ARTIFICIAL INTELLIGENCE: IT’S IMPACT ON THE GRADE 11

STUDENTS' ACADEMIC PERFORMANCE IN FELIX ALFELOR SR.

FOUNDATION COLLEGE SIPOCOT, CAMARINES SUR

A RESEARCH STUDY PRESENTED TO THE FACULTY OF THE SENIOR

HIGH SCHOOL DEPARTMENT FELIX ALFELOR SR. FOUNDATION COLLEGE
SIPOCOT, CAMARINES SUR

By:

Brila, Shem John Denver V.

Dela Cruz, Yesha Mae B.

Labrador, Jhea M.

Motin, Ivy Mae E.

Sabaria, Angelica M.

Villafuerte, Aimee Rose S.

 CHAPTER I

THE PROBLEM

INTRODUCTION

A fact known about the use of AI in education is its

capacity to individualize learning. AI systems can look at

an enormous amount of data about a student’s learning

patterns, preferences, and strengths to make unique learning

experiences for them. In this way, students have an

opportunity to learn at their own pace and in ways that suit

their individual needs. Educational spaces are becoming

increasingly populated by Artificial Intelligence, providing

different opportunities for learners to interact with

technology during learning.

First and foremost, it has had a great impact on

education, especially in terms of how students learn and

perform academically. This integration of Artificial

Intelligence into educational settings has enabled

personalized learning experiences as well as enhanced

teaching approaches. Virtual tutors, adaptive learning

platforms, and smart grading systems all signify the

pervasive influence of AI in the academic sphere where

students live. One significant impact that Artificial

Intelligence has on learners is that it allows

personalization of the learning experience.

This builds an understanding leading to better academic

performance as the latter customizes the study materials for

each learner. Such immediate support helps improve student’s

understanding of what they are taught thus improving their

academic performance too. Nevertheless, students can become

too reliant on AI by depending on it as their academic

support. This might reduce their capacity to act alone, an

essential reason why they should learn to become lifelong

learners and be successful in the future.

Hwang et al. (2020) pointed out that combining AI and

education has greatly improved teaching quality and

developed new teaching strategies. Teachers have benefited

from the evaluation and data of the smart system, the

improvement of students’ learning, and the development of

new teaching strategies.

As highlighted by Hwang et al., the benefit it confers

upon teachers. Artificial Intelligence systems can

efficiently evaluate student performance and generate

insightful data. This data serves as a valuable tool for

teachers, enabling them to gain a deeper understanding of

their student's academic performance strengths and

weaknesses.

According to Chan and Zary (2019) found that Artificial

Intelligence (Al) was applied to learning support, student

evaluation, and course review; Al also provided students with

guiding learning approaches and personalized feedback

(Khumrina et al., 2018) or analyzed students' academic

performances through the neural network method to enable

teachers to conduct a more representative evaluation on

students' knowledge course (Petrovskaya according to the et

al., 2020).

Artificial Intelligence (AI) ability to offer guided

learning approaches, provide personalized feedback, and

analyze academic performances has the potential to

revolutionize the education sector. By harnessing the power

of AI, educators can enhance the learning experience for

students, promote self-directed learning, and conduct more

accurate evaluations.
 According to Kolbjørnsrud, Amico & Thomas (2016)

mentioned that Artificial Intelligence is primarily designed

to empower people and improve their productivity. It holds

that Al learns, reasons, adapts, and similarly executes tasks

to that of a human mind.

This empowers individuals to explore new ideas,

innovate, and make significant contributions to their

respective fields. Additionally, Artificial Intelligence

(AI) systems can analyze vast amounts of data and provide

valuable insights, enabling individuals to make informed

decisions and optimize their productivity.

According to Hinojo-Lucena, Aznar-Díaz, Cáceres-Reche,

and Romero- Rodríguez (2019) notes that "this technology

Artificial Intelligence (AI) is already being introduced in

the field of higher education, although many teachers are

unaware of its scope and, above all, of what it consists of"

(p. 1).

