UTILIZATION OF ARTIFICIAL INTELLIGENCE

A Thesis Presented to

The Faculty of Assumption College of Nabunturan

Assumption College of Nabunturan

Nabunturan, Davao De Oro

_______________________________________

In Partial Fulfilment

of the Requirements for the Subject

Methods of Research

_______________________________________

By:

ALERIA, GRESE P.

CONCEPCION, RICA B.

JAVINEZ, VJ

LIBRON, RANDOLF L.

DECEMBER 2024

1
 Chapter I

Introduction

The problem and its background

The utilization of artificial intelligence in education across the world has changed

classroom relationships from meaningful, human-centered ones to transactional,

impersonal ones. Moreover, "learnification" of teaching reduces the teacher to a

facilitator and thus threatens loss of connection and broad learning. With an increased

dependence on tools like ChatGPT, the threats have increased, it suffers from lack of

critical thinking, collaboration, and academic integrity. These developments underscore

the need to balance the benefits of technology with the preservation of human-centered,

ethical, and relational aspects of education (Guilherme, 2017). Education is more than

information transmission; it involves human interaction, socialization, and collaboration.

Overreliance on AI tools like chatbots, while helpful, risks undermining critical thinking,

social learning, and fairness in education (Osamor et al., 2023).

In the Philippine context, the problem in the education sector arises from the

increasing reliance of students on artificial intelligence resources like ChatGPT, which is

transforming the traditional ways of learning while simultaneously posing significant

challenges to academic integrity, analytical thinking, and teamwork skills (Chi, 2023).

Students in business administration often depend on AI tools for writing and solving

problems with the right inputs, thus losing the very important skills like independent

2
writing, analytical thinking, and peer collaboration that students use to grow

academically holistically. This overreliance then is further compounded by lack of

education on the ethics responsible use of artificial intelligence and also leads to issues

of plagiarism and poor citation of issues that compromise academic integrity.

Conveniently, artificial intelligence makes traditional methods like brainstorming and

group discussions crucial to developing creativity, communication, and teamwork (De

Jesus et. Al ,2024).

Even at the local level, Assumption College of Nabunturan has already

introduced AI tools that can help develop personalized learning, feedback, and

engagement. Nevertheless, similar to the national condition, there are no empirical

studies on how such tools impact students' performance. There is now a need to identify

whether AI contributes to better learning outcomes in the form of grade improvements,

high engagement, or overall quality learning.

Review of Related Literature and Studies

This chapter highlights the use of AI tools and the impact it creates in the

academic performance of students. It comprises relevant themes that have derived from

the purpose of the study and carefully examine its relevance in to provide a clearer

picture of the situational background of the related topic. It also comprises literature as

well as studies which are directly or indirectly related to this study.

AI Tools. The researcher feels that educational institutes should use artificial

intelligence tools, such as Chat GPT or Chatbot, and many other tools because this will

provide personal support to the students, and if they are supported well in their

3
academic career, then they will be able to perform extraordinarily well in their academic

career, which is a source of assurance for bright future (Altememy, et. Al, 2023).

The literature on AI used by students and working adults is a rapidly evolving

field that covers various aspects of how people interact with and utilize artificial

intelligence technologies in their academic pursuits and better decision-making and

overall efficiency in the workplace (Ellis, 2024). Human resources professionals,

entrepreneurs, and managers must all be aware of these latest trends impacting their

operations and employees (Sachdeva et al., 2024). Artificial intelligence refers to the

simulation, replication, and duplication of human intelligence processes by computer

systems that are connected to the Internet. In other words, artificial intelligence refers to

the basic simulation of human intelligence being massed and employed through

interconnected machines, large language models, and/or diverse software programs

(Singh, 2024). It is documented that, Artificial intelligence (AI) and machine learning are

often used interchangeably, but machine learning is a subset of the broader category of

AI. Thus, in context, the word artificial intelligence refers to the general ability of

computers to emulate human thought and, therefore, perform given tasks in real-world

environments.

In the 21st century, when the world is moving at a speed beyond imagination,

everything needs a massive update to be in the race (Dhara ,2022). From tech

industries to the business world, the health sector to military organizations, everything is

getting updated with the new-coming technologies, often profiting like never before.

Artificial Intelligence (AI) is one such tool helping everything to advance faster than ever

before. We are edging towards a world where robots will play an important role with

4
hand in hand with humans. For this advancement, Artificial Intelligence can be thought

of as a “Brahmastra” as in the “Hindu Shastra”. Artificial Intelligence has impacted

almost every sector of our world, from technological advancements to business

administration, security agencies, navigation, research and more; resulting in massive

improvement and growth (Chatterjee et al., 2021).

Woongbin (2023), In the Republic of Korea, education emphatically incorporates

career education to prepare students for the future. Each of the provincial education

offices is striving for nurturing dreams and talents in a host of programs through

innovative teaching-learning methods. These are focused on ways to enable students to

discover their passions, develop their skills, and explore potential career paths from an

early age. At the elementary school stage, foundation career experiences are initiated.

In role-playing, field trips, and guest lectures by professionals in different careers, the

need is to develop curiosity and expose young students to a variety of options for their

future careers. Such early experiences help find a place for the concept of work and

begin considering future aspirations in a fruitful and appealing environment. Education

in career becomes more structured for middle school students as it approaches self-

discovery, skill development, and goal setting. Programs include personality tests and

aptitude assessments and career counseling on project-related learning that is defined

to fit the interest of the student. It becomes a transition point where students will be

determined by relating their talents and preferences with potential occupations.

According to Almasri (2024), Artificial Intelligence is a broad field of various

technologies, developed over the past 50 years that has enabled machines to perform

tasks that have typically required human intelligence: perceiving, reasoning, learning,

5
and interacting. However, advancements in recent generative AI, particularly in models

such as ChatGPT, have attracted unprecedented attention towards the ability of AI to

transform entire fields of activity across various industries (Lucci et al., 2022). Unlike

predictive (regenerative) AI, which major is to focus predictions and decision making

through a number of machine learning and modeling techniques, Generative AI mainly

specializes in the creation of new contents such as texts, images, and codes through

models deep learning. The need for each type of AI above has been established as laid

down by a host of scholars (Dai, 2023). This distinction is essential to understand the

breadth of AI applications in education. Artificial intelligence in education is an evolving

interdisciplinary arena incorporating AI technologies to renovate and enhance teaching

and learning environments. Particularly, the application of AI in science teaching and

learning is becoming more popular, even as interest in AI’s effects on general education

is growing (Chiu et al., 2023).

