Schools Division of Guimaras

District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Satisfaction Level of GAS Students Using Chat-GPT

in their Academic Performance

A Quantitative Research Presented to the

Faculty and Staff of Trinidad V. Canja-Sta. Teresa
National High School
Jordan, Guimaras

In Partial Fulfillment
of the subject Practical Research 2
(Quantitative Research)
in Senior High

BANCE, IAN KYRK E.

ECULLADA, NELSON R.
ERPELUA, FRITZ LAWRENCE P.
GABASA, RENCH ARMAN G.
GAJO, JOHN STEVEN G.
GEMUDIANO, JOHN MARK R.
GABRIEL, MOIRA DOMINIQUE T.
OLANDIO, MARVIN T.
ROQUERO, CHRISTINE G.
SALVA, RETZ M.
SACE, JOHN LLOYD M.
SANCHEZ, NICOLE JOY T.
SEVELLINO, SHIRLYN G.
TUGAHAN, JHON MARK V.

January 2024
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. i
APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Chapter 1-INTRODUCTION
Background of the Study…………………………………….. 1
Statement of the Problem…………………………………... 2
Definition of terms……………………………………………… 3
Significance of the Study…………………………………….. 4
Scope and Delimitation of the Study…………………….. 5
Chapter 2-REVIEW OF THE RELATED LITERATURE
AND STUDIES
Conceptual Literature………………………………………….. 6
Related Studies…………………………………………………… 7
Chapter 3-METHODOLOGY
Research Design……………………………………………….. 10
Sample and Sampling Procedure ………………………… 10
Research Instrument………………………………………….. 10
Data Collection Procedure ………………………………….. 11
Data Collection Analysis …………………………………… 11
References ………………………………………………………………………… 12
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Chapter 1
Introduction to the Study

This chapter consists of five parts: Background of the Study, Statement of the

Problem, Significance of the Study, Definition of Terms and Scope and Delimitation of the

Study.

Background of the Study

Artificial Intelligence (AI) is a branch of computer science that deals with the

creation of intelligent agents, which are systems that can reason, learn, and act

autonomously. AI research has been highly successful in developing effective techniques for

solving a wide range of problems, from game playing to medical diagnosis. One of the key

features of AI is its ability to learn from data. AI system can be trained on large datasets of

example to learn how to perform task such as classifying images, translating language, and

generating text. Once trained, AI system can be used to make predictions and decisions

without the need for human intervention.

In recent years, AI has garnered significant attention in the realm of education,

particularly within intelligent tutoring systems (ITS). Among the most promising AI models

in this field is the generative pre-trained transformer (GPT), renowned for its capability to

generate human-like text responses across a wide range of inputs. The integration of GPT in

education holds the potential to revolutionize traditional teaching approaches by providing

personalized and interactive learning experiences for students (Al-Shehri et al., 2021).

According to Estrellado CJ.P. of the University of the Philippines found that GAS

students who used AI-powered tutoring systems performed significantly better on exams

than those who did not use the systems. The study also found that the students who used
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

AI powered tutoring systems were more engaged in their learning and had a more positive

attitude towards school.

A 2021 study conducted by Tang J. et al. of National Taiwan University found that

GAS students who used AI-powered personalized learning platforms performed significantly

better on standardize tests than those who use traditional learning methods. The study also

found that the students who used AI-powered personalized learning platforms were more

likely to pursue GAS careers.

Generally, the AI has generated both positive and negative impact to the students.

However, there are also some potential risks associated with using AI in GAS Education.

One concerns is that AI could be used to create a surveillance state in the classroom.

Another concern is that AI could lead to increased inequality in education, as students from

wealthy families may have a access to better AI-powered learning tools. AI is a powerful

technology that has the potential to revolutionize education. It is important to use AI

carefully and ethically to ensure that it benefits all students.

Statement of the Problem

The study aims to determine the satisfaction level of GAS students using Chat-GPT in

their academic performance in Trinidad V. Canja- Sta. Teresa National High School. Sta.

Teresa, Jordan, Guimaras, school year 2023-2024.

Specifically, this study seek answer to this following question.

1. What is the satisfaction level of General Academic Strand Student using AI in

their Academic Performance?

 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Definition of Terms

The important terms used in this study were operationally and conceptually defined

to provide clarity and better understanding to the readers about the concept used in the

research.

Academic Performance. Is the extent to which a student, teacher or institution

has attained their short or long term education goals.

In this study, academic performance referred to the GPA on second grading of GAS

students.

Chat-GPT. It is the ability of a machine to simulate human intelligence.

In this study, Chat-GPT referred to the website where students used in their

academic academic activities like assignments, essay, etc.

General Academic Strand (GAS) students. It referred to the SHS students who

are not yet sure of what course or degree they want to take in college.

In this study, General Academic Strand (GAS) students referred to the students of

Trinidad V. Canja-Sta. Teresa National High School, school year 2023-2024.

Satisfaction Level. It referred to the perceived level of pleasure and contentment

derived from individual performance.

