common ai that students used, the Positive effects of Artificial Intelligence on
students, and the different ai tools that students use for their academic performance.
This study was conducted at Licerio Antiporda Senior National High School-Main, Centro,
Buguey, Cagayan. The respondents were selected by the researchers through Slovin’s Formula,
which was the grade 11 and 12 ICT students with their total of 44 respondents but due to the
respondent's personal problem there are 3 students that did not participate.

This chapter presents the result of the study using a questionnaire intended to identify
what are the effects of generative ai on students' academic performance. We identified Frequency
distribution, weighted mean, rank and percentage counting to answer the objectives of the study.
The study found that most of our respondents were male. Most of the respondents’
general weighted average is 85-89. From the population of the respondents there are 21 students
in Ict 11 and 24 students on Ict 12 with a total of 4. Lastly the mean age of the respondents is 17-
18.
Additionally, the study implies the familiarity rate of generative ai which most of the
students answered, “Moderately Familiar”. Most of the respondents have used generative ai on
their academic purposes but most of the students rarely use generative ai. The most common AI
that students use is “Google Generative Ai”. On the Negative and positive effect of generative
AI, Majority of the respondents in terms of the positive effect choose “Agree” and on the
questions of the Negative effects, all the respondents choose "agree”.
Conclusion
In summary, this research emphasizes that artificial intelligence has both positive and
negative effects on the academic performance of ICT students. It recognizes AI as a significant
factor in shaping education. To navigate this impact, it is important for educators, technologists,
and society to work together in setting ethical guidelines for AI. This collaboration aims to

maximize the benefits of AI in improving students' academic performance while minimizing
potential risks, ensuring a responsible and balanced use in education.
Recommendations
Based on the findings, it is recommended that educational institutions integrate
generative AI tools thoughtfully into the learning environment. Implementing targeted training
programs for both students and educators to enhance their understanding of AI can help
maximize the positive impact on academic performance. Additionally, fostering a culture of
ethical AI use and regularly updating curriculum to incorporate advancements in AI technology
will prepare for future challenges and opportunities. Striking a balance between leveraging
generative AI for educational benefits and addressing potential pitfalls will contribute to a well-
rounded and adaptive learning experience for students.

APPENDIX A
Questionnaire
Direction: Please answer the question honestly and correctly. Put your answer by placing a check
in the appropriate box/circle.
Personal Information:
Name: _______________
Age: ___
Sex: ( ) MALE ( ) FEMALE
General Weighted Average: ___
Year Level: ( ) Grade 11 ( ) Grade 12

QUESTIONS
4.What is the common Artificial Intelligence you usually use?
( ) QuillBot ( ) Cici
( ) Intellecs.ai ( ) Ask Writer
( ) ChatGPT ( ) ChatOn
( ) Ask AI ( ) Google
( ) OpenAI ( ) School Hack
STUDENTS ATTITUDE TOWARDS THE USE OF ARTIFICIAL INTELLIGENCE
1. AI technology enhances learning experiences in the classroom.
( ) Strongly Agree ( ) Disagree
( ) Agree ( ) Strongly Disagree
( ) Neutral
2. I believe AI can help me improve my academic performance.
( ) Neutral

3. AI applications in education make learning more engaging.
( ) Neutral
4. I feel comfortable using AI-powered tools for studying.
( ) Neutral
5. AI systems could replace traditional teaching methods effectively.
( ) Neutral
6. AI has the potential to personalize learning to individual student needs.
( ) Neutral
7. I am concerned about AI's impact on employment opportunities in the future.

( ) Neutral
8. I trust AI algorithms to provide accurate assessments of my progress.
( ) Neutral
9. AI can help bridge educational inequalities by providing access to resources.
( ) Neutral
10. I worry about the ethical implications of AI in education.
( ) Neutral
11. AI technology makes education more accessible to students with disabilities.
( ) Neutral
12. I believe AI could revolutionize the way we approach education.

( ) Neutral
13. I am excited about the possibilities of AI-powered tutoring systems.
( ) Neutral
14. I am skeptical about the reliability of AI-generated content for learning.
( ) Neutral
15. AI systems could lead to a loss of human interaction in education.
( ) Neutral
16. I am open to using AI-based virtual assistants for academic support.
( ) Neutral

17. AI technology could lead to increased efficiency in grading and feedback.
( ) Neutral
18. I am concerned about data privacy issues related to AI in education.
( ) Neutral
19. AI has the potential to adapt to different learning styles better than human teachers.
( ) Neutral
20. I believe students should be educated about the ethical use of AI technologies.
( ) Neutral



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Republic of the Philippines

ARTIFICIAL INTELLIGENCE: ITS EFFECT TO THE ACADEMIC PERFORMANCE

AMONG ICT STUDENTS.

Address: Centro, Buguey, Cagayan

"Chat Gpt" emerged as a prevalent choice.

integration in education, emphasizing the importance of cultivating essential cognitive skills

Address: Centro, Buguey, Cagayan

AI familiarity, and academic outcomes, this research contributes to a nuanced understanding of

the multifaceted relationship between emerging technologies and education.

Address: Centro, Buguey, Cagayan

The Problem and its Background

in higher education, and teachers should get used to common AI tools.

Recognizing these ethical concerns is vital. Finding a balance between using AI to

Students studying information and communication technology (ICT) are exposed to a

Address: Centro, Buguey, Cagayan

their academic purposes.

Address: Centro, Buguey, Cagayan

As AI technologies advance, it is crucial to navigate ethical and societal implications to

learn and how it impacts their educational achievements.

Address: Centro, Buguey, Cagayan

GENERATIVE AI AMONG ICT STUDENTS

Statement of the problem

students' academic performance.

Specifically, it seeks to answer the following questions:

1 What is the profile of the respondents in terms of the following:

1.3) Year Level

2. What is the common Generative AI that students use?

Address: Centro, Buguey, Cagayan

outcomes of ICT students?

performance of the students

performance of the students.

Significance of the Study

performance, aiding administrators in making informed decisions for curriculum development

and resource allocation.

Address: Centro, Buguey, Cagayan

alignment with technological advancements.

other about their study.

Scope and Delimitation

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REVIEW RELATED LITERATURE

According to Kyoungwon Seo, Researchers have found many ways artificial

According to Hellen Hooper, it explores how artificial intelligence (AI) is changing

Address: Centro, Buguey, Cagayan

future where technology improves education instead of hindering it.

teaching methods, encouraging reflection on the evolving role of AI in education.

Address: Centro, Buguey, Cagayan

advancements and innovation in education.

According to Muhammad Hammad Khan, Artificial Intelligence (AI) is reshaping

education, presenting opportunities to overcome challenges and drive progress towards

UNESCO's Sustainable Development Goal 4 (SDG4). While promising, it's crucial to

collaborative efforts from policymakers, educational institutions, and technology providers.

Integration of AI in education must carefully navigate ethical, privacy, and security

inclusivity and responsible use in education.

According to Escalante, Juan; Pack, Austin; Barrett, Alex International Journal of

generative AI tools, particularly chatbots, in education, focusing on their impact on students'

Address: Centro, Buguey, Cagayan

Surprisingly, no significant difference in learning outcomes emerged, challenging conventional

and human-generated feedback. Notably, both forms of feedback demonstrated advantages,

while integrating the valuable perspectives of learners, providing a comprehensive understanding

of AI's potential role in shaping educational practices.