Artificial Intelligence (AI) has the potential to

revolutionize higher education by offering personalized and

adaptive learning experiences. By harnessing the power of

Artificial Intelligence (AI), higher education institutions

can improve teaching effectiveness, enhance student

engagement, and foster a more personalized and inclusive

learning environment.

According to the report, experts anticipate AI in

education to grow by 43% in the period 2018–2022, although

the Horizon Report 2019 Higher Education Edition

(Educause, 2019) predicts that AI applications related to

teaching and learning are projected to grow even more

significantly than this.

The topic Artificial Intelligence: Its Impact on the

Grade 11 Students Academic Performance in Felix Alfelor Sr.

Foundation College chosen by the researcher, and they want

to help students to know what is the impact of using

artificial intelligence. Additionally, many people will

benefit from this study because they will learn a lot about

this study.

STATEMENT OF THE PROBLEM

This study examines what is the impact of Artificial

Intelligence on the Grade 11 Students' Academic Performance

in Felix Alfelor Sr. Foundation College.

Specifically, this study seeks to answer the following

problems:

1. What is the socio-demographic profile of the

respondents in terms of the following:

a. Gender

b. Age

c. Strand

d. Monthly family income

2. What are the impacts of Artificial Intelligence

(AI) on the academic performance of Grade 11 Students?

3. Is there a significant relationship between

Artificial Intelligence to the Academic Performance of

the Grade 11 Students?

ASSUMPTION OF THE STUDY

1. Socio-demographic profiles of respondents are

presented.

2. The impact of Artificial Intelligence (AI) on

academic performance is presented.

3. The relationship between Artificial Intelligence

(AI) to the academic performance is presented.

HYPOTHESIS OF THE STUDY

There is a significant relationship between the use of

Artificial Intelligence (AI) to the Grade 11 Students'

Academic Performance in Felix Alfelor Sr. Foundation

College.

SCOPE AND DELIMITATION OF THE STUDY

The study focuses on Grade 11 Students and their

experiences with using artificial intelligence in an

educational setting. It examines the impact of artificial

intelligence on academic performance. The study does not

include students from other grade levels or educational

levels beyond Grade 11 Students. The research specifically

targets the impact of artificial intelligence on the academic

performance of Grade 11 Students who enrolled in Felix

Alfelor Sr. Foundation College for the Academic School Year

2023-2024.

SIGNIFICANCE OF THE STUDY

The researcher aimed to provide valuable information

about using Artificial Intelligence to understand its impact

on the academic performance of Grade 11 Students in Felix

Alfelor Sr. Foundation College.

 The following will be the beneficiaries of this study.

Students. This study will benefit the students in a way

that they can get information about the impact of using

artificial intelligence.

Teachers. The study will benefit the teachers with

insights into how AI tools affect students’ performance and

offer awareness for potential over-reliance, ensuring that

students harness the effects of technology.

Parents. This study will benefit the parents in a way

that they will know that there is an impact of using

artificial intelligence on the academic performance of the

students.

FAFC Administration. This study will benefit

administrators in creating policies and support systems that

facilitates the responsible and effective use of AI tools,

ensuring that students receive a high-quality education aligned

with modern technological advancements.

Researchers. This study will benefit the researchers in

a way that they will gain knowledge about the topic that they

studied.

Future Researchers. This study will benefit to future

researchers in a way that they will use this to get

information and help them for their research in the future.

DEFINITION OF TERMS

For a better understanding of this study, different terms

are defined:

Artificial Intelligence is a simulation of human

intelligence processes by machines, especially computer

Systems. This helps find or obtain various information,

especially for the students.

Academic Performance is a student’s level of achievement

in their academic pursuits, such as their grades, test

scores, and overall success in their studies. It is often

used as a measure of how well a student is performing

academically in comparison to their peers.

Grade 11 Students are the learners in the grade 11 in

this study, they were the students who attend Felix Alfelor

Sr. Foundation College and as well as the researchers’

respondents.

Impact is the effect or influence that something has on

a person, situation, or environment. It is the outcome or

change that results from an action, event, or force. In

simpler terms, impact is the difference or consequence caused

by an interaction or occurrence.

Socio-demographic profile is a description or a

background of a population based on various social or

demographic characteristics such as age, gender, education,

income, occupation, marital status, ethnicity, and location.