In this study, satisfaction level referred to the level of contentment of students using

AI in their academic performance.

 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Significance of the Study

This following would benefit the following:

Students. The result of this study would be significant to the Trinidad V. Canja-Sta.

Teresa Senior High School students to expand their knowledge in using AI in their academic

activities.

Teachers. The result of this study would be significant to the teachers of Trinidad

V. Canja-Sta. Teresa National High School to assess the student’s knowledge of using AI in

their learners in future.

Parents. This study would benefit the parents to determine the satisfaction level of

their children in using AI in their academic performance.

School Administration. The result of the study will benefit the school

administrations by utilizing the data on how satisfied the students that uses AI in their

academic performance. It will also help them to monitor the students who uses AI in their

academic performance and based on this results the school administration can take some

actions to minimize the students from using AI.

Future Researchers. The result of the study would be significant to the

researchers because it can be served as material for future studies and provide additional

information for their future researchers.

 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Scope and Delimitation of the Study

This study focused on determining the satisfaction level of GAS students using AI in

their academic performance. The respondents of the study were the 50 Grade 11 GAS

students engaged in using AI to answer activities and assignments. The instrument used is

a researcher-made survey. The study will be in Trinidad V. Canja-Sta-Teresa National High

School in the School Year 2023-2024. Students are choosen through simple random

sampling.
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Chapter 2
Conceptual Literature and Related Studies

Conceptual Literature

As technology continues to advance, education is evolving in tandem. The utilization

of artificial intelligence (AI) in education has garnered significant attention in recent years.

Among the notable advancements in AI, ChatGPT has emerged as a prominent

development. ChatGPT is a language model that employs deep learning techniques to

generate text responses that closely resemble human language (Alneyadi and Wardat,

2023).

A short period after the launching of the Chat Generative Pre-Trained Transformer or

Chat GPT, news broke that some Filipino college students were being investigated for

allegedly employing it to do their coursework. A global debate on the advantages and

disadvantages of the use of this AI has since ensued (Fabella, 2023).

According to this development, Chat-GPT has become an essential academic tool for

students in higher education. The platform allows students to learn quickly and reduces

stress by being customizable and available 24/7. ChatGPT lets students adjust during

learning, speeding up and improving their experience. ChatGPT's use in education is vital

due to its wide range of applications. It provides students with opportunities and assists

them in enhancing their learning experiences. It is an interactive learning experience that

allows the students to ask questions and initiate discussions in realtime Tlili et al. (2023).

Studies proved that students and research scholars use ChatGPT for various needs Baidoo-

Anu & Owusu Ansah (2023). This technology had far-reaching consequences for academia
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
and students in this short period Van Dis et al. (2023). Samson Tan & Shannon Tan (2023)

explore the relevance of ChatGPT in higher education. The study addresses the

opportunities and threats of ChatGPT from both student and teacher perspectives. ChatGPT

lacks critical thinking and displays information irrationally, which has turned off many

scientists. Furthermore, there is a risk that overreliance on ChatGPT could hinder students'

ability to generate creative ideas Arif et al. (2023). Researchers propose using ChatGPT as

an add-on to better writing, reviewing information, and rephrasing text rather than copying

the blueprint. Kitamura (2023).

Related Studies

Chat-GPT as an Education Tool

Several studies have investigated the effectiveness of using AI tools, including

ChatGPT, in education. For instance, Shi et al. (2020) conducted a study titled “Exploring

the potential of OpenAI’s GPT-2 in education” published in the Journal of Educational

Technology Development and Exchange. Their research examined the feasibility of utilizing

GPT-2, an earlier version of ChatGPT, in generating instructional content for computer

science courses. The study found that GPT-2 was capable of producing relevant and

coherent text, making it a valuable resource for both teachers and students.

In a literature review titled “Exploring the use of artificial intelligence in education: A

review of the literature” by Popenici and Kerr (2017), published in the Journal of Educational

Computing Research, the authors systematically reviewed studies on the use of AI in

education. Their findings indicated that AI tools, including ChatGPT, have the potential to

enhance students’ learning outcomes, engagement, and motivation.

 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
Another study titled “Investigating the effectiveness of Chatbot’s in higher education:

A case study” by Zhu et al. (2023) was published in the Journal of Educational Technology

& Society. The researchers evaluated the effectiveness of a chatbot, which employed NLP

and ML algorithms similar to ChatGPT, in supporting students’ learning in a Chinese

language course. The study demonstrated that the chatbot was effective in providing

personalized feedback and improving students’ performance in the course.

Overall, these studies suggest that AI tools like ChatGPT hold promise for enhancing

education. They can generate instructional content, offer personalized feedback, and

contribute to improved learning outcomes and student engagement. “Artificial intelligence

for personalized physics education” by Rowe and Lester (2020), published in Physical

Review Physics Education Research. The study investigated the potential of using AI

algorithms to generate personalized physics problems for individual students based on their

previous performance. The authors found that the personalized problems generated by the

AI system improved students’ performance on subsequent assessments.