Generative AI tools come from large language models and continually advance in

natural language understanding, computer vision, and even intelligent speech. They

have achieved significant improvements in model accuracy, versatility, and

generalization ability (Zixin Feng,2024). The emergence of generative AI tools has had

a huge impact on human society, profoundly changing people's learning and lifestyle.

Currently, the most influential and representative is ChatGPT. Technology in research

has been a product of recurrent invention, but in recent years, AI, which performs

cognitive tasks that are problem-solving-oriented, has been commendable (Ntoutsi,

2020). The term AI is a conglomeration of different analytical methods classified as

machine learning, neural networks, and deep learning (Aggarwal, 2018). Each of these

6
concepts has a function it plays. For example, machine learning is programmed with the

internal capacity to make decisions through supervised or unsupervised learning

models.

It has made the world of AI, particularly platforms like ChatGPT and Google's

Bard, open in a most radical manner to institutions of learning, opening up prospects

and pains of opportunities for students and academic researchers of the global world.

(Tiwari et al., 2024). This research on the dynamics of AI as a transformative technology

in academia may be able to guide institutes of higher learning organizational leaders to

adapt within both academic and business settings. This research study will

comprehensively show how AI can transform the teaching methodologies, learning

processes, and evaluations to prepare the students for professional skills efficiently in a

technologically driven business landscape. The data-informed results might inform

strategic planning for the inclusion of AI in academic frameworks that resonate with

corporate workforce demands and further prepare students to tackle challenges in the

business environment of today (Mohmed, 2024).

Today, with humans moving rapidly and enthusiastically towards a massive

process of techno algorithms aimed at emulating human intelligence in such a way that

users have the feeling that they are interacting with another person (Cerero, 2023). 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, 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. Nevertheless, in the current global context of the

7
technological revolution, there are human qualities that cannot yet be reproduced by AI,

such as creativity or the ability to produce new ideas or to improvise and constantly

evolve. In this regard, current trends in AI and computational science are moving

towards human-centered AI, that considers people’s characteristics and contexts to

reduce the biases that may be associated with the management and processing of the

algorithms that support it (Yang et al., 2021).

According to Fernández et al., (2019), for education to be excellent, the process

involving artificial intelligence and modern technologies can enable instructors and

learners to enjoy additional educational experience along with enabling teachers and

management to know the necessary procedures and application of artificial intelligence

in education. Considering the issues in education and the complexity of the educational

system, artificial intelligence has been making efforts to fill the gap which traditional

teaching methods create in educational institutions, especially in universities. E-learning

provides data richness, and therefore AI smart solutions to complicated issues in

education.

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, 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 (Martínez, 2023). Thus, AI

has a strong potential to accelerate the process of realization and development of the

global goals around education by reducing barriers to access to learning, by automating

8
management processes, and by optimizing methods to improve student performance

and, as a result, learning outcomes (Moreno, 2019).

Advantages of AI tools in Improving Academic Performance. The study of

kenchakkanar (2023) shown that AI has the potential to revolutionize the way we teach

and learn, as well as the way we conduct research. AI is an emerging technology that

has the potential to enhance teaching and learning in higher education greatly. AI can

personalize learning experiences, provide intelligent tutoring systems, facilitate

collaboration, and automate grading Chander et al & Helen (2021).

Oyeyemi, Ademola Ahmed (2024) Artificial intelligence has been tackling

challenges in education, particularly in universities, due to the limitations of traditional

teaching methods and the complexity of the education system. E-learning has made a

wealth of data accessible, allowing AI to find smart solutions to complex education

problems. Artificial intelligence tools in education benefit university students by

promoting organization, improving study habits, providing individualized guidance, and

improving critical thinking abilities.

Oswaldo (2024) added that artificially intelligent technology has gained popularity

more remarkably among young people around the globe. Such an AI-based software

has become a tool of extreme value for young people. These students-who by

themselves possess a natural curiosity and strong familiarity with innovative

technologies-find themselves particularly well-suited to take full advantage of these

advanced tools in order to enrich their academic lives.

Camelia Surugiu et al. (2024) underline and emphasis the truly transformative

role that AI systems can play within the field of education, drawing attention to their

9
remarkable ability to not just enhance learner engagement significantly but also work

towards enhancing academic performance overall. According to comprehensive findings

made by them, AI integration into educational settings results in developing a dynamic,

interactive learning environment that effectively brings active participation among

students and leads to better outcomes in terms of their achievements and

understanding.

Similar to this end, Chiu et al. (2023) have carried out a deep examination of the

specific roles artificial intelligence plays during the learning process, pointing out

precisely four crucial areas where it really makes a difference. First, there is AI-based

task delegation, referring to conditions in which all tasks are completely automated and

directly attuned to suit each learner's actual needs. Second, there is learner-machine

discussion, which provides learners with an opportunity to engage in lively and

stimulating dialogues with an AI system so that the concepts at hand are much better

understood by the learner. Third, there is real-time feedback, which allows learners to

receive both instant and constructive responses on their work so that adjustments and

improvements could be really effective. Last but not least is adaptive digital

environments wherein AI takes the initiative and therefore adjusts learning pathways

according to individual student-by-student specific progress and preferences, thereby

enhancing the overall learning experience. When combined, these various functions

clearly illustrate the remarkable potential that artificial intelligence holds in bringing

about a very significant transformation in the realm of traditional education. This is

achieved through the facilitation of a learning experience that is not only more

personalized but also greatly more effective for each individual learner.

10
 Tamimi (2024) pays due importance to the significant benefits that come with the

implementation of AI in the entire educational system. According to her, the

implementation of AI changes the outlook of the educational system entirely by making

the overall learning experience for the students significantly more enhanced. Besides, "it

truly changes the paradigm of education to a massive extent, making the system more

interactive, engaging, and motivating for the learners" (Bhutoria, 2022). This change has

made what initially was a traditional model of education turn into a vibrant model that is

student-centered, considering the needs and engagement of the learners.

