Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

In order to understand the influence of artificial intelligence on academic

performance of students, there are certain ideas that need to be discussed. This

section outlines and discusses ideas related to the above constructs of the study.

Integration of AI

According to Clugston (2024), artificial intelligence is revolutionizing various

sectors and education is no exception. The integration of AI in education has

brought about significant changes that enhance learning experiences, streamline

administrative tasks and support both students and educators in various ways.

The future of artificial intelligence in education is bright, with the potential to

transform the way higher education institutions teach and learn. AI has the

potential to transform education and many other industries and revolutionize how

we interact with technology. AI can improve the accuracy and speed of tasks,

reducing the risk of human error.

However, ensuring the responsible development of AI involves addressing

ethical concerns and ensuring accountability and trust. AI systems need to be

designed with human oversight and control and it's essential to address the ethical

and practical challenges to ensure that AI benefits all stakeholders in the

educational ecosystem.
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Artificial Intelligence (AI) has been increasingly integrated into Philippine

education, showing significant benefits for students. According to the University of

the Philippines Open University (UPOU) (2024), AI tools have enhanced student

engagement and understanding by providing personalized learning experiences.

UPOU's AI-powered platforms assess individual student abilities, offer customized

recommendations, and track progress to ensure that each student learns at an

appropriate pace.

As artificial Intelligence continues to advance, it opens doors of

opportunities to augment traditional teaching methods and provide personalized

learning styles and experiences tailored to the needs of the students. However,

students must consider potential risks and ethical implications associated with the

integration of AI in education. This prompted the researchers’ interest in assessing

whether and to what degree a relationship exists between the usage of artificial

intelligence towards the perceived critical thinking skills among psychology

students (Esguerra, et. al., 2024).

Writing Skills

The study by Kiranmai P (2023), the Impact of Artificial Intelligence using

Writing Tools on Student's Writing Skills Enhancement. On the positive side, AI

tools improve grammar, coherence, and organization, providing real-time feedback

that helps students refine their writing. They also enhance content clarity and

structure, making essays more polished. While the negative side, over reliance on
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AI can lead to weakened independent writing skills, reduced creativity, and

potential academic integrity issues like plagiarism.

In a 2023 survey conducted by Instructure, 83% of students in the

Philippines reported using generative AI tools like ChatGPT for research and

writing. The study found that 52% of students used AI for test preparation, while

47% utilized it for learning foreign languages. According to Lufkin (2023), Vice

President for Global Strategy at Instructure, these AI tools have significantly

improved students' research skills and writing proficiency.

Critical Thinking Skills

According to Aniekan Essien et. al., (2023) This study investigates the

influence of generative artificial intelligence (GAI), specifically AI text generators

(ChatGPT), on critical thinking skills in UK postgraduate business school students.

Using Bloom’s taxonomy as theoretical underpinning, we adopt a mixed-method

research employing a sample of 107 participants to investigate both the influence

and challenges of these technologies in higher education. Our findings reveal that

the most significant improvements occurred at the lower levels of Bloom’s

taxonomy. We identify concerns relating to reliability, accuracy, and potential

ethical implications of its application in higher education. The significance of this

paper spans across, pedagogy, policy and practice, offering insights into the

complex relationship between AI technologies and critical thinking skills. While

highlighting the multifaceted aspects of the impact of AI in education, this article

serves as a guide to educators and policymakers, stressing the importance of a

comprehensive approach to fostering critical thinking and other transferable skills

in the higher education landscape.

Enhanced Education

Better and richer learning experience is possible for students, thanks to AI’s

ability to assess their abilities and needs, and then develop and distribute

personalised or customised content, which ensures greater uptake and retention

and thus improves learning. However, as the needs of students change, AI-

enhanced education will play an increasingly important role in the classroom. To

date, it only offers courses ranging in difficulty, and it hasn’t yet reached

highest level of intelligence in intelligent education. A probability model and

a knowledge map in AI education has been studied. More and more data will be

generated by AI systems as they interact with the educational process on a more

frequent basis, allowing for more accurate information recommendation.

Teachers and students will benefit from high-quality content provided by AI

systems, which will be quantified using learner analytics, machine learning, and

data mining. (Satya and Kamal, 2024).