In the field of physics education, there have been studies exploring the integration

of AI tools to enhance learning outcomes. Kortemeyer (2023) conducted a review titled

“Artificial intelligence in physics education: A review of physics learning assistant tools,”

published in Physics Education. The authors examined various AI tools, including ChatGPTs

and NLP systems like ChatGPT, and found that these tools have the potential to improve

students’ conceptual understanding and problem-solving skills in physics.

Another study by Oktradiksa et al. (2021) titled “Integrating artificial intelligence and

physics education: A study of student engagement and motivation” was published in Physics
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
Education. The study investigated the impact of integrating an AI-based ChatGPT into a

physics course on student engagement and motivation. The results indicated that the

ChatGPT enhanced student engagement and motivation, ultimately leading to improved

learning outcomes.

Furthermore, AI tools like ChatGPT have also been explored in other scientific

disciplines such as chemistry and biology, demonstrating their versatility and potential for

educational applications.

In the field of chemistry education, Choudhary et al. (2022) conducted a review

titled “The role of artificial intelligence in chemistry education: A review,” published in

Chemistry Education Research and Practice. The authors explored the use of AI tools,

including ChatGPT, in chemistry education and found that these tools have the potential to

enhance students’ understanding of chemical concepts and promote active learning.

Similarly, in biology education, Aminoshariae et al. (2021) conducted a review titled

“Artificial intelligence in biology education: A review of current applications and future

directions,” published in Biology Education. The authors reviewed the use of AI tools,

including NLP systems like ChatGPT, and concluded that these tools have the potential to

improve students’ understanding of complex biological concepts and enhance their problem-

solving skills.

ChatGPT, an AI language model, has been studied for its efficacy in education.

Moons and Van Bulck (2023) discovered that AI language models, such as GPT-3, can

provide valuable support in language tutoring by providing personalized feedback and

scaffolding for language acquisition. Bozkurt et al. (2023) also emphasized the potential of
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
AI ChatGPTs, including language models, to improve student engagement and facilitate

personalized learning experiences in higher education. However, it is critical to consider

ChatGPT’s limitations, such as potential inaccuracies and biases in generated responses

(Corsten & Skousen, 2023). When using ChatGPT in educational settings, these limitations

necessitate critical thinking and the verification of information from credible sources.
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras

Chapter 3
Research Design and Methodology

Research Design

The researchers would employ descriptive design to determine the satisfaction level

of GAS students using Chat-GPT in their Academic Performance of Trinidad V. Canja-Sta.

Teresa National High School, Sta. Teresa, Jordan, Guimaras for the school year 2023-2024.

Kathori (2004) stated that descriptive research design study which is concerned with

describing the characteristics of a particular individual or of a group.

Sample and Sampling Procedure

The respondents of this study will be the Grade 11 GAS students of Trinidad V.

Canja-Sta. Teresa National High School, Sta. Teresa, Jordan, Guimaras school year 2022-

2023. The researchers will be using simple random sampling. Simple random sampling is a

probability sampling method in which each member of a population has an equal chance of

being selected for the sample. Lottery will be used as a basis in choosing the respondents of

the study.

Research Instrument

This study will use the researcher-made questionnaire to determine the satisfaction

level of GAS students using Chat-GPT in their academic performance of Trinidad V. Caja-Sta.

Teresa National High School, Sta. Teresa, Jordan, Guimaras for school year 2023-2024.
 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
Research Made Questionnaire. In this study the researchers divided the

questionnaire in two parts. The first part of the questionnaire will be the personal

information of the respondents. The second part will be the main section which contains the

specific questions that will be use to collect the data needed. There is a clear direction for

answering the questions. The respondents will answer 9 questions. The questionnaire can

be answered by checking the column that corresponds to the answer of the respondents.

Each question could be rated from 5 Totally satisfied, 4 Satisfied, 3 Neutral, 2 Dissatisfied,

and 1 Totally dissatisfied.

Data Collection Procedure

The researcher will ask permission from the school principal to conduct the study at

Trinidad V. Canja-Sta. Teresa National High School, Sta. Teresa, Jordan, Guimaras, school

year 2023-2024. Permission letters will be distribute to the teachers. After which the

researchers distributed the questionnaires to the respondents and it will be retrieve

immediately.

Data Analysis Procedure

This study will use mean and standard deviation to analyze and interpret the

satisfaction level of GAS students using Chat-GPT in their academic performance.

Mean. Mean or average was use to derive the central tendency of the data in

question. It is determined by adding all the data points in a population and then dividing the

total by the numbers of points. The resulting number is called the mean or average.

In this study, mean utilized the satisfaction level of GAS students using Chat-GPT in

their academic performance.

 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
Standard Deviation. Standard deviation is a quantity calculated to indicate the

extent of deviation for a group as a whole.

In this study, standard deviation will be use to as certain aspersions of the means

obtained for the test in this study.

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 Schools Division of Guimaras
District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
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District of Jordan II
TRINIDAD V. CANJA - STA. TERESA NATIONAL HIGH SCHOOL
Sta. Teresa, Jordan, Guimaras
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