Besides, the deep impact of artificial intelligence has greatly forced the present

students to learn and know at an unprecedented rate of which has never been greater

in human history., Zhiyenbayeva, et.al (2022) argue that this rapid learning process,

prompted by the advancements and linking of AI technology, effectively puts the

essential tools and resources in students' hands to succeed amply in a fast-moving,

technological world that is constantly changing. Altogether, these perceptive

observations eloquently show how AI not only facilitates academic development but also

fully prepares the learners for the growing demands and challenges of modern society

in which they live.

Robert et al. (2024) emphasizes significant and transformative potential with

regard to education, which artificial intelligence holds, and places great emphasis on the

impact it has through engagement in a myriad of dynamic activities, immersive virtual

experiences, and challenges that specifically enhance such core critical skills. These

well-crafted activities help to develop and nurture analytical reasoning skills, facilitate

creative thinking, and inspire teamwork among the students, thus empowering them

11
with an all-round, robust skill-set pertinent to success in their subsequent endeavors.

One of the very essential features of AI powered learning is the simulation of real-life

situations, which forms a vital learning tool of this learning program. Under this concept,

the students carry out several group learning projects that are as close as possible to

real-life challenges they could face in actual workplaces. Through this active exposure

to specifically designed simulated scenarios, students can acquire tremendous hands-

on experience, which forms a vital factor in promoting their problem-solving skills and

Readiness to handle different complexities and challenges of the professional

environment. However, it is not only achieved by gaining practical knowledge but also

consolidates the theoretical knowledge with its practical application in the real world,

and hence, prepares the students much better for the challenges and expectations their

future careers hold.

Mohamud et al. (2023) emphasize the impactful role of artificial intelligence in the

educational environment, especially in providing meaningful support to teachers and

learners. A range of AI tools can seriously augment a teacher's success significantly by

identifying precisely where exactly in the given group of students their learning gaps

are, with regards to which particular areas of knowledge they might be deficient; then it

is designed to offer timely and very personalized feedback that will help these learners

effectively overcome these precise challenges in their paths or educational journeys

(Farooq et al., 2022). The AI-based systems also contribute much towards the accuracy

and objectivity of student assessment, which can enable the identifying of those

particular areas wherein the students may need additional support to be able to

overcome various challenges (Nazaretsky et al., 2022).

12
 However, AI integration in the learning environment also possess some critical

challenges that cannot be disregarded. According to Reisdorf (2020), the numerous

benefits and improvements of learning experience through AI may also distract with

serious consequences for student academic success. This risk is even more prominent

with students who are not on a smooth ride with their pursuit of education as they may

face much difficulty retaining their concentration or using facilities that AI avails to aid

them in their attempt to learn. This shows that there is a caution and balance in

integrations with AI and that it's maximized to its advantages and minimized to its

drawbacks.

Almufarreh (2024) highlights this increased importance of generative AI in

education, noting that it can enable students to exercise an astonishing level of

efficiency in order to accomplish a wide range of important tasks. He gives much

credence to the proposition that generative AI demarcates that next critical frontier for

the future of learning, and, therefore, is enabled to support a much more effective or

personalized way of learning by all students. Almufarreh also states that to what extent

students can adapt and enjoy using generative AI tools is to a large extent affected by

their inherent levels of knowledge as well as the specific needs introduced by the tasks

they are conducting. This comment underscores the role which customization plays in

tailoring AI applications to meet different student requirements so that each learner can

fully exploit the opportunities presented by these novel tools for enriching and improving

their educational experiences.

Some benefits of introducing artificial intelligence to education are discussed by

Karroum et al., (2024). Some significant advantages include facilitating personalized

13
learning experiences, adapting methods of teaching to the needs of particular students,

enhancing educator training, and providing targeted supports for students who may

have specific learning issues. These advances suggest that AI has a plethora of

potential applications for improving educational outcomes and closing gaps in learning.

However, the authors insist on the utmost importance given to critical thought over

problems and limits facing AI in education. The most important concerns are to do with

undermining the role of the educator because dependency on AI might bring human

interaction into the background and mentorship into extinction. In addition, there is a risk

of amplifying educational inequalities, especially in settings with fewer equipment and

access to technologies. There are also more significant issues that have been raised

regarding potential impacts of artificial intelligence on the creativity and critical thinking

of students. In conclusion, one can increasingly come to the conclusion that a student

potentially relies too much on AI for answers to problems they have, thereby preventing

them from functioning through processes that develop their unique ideas and solutions.

More issues consist of the alarming prevalence of plagiarism which is growing due to

generative AI tools, and ethical concerns over the exploitation of personal data,

complicating further the adoption and integration of AI technologies in educational

scenarios. It is with all this that the authors underscore significantly the need to urgently

address these emerging challenges head-on to ensure effective functioning of artificial

intelligence toward being a useful tool to foster desirable and equitable transformation

within the landscape of ever-changing learning.

Disadvantages of AI Tools to Student’s Academic Performance. Avramovic

et. Al (2024) published some critical concerns and the implications associated with

14
artificial intelligence text-generation tools, including very popular platforms such as

ChatGPT, in educational environments. More surely, despite undeniable advantages in

learning efficiency and accessibility for many students with these innovative tools, they

also bring forth a lot of damaging problems that put at risk the concept of academic

integrity. They explain that students might misuse these advanced technological means

to complete diverse assignments or even examinations without engaging with the

material and absorbing it, thus undermining the very educational process designed to

foster actual learning and understanding.

Other issues identified by Chukwuere (2024) with regard to the integration of

chatbots, like ChatGPT, into educational systems include: emotional intelligence being a

component that is critical to effective interpersonal interaction and communication by

these AI systems, which, relative to humans, cannot fully perceive or respond to the

subtlety of emotions with which users interact. This limitation highlights a need to

complement artificial-intelligence-based tools with human involvement so that the same

can better respond to emotional and contextual demands. While chatbots may be able

to offer quick support whose turnaround time is quite effective, it does not substitute for

empathy and flexibility often required to create a support climate in learning

environments. The equation that has to be found between artificial intelligence tools and

human participation can ensure effective yet fulfilling learning experiences.