It helps in understanding the composition and dynamics of a

particular group or community.

LOCALE OF THE STUDY

The Felix Alfelor Sr. Foundation College is located in

San Juan Avenue, South Centro, Sipocot Camarines Sur a first-

class municipality in the province where this study was

conducted.

The institution was formerly named St. John Academy, and

the current name was adopted in 1986. Dr. Remedios R.

Alfelor, a well-known academic and philanthropist, created

it. Eventually, Dr. Alfelor’s son, Emmanuel R. Alfelor, took

over after his father and passed the position of authority

to his eldest daughter, Emmanuela I. Alfelor, who presently

serves as the institution’s President. It is a Private School

in town offering preschool, Complete Elementary School,

Complete Secondary Education-Junior High School, and Senior

High School, and some college courses which are the Bachelor

of Elementary Education (BEED), Bachelor of Secondary

Education (BSED), College of Business Administration (BSBA),

and the Bachelor of Arts in Political Science (AB POLSCI).

 Their philosophy aims to show the green light for a

brighter future. Their vision which emphasizes the dynamic

Institution that develops and produces well-rounded,

productive, nature and God-loving, and value-oriented

individuals. Their mission emphasizes the goal of fostering

a learning environment that encourages quality, relevant,

and responsive instruction, through democratic leadership,

competent teaching and nonteaching staff, and equally

supportive learners. Their goal which to cultivate

individuals with functional knowledge, skills, and values to

become globally competent and well-rounded graduates.

Lastly, their objectives aim to provide quality instruction,

motivate individuals to enhance their talents, creativity,

and leadership skills, and foster societal development

through research, production, and extension.

 FIGURE 1

LOCALE MAP OF THE STUDY

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies

the researchers believed to have a bearing on the current

study. It will also help the readers to further understand

the topic being studied which is the factor leading to it

because it will give an additional and clearer understanding

of the topic. Both Foreign and Local studies are presented

in this literature and studies.

RELATED LITERATURE

Given this understanding of AI, what are potential areas

of AI applications in education, and higher education in

particular? Luckin, Holmes, Griffiths, and Forcier (2016)

describe three categories of AI software applications in

education that are available today: a) personal tutors, b)

intelligent support for collaborative learning, and c)

intelligent virtual reality. Personal Tutors AI-powered

personal tutors leverage algorithms to respond adaptively to

individual student needs. They can provide customized

learning experiences, adjusting the pace, difficulty, and

content based on the student's performance and preferences.

Intelligent Support for Collaborative Learning facilitates

collaborative learning experiences by providing intelligent

support tools that enhance communication, coordination, and

knowledge sharing among group members. Intelligent Virtual

Reality (VR) Intelligent VR systems combine virtual reality

technology with AI algorithms to create immersive and

interactive learning environments.

Popenici and Kerr (2017) define machine learning “as a

subfield of artificial intelligence that includes software

able to recognize patterns, make predictions, and apply newly

discovered patterns to situations that were not included or

covered by their initial design”.

It focuses on developing software or algorithms capable

of recognizing patterns, making predictions, and applying

newly discovered patterns to situations that were not

originally included or covered in their initial design.

According to Misiejuk and Wasson (2017) noted in their

systematic review of Learning Analytics that “there are very

few implementation studies and impact studies” The full

consequences of AI development cannot yet be foreseen today,

but it seems likely that AI applications will be a top

educational technology issue for the next 20 years.

They emphasized the important aspect in their

comprehensive analysis of Learning Analytics by pointing out

how it is put into practice and its effects. This gap

suggests that we're not fully sure about how much AI affects

education. However, considering how quickly AI technology is

developing, it's conceivable that in the next 20 years, AI

technologies will become a major part of educational

technology.

Additionally, Contact North, a major Canadian non-profit

online learning society, concludes that “there is little

doubt that the [AI] technology is inexorably linked to the

future of higher education” (Contact North, 2018).

In other words, North's statement reflects the consensus

that AI technologies hold significant promise for

revolutionizing higher education by making it more

personalized, efficient, data-driven, accessible, and

adaptable to the needs of learners and society.