Over reliance

Based on the study published in Applied Psychology and Pedagogy (2024),

indicates that AI can make students overly dependent on technology, depriving

them of their own knowledge, creativity, and self-sufficiency. The research

highlights that over-reliance on AI dialogue systems can negatively impact

students' cognitive abilities, including decision-making, critical thinking, and

analytical reasoning. Such dependence on AI can also lead to a diminished ability

to engage in creative and independent thought processes. Furthermore, the study

points out that students may face challenges in distinguishing between AI-

generated information and authentic sources, which can lead to misinformation

and a lack of discernment in evaluating content. These adverse effects collectively

contribute to a decline in students' overall educational experience and intellectual

development.

The Manila Bulletin (2024) reports on concerns from Filipino educators

about students becoming overly dependent on Al tools for academic writing. This

over-reliance is believed to reduce students' ability to develop coherent and

original texts, weakening their understanding of grammar, vocabulary, and logical

organization.

In the Philippines, research from the Department of Science and

Technology-National Research Council of the Philippines (DOST-NRCP) (2024),

emphasizes that over-reliance on Al tools reduces students' exposure to

foundational reading and writing practices. Educators urge for more engagement

with traditional academic activities to improve writing proficiency and language

development.

Research by Abdullah and Patel (2024) explores how over-reliance on Al

tools diminishes critical thinking and problem-solving skills. The study warns that

the convenience of Al can hinder students from engaging with complex writing

tasks, ultimately reducing their cognitive development.

Academic Performance

As shown by International Journal of Social Sciences and Commerce

[IJSSC], this article explored how Al tools can affect both positive and negative on

student's academic and real-life performance, ultimately discussed on the negative

impacts on students. Artificial Intelligence tools has the potential benefit such as

personalized learning experiences, improves teaching-learning efficiency, and

provides valuable resources, correspondingly it has potential negative

consequences such as over reliance, hindrance to critical thinking skills, problem

solving skills, and creativity, biased assumptions, privacy concerns, inequality and

discrimination. Therefore, it's crucial to address these negative pitfalls and

educators, parents and policymakers to be aware about limitations of these tools

and establish a proper regulations and guidelines to strike a healthy balance of

utilizing Al tools without compromising the traditional method and ensure

promoting a well-rounded development in both academic and real-life

performance. (Basha, 2024).

AI toward students’ academic performance constitutes essentialities of

standard education and development. It explores the learning domain embedded

in advanced technology through myriad learning applications. It provides detailed

efforts and an overview of the learning development of students’ competency

performance and skills in the educational setting (Mallillin, 2024).

Synthesis

Many existing studies have highlighted both the benefits and risks of AI tools

in education. Some studies have explored the positive effects of AI, highlighted the

enhancement of critical thinking and writing skills of students. They have also

shown the benefits of AI to teachers and students, improving education and

academic performance. However, there are some studies that have highlighted the

negative effects of how over-reliance on AI reduces critical thinking and problem-

solving skills.

Although, there are still gaps that have not been addressed in other studies,

such as the influence of AI on students' study habits and academic performance,

and other studies do not specify what year the students are in. This study aims to

fill this gap by exploring the experiences and perceptions of senior high school

students on how AI influences their study habits and academic performance.

RESEARCH METHODOLOGY

This chapter presents the research methods used in this study, the research

design, sampling procedure, instrument, source of data, and data analysis.

Research Design

This study employed a Phenomenological Research Design to describe the

participants’ experiences and uncover certain phenomena that may reveal truths

about their academic habits and learning behaviors. This approach helps to draw

out, describe, explore, and analyze their experiences as Grade 11 Senior High

School HUMSS students using Artificial Intelligence (AI) in their studies

(Groenewald, 2004). It was selected with the intention of discovering the lived

experiences of students, particularly focusing on how AI influences their writing

skills, critical thinking, and problem-solving abilities.

Specifically, this study utilized transcendental phenomenology, a

philosophical approach to qualitative research methodology first coined and

developed by Edmund Husserl (Moustakas, 1994). This approach aims to

understand human experiences from the perspective of those who have lived

them, ensuring that participants' thoughts, insights, and reflections on AI’s role in

their academic journey are accurately captured.

Based on the International Encyclopedia of Philosophy, Husserl’s

investigations into consciousness and experience emphasize that consciousness