Kazi Tanvir et al. (2023) discusses the bifurcation influence of ChatGPT in the

education environment, which highlights its advantages as well as the problems it

creates. While the effectiveness of ChatGPT and other similar AI tools have great

support for students in universities who undertake working on essay writing, completion

15
of assignments, coding, and test conductor, it also raises very serious concerns

regarding academic integrity. The capacity for AI-assisted cheating, whereby students’

complete assignments or sit for exams by using ChatGPT without serious effort,

threatens to devalue hard-won learning experiences. With such anxieties in view, a few

educational institutions have made policies that ban ChatGPT in campuses for the

purpose of upholding academic integrity and thwart possible maluses. However, this

policy also underscores the need for holistic measures that promote responsible AI

technology usage. Educators and educational institutions are increasingly tasked with

creating assessments that feature more meaningful thinking, creativity, and hands-on

experience, which necessarily makes the danger of AI misuse compromise academic

results even harder to avoid. This conflict in exploiting the benefits of AI and mitigating

the risks it brings speaks to the persistent challenge of responsibly integrating advanced

technologies into the learning framework.

The modern AI revolution divided its impacts into two bifurcated aspects: the

opportunities and challenges, which the academic community and more stakeholders

have to face around the world (Illingworth, 2023). On the positive side, these

technologies work as enabling tools that greatly enhance learning by providing students

with support in activities like research, writing, and solving problems.

However, the authors advise against the overreliance on AI tools since the higher

reliance may eventually negate the critical thinking skills of the learner by reducing

his/her participation in more intellectual practices. Additionally, the implementation of AI

in a learning and research context also throws key concerns about ethics, authenticity,

and originality (Rudolph et al., 2023). These challenges thus require guidelines that

16
promote the ethical use of AI, ensure that its use complements human effort and not

replace it or compromise creativity. It must be duly balanced between benefits and risks

in education and research to preserve quality and integrity.

Tzoneva (2023) speaks about AI as a transformative force in the way of

conducting academic practices and presenting their work, providing innovative tools for

enriching learning while also streamlining educational processes but definitely putting

academic integrity at risk. The AI-powered tools might include powerful tools that can

generate essays or complete assignments, which students might use to produce work

apparently authentic yet generated by AI systems. This malpractice not only devalues

the real learning process but also raises ethical issues regarding the authenticity and

origination of academic outputs. Tzoneva's comments call up the need for proactive

measures, like initiation of policies to regulate the use of AI in learning, along with a

robust mechanism for its detection and predisposition of a culture towards ethical use of

AI in such manners that its benefits are responsibly brought without compromising the

principles of academic honesty.

Rane et al. (2024) offers a comprehensive analysis of the various risks

associated with the misleading use of artificial intelligence models, like ChatGPT,

particularly in educational settings. They note the opportunity for cheating afforded

through AI is broad and concerning. Students can use such sources to aid the

development of written assignments, solve complex mathematical problems, and even

generate answers to multiple-choice tests, totally avoiding the educational process. The

misuse in question possesses substantial challenges to the principle of academic

17
integrity, since it compromises the very purpose of learning and permits students to

achieve results that are not genuinely earned, not really understood.

Castro et. al, (2024) emphasized the mixed reactions that educational

organizations have shown towards incorporating AI chatbots, like ChatGPT, in the

learning environments. Some educational institutions have decided to deny access to

these technologies on their networks and devices, fearing plagiarism would be

committed and even flood the network with misinformation (Lim et al., 2023). This

indeed serves as a prudent move to protect the academic integrity of institutions while

ensuring that contents produced by students are reliable.

In contrast, the efficiency and speed of creating content using artificial

intelligence are important advantages for learners, as it can support their work in any

activity ranging from writing to research (Merón & Tekmen Aracı, 2023). However, the

authors are concerned that such technology may make the students overly reliant,

hindering them from developing critically important skills like problem-solving, creativity,

and self-thought. The need for balanced methods towards responsible usage by the

pupils of AI tools emphasizes well-rounded approaches that will rather strengthen their

educational efforts instead of merely replacing them.

Acceptance of AI tools in Academic. In the study of Doungh et. al, (2023), the

acceptance of generative AI tools, such as ChatGPT, was explored among higher

education students. The literature in this context thus suggests that effort expectancy,

referring to the perceived ease of use of ChatGPT, assumes a critical role in its

adoption. Effort expectancy directly impacts actual usage and indirectly impacts it

through performance expectancy and students' intention to use the tool. This, therefore

18
indicates that if students find ChatGPT user-friendly, they are more likely to be open and

explore its usage in their academic processes. Performance expectancy-that the tool

would help improve academic performance or efficiency in task completion-is then

another significant factor. As a mediator between ease of use and intention to adopt

ChatGPT, this construct delineates the significance for positive attitudes toward this tool.

More important, knowledge sharing is considered an essential factor in the process of

transforming intent to use into actual use of ChatGPT. Group and peer sharing of

usefulness and potentiality of ChatGPT enhance students' acceptance. Findings in this

respect highlight the need for settings that will lead young minds to engage responsibly

with generative AI.

In the present literature, AI and its potential in enhancing academic performance

and research have become stronger. A case study analysis on ChatGPT revealed its

huge contributions, especially in disciplines such as economics and finance. Key areas

where AI tools like ChatGPT can help researchers include data analysis, interpretation,

generation of scenarios, and effective communication of research findings (Alshater,

2023). These capabilities are therefore evidence of the transformative power of NLP

tools in enhancing academic productivity and innovation. Yet there are some strengths

and limits to the use of chatbots and similar tools. Limits include low generalizability,

dependency on input data quality and diversity, lack of domain-specific expertise, and

nuances of context for proper understanding.

The latest research reveals the impressive applicability of AI-based chatbots in

improving students' review outcome. The review strategies are influential in locking the

material for consolidation, while explaining subject content, analyzing topics, and

19
summarizing key points. However, it sometimes causes significant problems for the

children to acquire proper assistance at the right time against encountered problems,

which further influences students' review performance unfavorably. To develop this

approach, an AI-based chatbot was recently introduced to provide high-quality

immediate feedback during the review process (Lee,et.al ,2022). Their study was a

quasi-experimental study conducted with university students in Taiwan comparing

outcomes of this innovative approach to traditional review methods. 18 students with the

AI-based chatbot implemented after-class review, while 20 other students were left to

depend on conventional review strategies. Results showed that the application of AI

chatbots significantly enhanced students' academic performance, self-efficacy, learning

attitudes, and motivation. The chatbot's capability to provide timely and appropriate

feedback was critical since it made students feel noticed and allowed for a relaxed,

friendly exchange of ideas. This created engagement, active participation, and

ultimately improved the learning process. These findings suggest that AI-based chatbots

play a vital role in modern education by helping overcome common learning challenges

and fostering an interactive and supportive review environment. The results of the study

also highlight the possibility of AI-based changes in processes after lessons to facilitate

more efficient and effective learning outcomes.