According to Baker and Smith (2019) provide a broad

definition of AI: “Computers which perform cognitive tasks,

usually associated with human minds, particularly learning

and problem-solving”.

They explain that AI does not describe a single

technology. It is an umbrella term to describe a range of

technologies and methods, such as machine learning, natural

language processing, data mining, neural networks or an

algorithm.

According to the United Nations Education Scientific and

Cultural Organization (UNESCO 2019), AI has permeated

various sectors of society, more particularly, the education

sector, as discussed for example, instructions or teaching

methods, approaches, and tools.

In 2019, UNESCO observed the extensive use of AI in the

various sectors of society, with a particular focus on how

it affects education. UNESCO emphasized the use of AI in

various aspects of education, such as instructional

strategies, teaching methods, and educational resources.

Moreover, Yang et al., 2021, In educational environments,

AI has taken a special interest, given the high possibilities

of communication that are established between teachers and

students when using virtual information assistants, since

from its execution there is a simulation of responses that

approach a human conversation and, as the tool is used, the

interaction with the user is learned and recognized

intuitively.

In short, Al as a technological tool applied to education

may contribute innovative methods and ways with the use of

ICT that improve the teaching and learning process from the

perspective of the student and the teacher.

Similarly, according to Lee 2021, as AI technology

becomes central to the fourth industrial revolution, there’s

a growing interest in AI education alongside traditional

software education. While the importance of

understanding AI theory and principles is emphasized

in college education, on-major students often find AI

technology challenging. Therefore, there's a need for more

efficient AI education to guide learners and lessen their

fears by adapting the content to their level of

understanding.

Likewise, Seraj and Oteir 2022 found that utilizing AI to

enhance students critical thinking abilities had a positive impact.

AI-based instruction not only fostered trust, self confidence, and

manurity in English among participants but also contributed

to the improvement of their critical thinking skills.

The study highlights the significance of critical

thinking skills as foundation and suggest that AI-based

instruction not only build trust and confidence among non

native English students but also equips them with essential

skills for the 21st century, with AI-based instruction plying

a key role in facilitating their development.

However, both findings from Melli (2022) and The Atlantic

article (2015) converge on the potential of artificial

intelligence to revolutionize education. They share the

viewpoint that AI can enhance educational experience by

tailoring lessons to individual students, eliminating the

need for a one-size-fits-all approach. The integration of AI

is seen as a means to address the diverse skill levels and

learning abilities of students.

Additionally, both sources emphasize the capability of

AI to process vast amounts of data related to learners,

teachers, and teaching interactions. The overarching theme is that

AI has the power to provide more personalized and effective

learning experiences by leveraging data-driven insights in

education.
RELATED STUDIES

The study by Pokrivcakova (2019) posited that the design

and implementation of AI bring together different

professionals. The implication therefore is that AI, in

education, is designed to perform more than just the normal

computers and computer-related functions. Indeed, Sharma

(2019) posited that AI, in its entirety, supersedes the

conventional understanding of the different technological

applications in education, web-based, online, distance, and

computer-assisted instruction courses and learning.

The study of L. Chen, P. Chen and Z. Lin (2020)

"Artificial Intelligence in Education: A Review," This study

seeks to assess how the use of AI, in its different forms,

in education, has impacted or affected different aspects of

education. More particularly, the study will seek to assess

how AI has affected teaching, learning, administration, and

management areas of education.

It is anticipated that the study will ascertain that AI

has fostered effectiveness and efficiency in the performance

of administrative tasks in education, and overall fostered

improved instructional and learning effectiveness in

education.
 According to the study of Llego (2022), AI-powered

educational tools and resources could be used to advantage

students from more privileged backgrounds if they are not

designed and implemented in ways that consider all students’

needs. AI could also automate educational decision-making in

ways that could negatively affect students from marginalized

groups, such as students with disabilities or English

language learners.

The study by Llego 2022 provides insight into the

possible effects of AI-powered learning materials and tools

on educational equity. While AI can benefit students from

more advantaged backgrounds there is a concern that if these

tools are not thoughtfully designed and applied to meet the

different requirements of all students.

