NORTHERN SAMAR COLLEGES
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY
CATARMAN N. SAMAR
NAVIGATING AI IN EDUCATION:
A STUDY ON STUDENT RELIANCE AND ACADEMIC GROWTH
MR. ARIES LUTAO
IT INSTRUCTOR
RESEARCHERS:
JOYCE C. ESCASINAS
LOUIELYN C. CAFE
MA. JASMIN AMOR G. MIANO
JOHN JACOB Z. CARIAS
NINA MILES JHAN CABALES
LEAH D. CABANTO
JASMINE VILLEZAR
HAZEL MAE C. BADOY
INTRODUCTION
In today’s digital world, technology is a big part of our
daily lives—especially in schools. One of the most
powerful tools students now use is Artificial
Intelligence, or AI. Artificial Intelligence (AI) has
revolutionized industries worldwide, and education is no
exception. From writing assistance to personalized
learning, AI tools such as ChatGPT, Grammarly, and
intelligent tutoring systems have become an integral part
of students’ academic journeys. These tools promise
efficiency and convenience, enabling students to access
information instantly, refine their writing, and tackle
complex assignments with ease.
Yet, as technology continues to dominate classrooms, a
pressing question arises: Are these AI tools truly
fostering intellectual growth, or are they creating a
generation overly reliant on technology? While AI
empowers students to navigate their studies with
confidence, it also raises concerns about critical
thinking, problem-solving, and independent learning—
skills essential for long-term academic success.
This study delves into the paradoxical role of AI in
education, seeking to uncover its impact on students'
learning and academic performance. By exploring both its
benefits and challenges, this research sheds light on how
learners can strike the perfect balance between
leveraging AI’s potential and preserving the essence of
human cognition.
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DEFINITION OF TERMS
To provide clarity and ensure a shared understanding of
the key concepts in this research, the following terms
are defined:
Artificial Intelligence (AI)- A branch of computer
science that enables machines to perform tasks that
typically require human intelligence, such as problem-
solving, language processing, and decision-making.
AI Tools- Digital platforms or software applications
powered by artificial intelligence, such as ChatGPT and
Grammarly, designed to assist users in tasks like
writing, researching, and problem-solving.
ChatGPT- A popular AI chatbot created by OpenAI. It can
answer questions, help with writing, explain topics, and
give ideas.
Grammarly- An online writing tool that checks for
grammar, spelling, punctuation, and clarity. It helps
students improve their writing and make their work look
more professional.
CiCi- Cici is an AI-powered assistant designed to enhance
productivity and support various tasks. It integrates
seamlessly with desktop applications like Microsoft
Office, allowing users to ask questions, extract key
points from documents, and gain insights quickly.
Gemini- is an advanced AI assistant developed by Google
DeepMind. It offers a wide range of capabilities,
including text summarization, image generation, coding
assistance, and interactive simulations. Gemini.ai is
designed to integrate seamlessly with Google applications
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like Gmail, Google Calendar, and Google Maps, making it a
versatile tool for productivity and learning.
QuillBot- is an AI-powered writing assistant that
specializes in paraphrasing, grammar checking, and
summarizing text. It is widely used by students,
professionals, and content creators to enhance fluency,
vocabulary, and tone in their writing.
Notion AI- is an advanced AI-powered assistant integrated
into the Notion workspace, designed to enhance
productivity and creativity. It offers a wide range of
features, including text generation, summarization, and
task automation. Notion AI can help users brainstorm
ideas, write content, analyze data, and even create
actionable plans based on uploaded files like PDFs and
images. It also integrates with other apps like Slack and
Google Drive, making it a versatile tool for
collaboration and knowledge management.
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RESEARCH IDEA
The idea for this study came from observing how students
today are becoming more dependent on Artificial
Intelligence (AI) tools. Many students now use apps and
platforms such as ChatGPT, Grammarly, and other digital
tools that help them write, research, solve problems, and
complete assignments. These tools offer quick answers and
are easy to use, which makes learning more convenient.
However, this convenience may come with a price. Some
teachers and parents have noticed that students may stop
thinking critically or learning deeply because they rely
too much on these tools.
Moreover, the increasing availability of AI raises
important educational and ethical questions. How do
students perceive AI’s role in their learning journey?
Are we fostering a generation of learners who rely more
on technology than their cognitive abilities?
Additionally, as AI evolves, the boundaries between
assistance and dependency blur, making it imperative to
explore both the promises and pitfalls of these tools.
This curiosity raised the question: Is AI really helping
students grow academically, or is it just making them
dependent on technology? This curiosity formed the basis
of our research.
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LITERATURE REVIEW
The use of Artificial Intelligence (AI) into education
has altered traditional learning settings, presenting
both possibilities and problems to students and educators
alike. This literature review looks at current studies on
student dependence on AI technologies and their influence
on academic performance.