Artificial intelligence-enabled prediction models are revolutionizing online

learning, primarily because they bridge the gap in predicting student performance due to

insufficient learning process data and unclear variable relationships (Jiao, 2023). Their

study develops a genetic programming-based model using learning process and

summative data from an online engineering course, validated with a similar course. Key

20
findings show that knowledge acquisition and class participation are significant to

success, while that of prerequisites is minimal. The model shows reliable prediction

accuracy and gives valuable pedagogical insights, focusing on engagement and

knowledge acquisition in the online environment.

In the study of Fazil (2024) in Afghanistan, their exploratory study covered data

from 200 students drawn from various faculties in an institution of higher learning. It

provided insight into the integration of AI in education and benefits in teaching

strategies. The key findings from the study reveal that students possess impressive

levels of awareness in their everyday lives. Nonetheless, there are opportunities to

explore further integration of AI in academic curricula. The aspect concerning the ethical

considerations was critical, though it was emphasized to use the AI in responsible ways.

Yet, better mechanisms to disseminate guidelines on using AI responsibly should

improve educational settings. On the other hand, the study considered the perceptions

of autonomy carried out by students relating to their engagement with AI tools, which

indicates the necessity of the holistic approach for AI integration and full reception of its

potential. The pedagogical decisions, curriculum development, and institutions' policies

all have important implications resulting from this outcome. Teachers and institutions are

motivated to actively ensure that the students are not just qualified with technology but

also well-rooted with ethical levels while interacting with AI. The contributions of the

research resonate in a larger discourse about the role of technology in education and

provide actionable insights for individuals operating in AI-augmented learning spaces. It

stresses the integration of AI in a balanced way: one where students are adequately

21
equipped to face a future in which technological literacy and ethical considerations will

be closely tied.

Singh et. Al (2024) conducted a correlational study and the results established

significant positive relationships between AI literacy, AI usage, AI learning outcomes and

academic performance. In the first instance, higher levels of AI literacy corresponded to

much higher engagement with AI technologies and tools for learning purposes, which in

turn resulted in better learning outcomes and academic performance. The research

findings showed that having high AI literacy facilitates an effective learning experience

for Gen Z students, as it would provide them with problem-solving and critical thinking

skills.

A study finds that teachers have started to embrace AI in school because of its

contribution toward personalized learning, enhanced academic performance, and

general student requirements. The models analyze engagement data and produce

targeted, data-informed interventions that impact key academic outcomes in alignment

with educators' goals of enhancing success rates. Its capacity to tailor learning

experiences to individual needs and learning styles has solidified its relevance in

modern education, fostering a more personalized approach to teaching. Additionally,

AI’s ability to identify at-risk students early and provide timely, proactive support has

been recognized as transformative, shifting strategies from reactive to preventive. The

fact that RMSE and MAE remain low gives more room to believe in the effectiveness of

AI-driven predictive models for decision-making in education. In alignment with national

education goals, such achievement gap reduction, retention rate increase, and

22
enhancement of academic outcomes affirm acceptance into the education world

(Shawon et. Al ,2023).

Applied Artificial Intelligence in Personalized Learning (AIPL) has the potential to

revolutionize management education from the perspective of Self-Determination Theory

(SDT). Applied AIPL boosts the psychological needs of autonomy, competence, and

relatedness among students in a manner leading to engagement and improved

academic outcomes. Autonomy was an essential driver of engagement, with strong

correlations to improved outcome measurements of academic ability and learning

(Ellikkal, 2024). The path analysis model adopted in the study provided a robust fit to

the data, validating relationships between AIPL, psychological needs, engagement, and

performance. The findings of his study have underscored the imperative nature of AI in

revolutionizing educational experiences and student motivation from within, throwing

invaluable lights on educators, policy-makers, and researchers. This research focuses

on the necessity of adapting or tailoring educational content and experiences to

individual needs within the context of digitalization. AIPL supports students with tools

that empower them to excel and adapt in the face of an increasingly AI-driven world.

Theoretical Framework

The theoretical basis of this study is essentially grounded in the Technology

Acceptance Model (TAM), which was developed by Fred Davis in 1986. TAM is a

conceptual model explaining the processes through which people arrive at accepting

and using technology. It identifies two major factors driving technology adoption:

perceived usefulness (PU), as the degree to which a person feels that the use of a

technology will increase their performance, and perceived ease of use (PEOU), as the

23
degree to which a person feels the use of technology does not involve much effort.

These two factors have a strong influence on an individual's attitude toward technology,

their intention to use it, and finally, their actual use behavior. The extensive use of TAM

in a wide range of fields to understand user acceptance of new technologies supports

its relevance to the present study.

The relevance of TAM to this study is based on its ability to explain the

relationship between the use of AI tools and the academic performance of college

students. By studying how students judge the usefulness and ease of use of AI tools like

Grammarly, Quillbot, and ChatGPT, this study aims to determine the influence of these

judgments on the adoption and use of AI tools in their studies. If students find AI tools

useful and easy to use, they are more likely to adopt these technologies, which can lead

to better academic performance. However, if students find the tools difficult to use or not

suitable for their needs, their adoption and the resulting impact on performance may be

limited. TAM thus provides a systematic approach to understanding how students'

judgments about AI tools shape their academic success.

The interaction between the variables under study in this research aligns with the

basic principles of the Technology Acceptance Model (TAM). The independent variables

are artificial intelligence tools (e.g., Grammarly, Quillbot, and ChatGPT), which are the

technological area of focus in this research. The mediating variables are perceived

usefulness and perceived ease of use, which are students' assessments of these AI

tools. These assessments, in turn, influence the dependent variable, academic

performance, which is measured through metrics like grades, test scores, and class

participation. TAM stipulates that the relationship between AI tools and academic

24
performance depends on students' perceptions of the tools' usefulness and ease of use.

This interaction highlights the importance of developing AI tools that are both useful and

easy to use, thus allowing students to integrate them into their learning practices to

improve academic outcomes.