The study of Alshater (2022) underscores the significance

of AI in enhancing academic performance and highlights the

transformative potential of AI technologies in education. By

leveraging AI tools such as ChatGPT, educators can create

dynamic and adaptive learning environments that cater to the

diverse needs of students, ultimately leading to improved

learning outcomes and student success.

Alshater's study in 2022 emphasizes the crucial role of

AI in boosting academic performance and underscores the

transformative impact of AI technologies in education.

Through the utilization of AI tools like ChatGPT, educators

have the opportunity to develop interactive and flexible

learning environments that address the individual

requirements of students. This adaptability can result in

enhanced learning outcomes and increased student

achievement.

According to Singh' (2023) study, artificial

intelligence is described as the ability of artificial

entities to solve complex problems using their

intelligence, merging computer science and physiology.

Intelligence in AI involves computational aspects like

thinking, memorization, decision-making, pattern

recognition, adaptability, and learning from experience. The

goal of AI is to make computers emulate human-like behaviour

efficiently and rapidly.

It focuses on creating adaptable systems that apply general

knowledge to specific situations, emphasizing flexibility and the

ability to form independent analyses and solutions.

According to the research conducted by Kuhail et al.

(2023) found that chatbots can provide students with instant

feedback and support, as well as personalized learning

experiences. The authors also found that chatbots have the

potential to increase student engagement and motivation in

learning.

It highlights the positive impact of chatbots on student

feedback, support, and engagement in learning. Chatbots

offer students instant feedback and support, personalized

learning experiences, and increased motivation.

The studies b y W u a n d Y u ( 2 0 2 3 ) a n d K i m , C h a , a n d

S o n g ( 2 0 2 1 ) collectively emphasize the positive impact of

AI chatbots on students' learning outcomes and communication

skills. Wu and Yu's meta-analysis specifically highlights

that short interventions, involving brief and focused

interactions with AI chatbots, have a stronger effect on

learning outcomes than longer interventions.

These short interventions as concise question-answer

sessions or targeted problem-solving exercises, provide

specific and immediate assistance, effectively addressing

students' challenges.
SYNTHESIS OF THE STATE−OF-THE-ART

Luckin, Holmes, Griffiths, and Forcier (2016) describe

three categories of AI software applications in education

that are available today: a) personal tutors, b) intelligent

support for collaborative learning, and c) intelligent

virtual reality. Popenici and Kerr (2017) define machine

learning “as a subfield of artificial intelligence that

includes software able to recognize patterns, make

predictions, and apply newly discovered patterns to

situations that were not included or covered by their initial

design”. Misiejuk and Wasson (2017) noted in their systematic

review on Learning Analytics that “there are very few

implementation studies and impact studies” (Contact

North, 2018) “there is little doubt that the [AI] technology

is inexorably linked to the future of higher education”,

Baker and Smith (2019) provide a broad definition of AI:

“Computers which perform cognitive tasks, usually associated

with human minds, particularly learning and problem-

solving”. United Nations Education Scientific and Cultural

Organization (UNESCO 2019), AI has permeated various sectors

of society, more particularly, the education sector, as

discussed for example, instructions or teaching methods,

approaches, and tools. Yang et al., 2021, In educational

environments, AI has taken special interest, given the high

possibilities of communication that are established between

teachers and students when using virtual information

assistants. Pokrivcakova (2019) posited that the design and

implementation of AI bring together different professionals,

Indeed, Sharma (2019) posited that AI, in its entirety,

supersedes the conventional understanding of the different

technological applications in education, Lee 2021, as AI

technology becomes central to the fourth industrial

revolution, there's a growing interest in AI education

alongside traditional software education. Seraj and Oteir

2022 found that utilizing AI to enhance students critical thinking

abilities had a positive impact. Melli (2022) and The

Atlantic article(2015) converge on the potential of

artificial intelligence (AI) to revolutionize education.