To better understand the impact of AI on education, we
reviewed books, journals, and other research materials.
Many researchers highlight the positive contributions of
AI to education. According to Luckin et al. (2016), AI
tools can personalize learning by adapting content to the
individual needs of students, enabling them to progress
at their own pace. Similarly, Griffiths and Luckin (2020)
discuss how AI applications like intelligent tutoring
systems provide instant feedback and support, which can
significantly improve the learning experience.
AI tools such as Grammarly have been found to enhance
writing skills by offering grammar corrections, clarity
suggestions, and stylistic improvements. This aligns with
Chou (2023), who emphasizes that tools like ChatGPT can
simplify complex concepts, making education more
accessible to students struggling with traditional
methods. These tools are particularly useful for students
who benefit from immediate, straightforward explanations.
On the other hand, some researchers have expressed
concerns about the potential downsides of excessive AI
usage in education. Alammary (2019) warns that over-
reliance on AI may lead to a reduction in critical
thinking skills, as students may depend on these tools
for solutions instead of developing their problem-solving
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abilities. Siemens (2005), through his Connectivism
Learning Theory, echoes a similar concern, stating that
while technology fosters connected learning networks, it
requires active and mindful participation from learners
to be truly effective.
Moreover, Ouyang and Jiao (2021) argue that AI’s role in
education must be approached cautiously, as it may
inadvertently widen the digital divide, putting students
without access to technology at a disadvantage. Creswell
(2014) also highlights the importance of designing
research to address both the benefits and challenges
posed by technological tools in education.
This literature review highlights a dual perspective: AI
has tremendous potential to enhance learning, but its
misuse or over-dependence may hinder essential cognitive
and critical thinking skills. These insights guided the
direction of our research.
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THEORETICAL FORMULATION OF THE RESEARCH PROBLEM
Our main research question is: Does the use of AI tools
in school help students improve their academic
performance, or does it lead to too much dependence on
technology? To support our study, we applied the
constructivist learning theory. This theory says that
students learn best when they are actively engaged in
learning—when they try things out, make mistakes, solve
problems, and build knowledge through their own
experiences. If students let AI tools handle their tasks,
they might miss out on this important learning process.
Instead of learning and understanding the lessons, they
might just copy answers without really thinking. Because
of this, we wanted to find out whether students are still
learning or simply relying on AI to do the work for them.
This theory helped guide our thinking and gave us a
deeper understanding of what we needed to explore in this
research.
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EMPIRICAL RESEARCH QUESTIONS
To answer our research problem, we created simple and
clear survey questions that students could easily
understand. These questions helped us collect data that
we could count and analyze. We focused on finding out how
students use AI, how often they use it, and whether they
think it helps them learn. This approach made it easier
to gather useful information that reflects both their
habits and opinions.
What AI tools do students use the most?
How often do they use AI for their school work?
Do students believe AI helps them learn better?
How are their academic performances while using AI
tools?
These survey questions allowed us to gather both facts
and personal opinions from students, which helped us
better understand how AI truly affects their learning and
academic performance.
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RESEARCH DESIGN (PLANNING AND DATA COLLECTION)
This research uses a quantitative descriptive design. It
means we collected numerical data to describe how
students use AI and how it affects them. We focused only
on students from different school. The respondents were
chosen using convenience sampling, which means we asked
students who were available and willing to answer the
survey. We used Google Forms to make our survey, which
included different types of questions like multiple
choice, checkboxes, and rating scales. These were simple
and quick to answer.
The survey form can be accessed here: Student Survey:
Navigating AI in Education.
(https://forms.gle/JbqBU59kFBtrVQcM7)
We shared the survey form online and made sure the
students understood that their answers would be used only
for research purposes and kept private. This process
allowed us to gather real and honest answers from the
participants.
Pilot testing ensured question clarity and improved the
survey’s overall reliability. Ethical considerations,
such as data privacy and informed consent, were strictly
upheld to create a trustworthy research environment.
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DATA ANALYSIS
After collecting all the survey responses, we analyzed
the data by counting how many students gave similar
answers. We grouped their answers into categories like
the type of AI tools they use, how often they use them,
and for what subjects or tasks they use AI. Then we
looked at their academic performance and checked if there
was any connection between high or low grades and their
use of AI tools. For example, do students who use AI
daily have better or worse grades? We used tables,
graphs, and simple statistics to present the findings.
These visual tools help us understand the patterns in the
data and answer the research questions more clearly.
Results And Discussion
AI Tools Commonly Used
Based on the survey results from 50 respondents, ChatGPT
was the most commonly used AI tool among students, with
70% (35 students) saying they use it. Grammarly was the
second most used tool, chosen by 22% (11 students),
followed by Quillbot with 18% (9 students). Other AI
tools such as Gemini and Cici were also used but by fewer
students, with 14% (7 students) and 12% (6 students)
respectively. Only a small number of students, 4% (2
students), reported using Notion AI. This data shows that
ChatGPT is by far the most popular AI tool among
students, while other AI tools are used less often. The
results suggest that most students prefer AI tools that
provide quick and easy help with their writing and school
tasks.