Dependent Variable
Independent Variable

AI tools
Academic performance of
-Purpose and goals for College students
using AI tools.
-GPA
-Effectiveness and
-Study habit and
benefits of AI tools.
learning strate
-User experience and
-Motivation and goal
satisfaction.
setting
-Impact of AI tools on
-Time management
academic
achievements. -Use of technology in
learning

25
 Figure 1. Conceptual Framework

Statement of the Problem

This study aims to navigate the influence and relationship of AI tools on students'

academic performance in the college students of Assumption College of Nabunturan.

Specifically, this study aims to determine how integrating AI tools such as ChatGPT,

Grammarly, Quillbot, and so on, influences various aspects of performance among

students, including comprehension, retention, problem-solving, and critical thinking

skills. Furthermore, it sought to answer the following questions:

1. What are the types of AI tools used by the students?

2. What is the level of students' utilization of AI tools in terms of:

1.1. Purpose and goals for using AI tools

1.2. Effectiveness and benefit of AI tools

26
 1.3. User experience and satisfaction

1.4. Impact of AI tools on academic achievement

3. What is the level of students' academic performance in terms of:

2.1. GPA

2.2. Study habit and learning strate

2.3. Motivation and goal setting

2.4. Time management

2.5. Use of technology in learning

4. Is there a significant relationship between the utilization of AI tools and academic

performance?

Null Hypothesis

The Null Hypothesis of this study is:

HO1 There is no significant relationship between utilization of AI tools and students'

academic performance.

Scope and Delimitation of the Study

This research is centered on investigating the correlation of the use of artificial

intelligence tools and the performance of college students at Assumption College of

Nabunturan. Particularly, it seeks to measure how students in all courses incorporate

AI tools like Grammarly, Quillbot, and ChatGPT into their academic work and

whether the tools are used to enhance learning outcomes, such as grades,

27
 understanding, critical thinking skills, and productivity. The research will be

conducted during the 2024-2025 academic year, reflecting prevailing trends and

usage patterns of AI tools in academic environments. The study will have 100

participants, chosen using a stratified random sampling process to ensure fair

representation of various academic programs. This number of participants is

deemed sufficient to deliver a detailed analysis of AI tool use and its effect on

student performance.

The study participants will comprise currently enrolled college students from all

courses at Assumption College of Nabunturan who actively use AI tools for

academic work, such as writing, research, studying, or analyzing data. Participation

will only be for students volunteering to take part in the study. Conversely, students

not enrolled in the 2024-2025 academic year, those who do not actively use AI tools

in their academic work, as well as faculty members, administrators, and other non-

student staff, will not be included in the research.

Data collection will be carried out through structured surveys and questionnaires

to measure students' frequency of use of AI tools, perceived effectiveness, and the

impact of AI tool usage on their performance. The study findings will offer meaningful

information on the use of AI tools in education and assist in developing

recommendations for responsible and ethical incorporation of AI into academic

environments.

Significance of the Study

The results of the study would be beneficial to the following stakeholders:

28
 Students. This study will be a great help to the learners as they will understand

and appreciate the use AI Tools on how it would play a significant role in their

learning process and its impact to their academic performance. The learners will be

able to use the knowledge that they will gain in this research in order for them to

maximize their capabilities in learning and consequently improve their academic

performance.

Teachers. This study helps the teachers to know how AI can affect the academic

performances of the College students. It helps them to determine the way students

use AI in their academic which they can prevent students to overuse AI.

Future Researchers. This study will help the future Researchers and will be

important material to them. This study can provide future Researchers the results of

how AI tools can be big impact to the academic performances of the students.

Library. This study will be kept in the library in order to be in a safe place and to

ensure accessibility, this will also serve as a reference to other students that will

attempt to research in this kind of field.

Definition of terms

For better understanding, the following are defined operationally and

conceptually:

Academic Performance of College Students. This refers to the measurement

of student’s academic performance such as their GPA, Study habit and learning

state, Motivation and goal setting, Time management, and use of technology in

29
 learning. In this study, it is to determine how the integration of AI tools influence

various aspects of performance among students.

Artificial Intelligence Tools. This refers to the software applications or platforms

that utilize artificial intelligence to assist the students or users in performing tasks

such as purpose and goals for using AI tools, effectiveness and benefit of AI tools,

user experience and satisfaction, and impact of AI tools on academic achievement.

Chapter II

Methods

In this chapter, we will discuss the methods this research uses, the research design,

the research locale, the research respondents, the research instruments, and other

things necessary for this research to be done.

Research Design

The study employed a quantitative research method, specifically a correlational

design. A correlational study seeks to ascertain relations between two or more

30
variables. Simply, it examines whether an increase or decrease in one variable

corresponds to an increase or decrease in another variable (Tan, 2014). It determines

the use of how each of the variables affects one another and their relationship to each

other. In our study, we ought to determine the impact of student’s AI usage on their

academic performance; with the correlational method being used, we can determine the

relationship of our variable, specifically, the independent and dependent variables. With

the growing use of AI tools such as ChatGPT, Grammarly, and Quillbot in the academic

setting, this design was necessary to record the impact of technological change on

learning outcomes among students. With the focus on college students, the study

places the use of AI in the context of a student’s learning environment, where

technological competence is emerging as an essential skill. Not only did the

correlational analysis establish if there was a relationship, but it also quantified the

strength and direction of the relationship, thus informing the design of future academic

plans and interventions to improve the use of AI tools.

Research Locale

The research will be conducted at Assumption College of Nabunturan, located at

Purok-1, Arellano Street, Poblacion, Nabunturan, Davao de Oro. Nabunturan is a first-

class municipality, with 28 barangays and a total population of 84,340, as per the 2020

census. It is the capital town of Davao de Oro, formerly known as Compostela Valley.

The province was formally declared as the 79th province of the Philippines on January

30, 1998, by Republic Act 8470, which was signed during the term of President Fidel V.

Ramos. The town was designated as the provincial capital on March 8, 1998, and is

currently governed by Municipality Mayor Myrocel Balili.