The study of L. Chen, P. Chen and Z. Lin (2020) "Artificial

Intelligence in Education: A Review," This study seeks to

assess how the use of AI, in its different forms, in

education, has impacted or affected different aspects of

education, the study of Llego (2022) AI-powered educational

tools and resources could be used to advantage students from

more privileged backgrounds if they are not designed,

Alshater (2022) underscores the significance of AI in

enhancing academic performance and highlights the

transformative potential of AI technologies in education

Singh's (2023) study, artificial intelligence (AI) is

described as the ability of artificial entities to solve

complex problems using their intelligence, merging computer

science and physiology. A research conducted by Kuhail et

al. (2023) found that chatbots can provide students with

instant feedback and support, as well as personalized

learning experiences. This study became unique because it

focused on the Grade 11 Students of Felix Alfelor Sr.

Foundation College and it studied Artificial Intelligence:

Its Impact on Academic Performance. T h e studies by Wu

and Yu (2023) and Kim, Cha, and Song (2021)

collectively emphasize the positive impact of AI chatbots on

students' learning outcomes and communication skills.

These studies collectively suggest that AI has a positive

impact on education by enhancing learning experiences and

offering powerful tools for personalized and interactive

learning. However, the studies also acknowledge challenges

and limitations, particularly in the area of critical

thinking and the potential pitfalls associated with relying

solely on AI tools.
GAP BRIDGE OF THE STUDY

The difference between the researcher's study and the

literature and studies that the researchers found is that

the researchers focused on Artificial Intelligence: Its

Impact on the Grade 11 Students' Academic Performance of

Felix Alfelor Sr. Foundation College while the above-

mentioned related literature and studies highlighted what is

the use and the positive effect of Artificial Intelligence.

CONCEPTUAL FRAMEWORK OF THE STUDY

The conceptual framework in figure 2 shows the inputs,

process, outputs, and feedback of the research study.

Input. This contains the idea upon which this study was

based legal basis, the respondents, statement of the problem,

related literature and studies, statistics and tools and the

instrument used.

Process. The methods that followed were implemented

during the study’s development to translate the inputs in

order to produce the required outcome: Investigate how

students engage with artificial intelligence technologies in

their learning process: Identifying the significant

difference between the students’ academic performance and in

engaging in artificial intelligence.

Output. Evaluate the impact of Artificial intelligence

on Grade 11 Students' Academic Performance of Felix Alfelor

Sr. Foundation College.

Respondents Investigate how
Evaluate the
Grade 11 students students engage
with artificial impact of
What is the socio-
demographic profile intelligence
of the respondents Artificial
in terms of the technologies in
following:
their learning intelligence on
-Gender
-Age process:
-Strand
Grade 11
-Monthly Identifying the
family income Students'
significant
What are the impacts difference Academic
of Artificial
Intelligence (AI) on between the
the academic Performance of
performance of Grade students’
11 Students? Felix Alfelor
academic
Is there a performance and Sr. Foundation
significant
relationship between in engaging in
Artificial College.
Intelligence to the artificial
Academic Performance
of the Grade 11 intelligence.
Students?

FEEDBACK

FIGURE 2

CONCEPTUAL FRAMEWORK OF THE STUDY

THEORETICAL FRAMEWORK OF THE STUDY

Roko’s Basilisk Theory (2022) Roko’s Basilisk Theory is

called Roko's Basilisk. This thought experiment posits that

the creation of artificial intelligence will lead to an all-

powerful, future artificial intelligence that will

retroactively punish anyone who did not help bring it into

existence. Roko Basilisk (2022) states that taken to what

some would agree is a satirical extreme, it has also been

referred to as “Believing in and searching for kryptonite on

the off chance that Superman exists and wants to kill you.”

Basilisk goes to explain “Referencing Superman at this point

may not seem odd to you, particularly if you recognized

Roko’s Basilisk as a part of the plot of the classic sci-fi

movie The Terminator, in which a killer robot is sent back

in time by an artificial intelligence that wages war against

the humans that created it. ” Basilisk one explanation is

that the algorithms of the internet and its platforms have

become so sophisticated in understanding what we are doing

with our smartphones as to be able to predict our actions

and the information we want, almost as if it is reading our

minds. Artificial intelligence and machine learning have a

great deal to do with that sophistication.