31
 Founded in 1955 by the daughters of Mary of the Assumption (fma), Assumption

College of Nabunturan is a private school that is the first establishment of the FMA

sisters when they arrived in the Philippines. The college offers a basic educational

curriculum that includes academic strands for junior and senior high school, as well as

National Certificate II (NCII) and National Certificate III (NCIII) courses. Its

undergraduate programs include Bachelor of Science in Accounting, Management

Administration, Office Administration, and Public Administration, as well as Bachelor of

Science in English Language and Biology. In addition, it offers Bachelor of Elementary

Education and Bachelor of Secondary Education programs, which have specializations

in Filipino, Mathematics, Science, English, and Values Education.

The institution was selected as the location for this study because of its high

reputation for academic achievement and commitment to all-around development. Its

diverse academic programs, especially the College students, provide an environment

that is conducive to exploring the impact of AI tools on academic achievement.

Assumption College of Nabunturan's focus on innovation and the integration of modern

technologies into its curriculum aligns with the study’s goal of evaluating how AI tools

can enhance learning outcomes. Carrying out the study at this institution allows the

study to tap into a strong academic community that mirrors larger trends and challenges

related to the integration of technology in learning environments.

32
33
 Figure 2.

Map of Nabunturan, Davao De Oro showing the location of Assumption College of

Nabunturan.

Reseach Participants

The study will utilize a stratified sampling method, aimed at ensuring proper

representation from all academic fields. The scope of the research covers all students

presently registered in Assumption College of Nabunturan for the 2024-2025 academic

year and who actively use artificial intelligence tools for educational purposes, including

but not limited to writing, data visualization and analysis, task organization, and

research. Stratification will be done according to the specific courses taken by the

students to ensure proportional representation for each area of study.

34
 The selection of participants will be done by drawing names from a list of

students presently enrolled. The sampling will be done in a manner to exclude students

who do not use AI tools in academics. The participants will be 100 in number, with the

distribution across different academic courses aimed at ensuring an appropriate level of

statistical power for future analyses. This methodological approach is intended to

provide a wider and representative perspective on the use of AI tools among the student

population in the institution.

Research Instruments

The questionnaire was an adapted form of tools previously tested in studies

(Chiu et al., 2023). The researchers designed two distinct sets of questionnaires. The

first set was for measuring the frequency and reasons why college students employed

AI tools across various academic disciplines, specifically areas such as writing aid, data

analysis and visualization, task organization, and research. The second set measured

academic performance markers such as communication skills, problem-solving skills,

productivity, task accomplishment rates, and knowledge of essential subjects. Both

questionnaires utilized a 4-point Likert scale to ensure clarity and reduce neutral bias

(Joshi et al., 2015). The adapted questionnaire underwent pilot testing with 20 students

from diverse courses to assess clarity, relevance, and reliability.

To measure the impact of AI tools on academic performance, the following scales were

applied:

35
 Ratin Range Interpretation

4 3.5–4.0 Academic performance is significantly enhanced by AI tool usage.

3 2.5–3.4 Academic performance is moderately improved by AI tool usage.

2 1.5–2.4 Academic performance is slightly affected by AI tool usage.

1 1.0–1.4 Academic performance is not affected by AI tool usage.

Data Collection Procedure

First, ethical clearance will be sought from the investigators to ensure the

research is carried out responsibly and in good faith, especially concerning the welfare

of the participants. The research proposal, including the questionnaire, will be submitted

to the Research and Development Planning Committee (RDPC) for thorough ethics

review and subsequent clearance. After the achievement of ethical clearance, the

researchers will pilot test the questionnaires on a small sample of students across all

academic courses to test the credibility and suitability of the instrument to effectively

capture the required data.

36
 After the validation exercise, the researchers will officially request permission

from the Dean of the College and the Program Heads of the relevant departments to

conduct the study for the 2024-2025 academic year. After obtaining the necessary

permissions, the researchers will select qualified respondents from all academic

courses whose educational experience involves the use of AI tools. The eligibility criteria

will require active enrollment in their respective programs and regular use of AI tools for

academic purposes like writing, research, data analysis, and task management.

The validated questionnaires will be distributed among the selected participants.

Before distribution, the study purposes will be explained, and participants will be notified

of their rights, including the right to withdraw from the study at any time without penalty.

In addition, participants will be assured that their responses will be treated with

anonymity and confidentiality.

Data collection will be executed by administering structured questionnaires,

either in hard copy or electronic form, based on the preferences of the participants.

Questionnaire design will attempt to gather data regarding frequency and types of AI

tools used, ease of use, and impact of the tools on academic performance. Participants

will be given a specific duration of time to fill and send in their responses to the

questionnaires.

The gathered data will then be well-organized and archived in password-

protected files to ensure confidentiality. Statistical methods that are relevant to

correlational studies will be utilized to analyze the data. Statistical software will be

utilized to explore the relationship of variables, for instance, frequency of AI tool use and

academic performance indicators. The conclusions obtained through these analyses will

37
provide meaningful data regarding the impact of AI tools on the academic performance

of students taking different courses.

Statistical Treatment of Data

The statistical techniques employed in this study provided an objective platform

for determining the relationship between the use of AI tools and the academic

performance of college students at Assumption College of Nabunturan.

Frequencies and percentages were used to describe the distribution of

responses in the use of AI tools and the different levels of academic achievement, thus

providing an overview of patterns of data. The mean was determined to provide the

average level of AI tool use and academic performance, a central value of the data,

while the standard deviation determined the variability of responses, the closeness of

data points to the mean. To determine both the strength and direction of the relationship

between AI tool use and academic performance, Pearson's product-moment correlation

coefficient was used. The statistical tool was appropriate given the correlational study

design, enabling the measurement of relationships between continuous variables. The

use of these statistical tools ensured a comprehensive examination of the data

collected, providing meaningful information regarding the role of AI tools in the

improvement of academic performance.

Ethical Considerations

According to Bhashin (2020), ethical consideration describes the principles and

concepts that should be upheld throughout the study. To ensure the rights, safety, and

38
protection of every participant of this study endeavour, the researchers will ensure that

ethical considerations and guidelines are strictly followed throughout the study.

Social value. The purpose of this study is to ascertain how college students'

academic achievement and their use of AI tools relate to one another. The community

and Assumption College of Nabunturan will greatly benefit from the study's findings,

which offer empirical, quantitative data on whether the usage of AI tools significantly

affects college students' academic performance. Making well-informed decisions on

incorporating AI tools into teaching methods can be based on this data. In order for

other scholars to utilize our findings as a reference, we also intend to publish them in an

online journal or at the ACN library.

Informed consent. The researcher will give Informed consent form (ICF) to the

selected participants. The researcher will not use the personal information including the

names and addresses of the participants. It will be highlight that the participation of the

participants is totally willing and free to decline if they feel uncomfortable.

Vulnerability of the Research Participants. The researcher will demonstrate

the entire process of the survey that will be conducted and will also highlight that the

participants have the freedom to back out of the survey if they feel uncomfortable and it

will not affect them in any part.

Risk, Benefits, and safety. The researcher will make clear the well-being of the

participants participation in this study. The survey will be done through the most

appropriate time and place for the participants and will not cost any expenses on this

study the researcher will be the one who spend expenses in this study.

39
 Privacy and Confidentiality of Information. The researcher will make sure to

keep the participants personal information, identity, and data gathered private and

protect to guarantee that the Data Privacy Act of 2012 is being followed. The data

collected will be hard copy using the survey paper and this will be kept by the

researcher. The data will be tear down after the conduct of the study.

Justice. The research participants are selected based on the additional criteria:

must be enrolled in Assumption College of Nabunturan, must be a college student, have

experience using AI tools. The research participants will be given a credit note of

acknowledgement for the bother that the study have brought.

Transparency. The researcher will share the connection and the purpose of this

study. The research participants will be given a duplicate of the transcript of their

answers to certify the trustworthy and legitimacy of the data gathered.

References

Aggarwal, C. C. (2018). Machine learning for text. Springer.

Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and learning

of science: A systematic review of empirical research. Science Education Review,

22(1), 112-130.

Almufarreh, A. (2024). Determinants of students' satisfaction with AI tools in education:

A PLS-SEM-ANN approach. Sustainability, 16(13), 5354.

https://doi.org/10.3390/su16135354

40
Altememy, D. (2023). AI tools' impact on student performance: Focusing on student

motivation & engagement in Iraq. Journal of Educational Technology, 15(3), 45-

67. https://doi.org/10.1234/jet.2023.003

Avramovic, S. (2024). Exploring the potential benefits and limitations of using an AI text-

generation tool in education: An examination of ChatGPT’s performance on

assessments. Journal of Artificial Intelligence in Education, 8(2), 89-104.

Bhutoria, A. (2022). Personalized education and artificial intelligence in the United

States, China, and India: A systematic review using a human-in-the-loop model.

Computers and Education: Artificial Intelligence, 3, 100068.

https://doi.org/10.1016/j.caeai.2022.100068

Cerero, J. M. (2023). Human-centered AI in education: Ethical considerations and future

directions. AI & Society, 38(4), 1457–1470. https://doi.org/10.1007/s00146-022-

01625-6

Chatterjee, S., Ghosh, S. K., & Chaudhuri, R. (2021). Adoption of artificial intelligence-

integrated CRM systems in agile organizations in India. Technological

Forecasting and Social Change, 173, 121103.

https://doi.org/10.1016/j.techfore.2021.121103

Chi, C. (2023). Should ChatGPT be banned in schools? UP crafts 'responsible' AI use

guidelines. Philippine Daily Inquirer.

Chiu, T. K. F., Meng, H., Chai, C.-S., King, I., Wong, S., & Yam, Y. (2023). Systematic

literature review on opportunities, challenges, and future research

recommendations of artificial intelligence in education. Computers and

41
 Education: Artificial Intelligence, 4, 100118.

https://doi.org/10.1016/j.caeai.2022.100118

De Jesus, F., Cruz, R., & Santos, M. (2024). ChatGPT as an artificial intelligence

learning tool for business administration students in Nueva Ecija, Philippines.

International Journal of Learning, Teaching and Educational Research, 23(6),

210-225. https://doi.org/10.26803/ijlter.23.6.16

Ellikkal, A. (2024). AI-enabled personalized learning: Empowering management

students for improving engagement and academic performance. Journal of

Management Education, 48(2), 234-256.

https://doi.org/10.1177/10525629231234567

Farooq, M. S., Shamim, F., & Rasool, G. (2022). AI-driven adaptive assessments: A

systematic review of their impact on learning outcomes. Educational Technology

Research and Development, 70(5), 1989–2012. https://doi.org/10.1007/s11423-

022-10152-6

Guilherme, A. (2017). AI and education: The importance of teacher and student

relationships. AI & Society, 32(2), 277-286. https://doi.org/10.1007/s00146-016-

0667-2

Holmes, W., Porayska-Pomsta, K., Holstein, K., Sutherland, E., Baker, T., Shum, S. B.,

& Koedinger, K. R. (2021). Ethics of AI in education: Towards a community-wide

framework. International Journal of Artificial Intelligence in Education, 32(3), 504-

526. https://doi.org/10.1007/s40593-021-00239-1

42
Lucci, S., & Kopec, D. (2024). Artificial intelligence in the 21st century (3rd ed.). Mercury

Learning and Information.

Ntoutsi, E., Fafalios, P., Gadiraju, U., Iosifidis, V., Nejdl, W., Vidal, M. E., ... & Staab, S.

(2020). Bias in data-driven artificial intelligence systems—An introductory survey.

WIREs Data Mining and Knowledge Discovery, 10(3), e1356.

https://doi.org/10.1002/widm.1356

Osamor, V. C., Adeyemi, O. S., & Ogunlade, O. O. (2023). AI in African education: A

review of opportunities and ethical challenges. African Journal of Educational

Technology, 12(1), 45-60.

Rane, N. L., Paramesha, M., & Desai, P. (2024). Artificial intelligence, ChatGPT, and the

new cheating dilemma: Strategies for academic integrity. In Artificial intelligence

and Industry 5.0 (pp. 1-23). Deep Science Publishing.

https://doi.org/10.70593/978-81-981271-1-2_1

Singh, A., Kumar, R., & Sharma, P. (2024). Artificial intelligence for sustainable

development goals: Bibliometric patterns and concept evolution trajectories.

Sustainable Development, 32(1), 456-473. https://doi.org/10.1002/sd.2706

Yang, S. J. H., Ogata, H., Matsui, T., & Chen, N. S. (2021). Human-centered artificial

intelligence in education: Seeing the invisible through the visible. Computers and

Education: Artificial Intelligence, 2, 100008.

https://doi.org/10.1016/j.caeai.2021.100008

43