Cognitivism Learning Theory (2022)

 Concentrates on how a person's mind receives, organizes,

saves, and retrieves information. The cognitive

theory believes that the human mind functions like an

information processor or computer. Therefore, the

cognitivist approach looks beyond noticeable behaviour,

considering learning as an internal mental process.

Cognitivists believe that humans learn from thinking. They

believe that we learn from our experiences and that we can

change our behaviours based on new information. Knowledge is

considered an internal process rather than a product. The

following are the main principles of cognitivism for more

effective human learning in Educational Settings: Learning

must be purposeful and focused. Learning must be self-

directed; Learning must come from Analysis to Discovery;

Organising information into Schemas helps students build

conceptual models; Long-term memory is enhanced by enabling

students to organize and encode learning material;

Curriculum content must be well-sequenced and understood in

the context of the bigger picture.

 Cognitivism
Learning Theory
(2022)

ARTIFICIAL
INTELLIGENCE
THEORIES IN
EDUCATION

Roko’s Basilisk
Theory (2022)

FIGURE 3

THEORETICAL FRAMEWORK OF THE STUDY

 CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the research design and

methodology that the researchers used in this study in

determining Artificial Intelligence: Its Impact on the Grade

11 Students' Academic Performance in Felix Alfelor Sr.

Foundation College. The topics which were needed to be given

some explanations were research design, research setting,

respondents of the study, sampling technique, data gathering

procedures, research instrument used, and the statistical

treatment.

RESEARCH DESIGN

This study used the descriptive method or the descriptive

research design in determining and analyzing Artificial

Intelligence: Its Impact on the Grade 11 Students' Academic

Performance in Felix Alfelor Sr. Foundation College.

The researchers chose the descriptive research design as

a method for this study because it is a scientific method

that involves observing, describing, and analyzing the

behavior of a subject without influencing it in any way.

RESEARCH SETTING
 The study was conducted at Felix Alfelor Sr. Foundation

College and located at San Juan Ave., South Sentro, Sipocot

Camarines Sur.

POPULATION AND SAMPLING

Since this study aimed to determine the Artificial

Intelligence: Its Impact on the Grade 11 Students' Academic

Performance in Felix Alfelor Sr. Foundation College, simple

random sampling was the most appropriate sampling technique.

The researchers randomly select a subset from a population

using the simple random sampling technique.

RESPONDENTS OF THE STUDY

The respondents of this study were the Grade 11 Students

of Felix Alfelor Sr. Foundation College who are officially

enrolled in the academic school year 2023-2024 with a total

population of 61 students.

Table 1 presents the respondents of the study which is

the Grade 11 Students of Felix Alfelor Sr. Foundation

College. As shown in Table 1, the number of students in grade

11 is 31 Male 30 Female total of 61 students who will be

covered as respondents.

Table 1

Respondents of the Study

 Respondents Male Female Total

Grade 11 31 30 61
Students

RESEARCH INSTRUMENT

This study used the simplest way of gathering information

which was the survey through the use of questionnaires. It

was constructed only for this study to determine the

Artificial Intelligence: Its Impact on the Grade 11 Students

Academic Performance in Felix Alfelor Sr. Foundation

College.

DATA GATHERING PROCEDURES

Making survey questionnaires that are mainly related to

the study and having them evaluated and approved by the

adviser represents the initial step in the data-gathering

procedure. The distribution of the questionnaires retrieval

came after the making of a letter and its approval by the

principal's office. Following the retrieval of the

questionnaires, the researchers will total the data

collected utilizing the statistical processing and analysis

to be used in the study.

STATISTICAL TREATMENT AND ANALYSIS

 The statistical treatment and analysis which were used

in this study are the following: Weighted mean, Percentage,

Frequency Counting and Percentage.

Weighted Mean – was used as the result of the computed

answers of the respondents from the questionnaires.

Percentage – was used to determine the number of

percentages surveyed respondents.

Frequency Counting and Percentage – used to determine

the percentage usually for data on profile

FORMULA:

Where % = Percent
F = Frequency
N = Number of Cases
𝑓
% = ˟ 100
𝑛
END NOTES:
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