Frequency of Using AI Tools for Academic Purposes
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When asked how often they use AI tools for academic work,
the majority of respondents (62%) answered "Sometimes."
Meanwhile, 20% said they "Rarely" use AI tools, and 18%
reported that they "Always" use them. Notably, no
participants selected "Never," indicating that all
respondents have some level of engagement with AI tools
in their academic activities. This suggests that while AI
tools are widely recognized, they are not yet used daily
or heavily by most students.
Impact on Reliance and Intelligence Development
The survey question, "Do you believe that using AI tools
in education leads to increased reliance on technology
for academic tasks rather than developing your own
intelligence?" provided valuable insights into
respondents' perceptions of AI in education. The data
gathered was categorized into three primary perspectives:
1. Increased Reliance on Technology (48% of respondents):
A significant portion of respondents (48%) expressed
concerns about the potential for increased reliance on AI
tools, fearing it might hinder the development of
critical thinking and problem-solving abilities.
2. Enhancement of Intelligence and Understanding (22% of
respondents): A smaller segment (22%) viewed AI tools as
a positive influence on education. These respondents
believe that AI enhances their intelligence and
understanding, potentially complementing traditional
learning methods and simplifying complex concepts. This
perspective highlights the potential of AI as a
supportive tool for learning rather than a replacement
for human intelligence.
3. Uncertainty about AI’s Impact (30% of respondents):
The remaining 30% of respondents were uncertain about the
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overall impact of AI in education. This group expressed a
need for further exploration and awareness regarding how
AI tools influence learning outcomes, indicating that
more research and understanding are required to determine
the long-term effects of AI integration in education.
LIKERT SCALE SURVEY
The survey utilized a Likert scale to assess the
respondents' attitudes toward the use of AI tools in
education. The scale ranged from "Strongly Disagree" to
"Strongly Agree," allowing respondents to express their
level of agreement with various statements about AI’s
impact on learning.
Here's the explanation of the survey results in likert
scale that we conduct online through Google Form:
I rely on AI for academic tasks- Most participants were
neutral or slightly disagreed, showing mixed feelings
about relying on AI.
AI helps me finish schoolwork faster- Opinions were
balanced, with many agreeing it helps but others staying
neutral.
AI has improved my grades- Most participants felt
neutral, with fewer strongly agreeing or strongly
disagreeing.
AI helps me learn more effectively- Many stayed neutral,
while others either agreed or disagreed moderately.
AI tools should be part of modern education- Most
participants were neutral but leaned slightly toward
agreeing that AI tools should be included in education.
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Overall, the results show mixed opinions, with a lot of
participants staying neutral or only slightly agreeing or
disagreeing. This reflects both potential and concerns
about AI in education.
Here are the results of the survey that is presented in
tables;
FIGURE 1- AI TOOLS COMMONLY USED
FIGURE 2- FREQUENCY OF USING AI TOOLS
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FIGURE 3- RELIANCE AND INTELLIGENCE DEVELOPMENT
Here’s a table matrix that consolidates the data from
all five survey questions, based on the Likert scale
responses:
5
1 (Strongly
Survey Questions 2 3 4 (Strongly
Disagree)
Agree)
1. I rely on AI
21 17
for academic 5 (10%) 5 (10%) 2 (4%)
(42%) (34%)
tasks.
2. AI helps me
11 12 12
finish schoolwork 7 (14.3%) 7 (14.3%)
(22.4%) (24.5%) (24.5%)
faster.
3. AI has
15 22
improved my 6 (12%) 3 (6%) 4 (8%)
(30%) (44%)
grades
4. AI helps me
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learn more 7 (14%) 9 (18%) 9 (18%) 7 (14%)
(36%)
effectively.
5. AI tools
19 10
should be part of 8 (16%) 8 (16%) 5 (10%)
(38%) (20%)
modern education.
FIGURE 4- TABLE MATRIX IN LIKERT SCALE SURVEY QUESTION
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ANSWERING THE EMPIRICAL RESEARCH QUESTIONS
The survey data revealed that ChatGPT was the most
commonly used AI tool among students, with 70% of
respondents indicating regular use. Other popular tools
included Grammarly (22%), Quillbot (18%), and Gemini
(14%), while Cici and Notion AI were less frequently
used. This shows a clear preference for AI platforms that
assist primarily in writing and information processing
tasks.
Regarding the frequency of AI usage for academic
purposes, the majority of students (62%) reported using
AI tools "Sometimes", followed by 20% who used them
"Rarely", and 18% who used them "Always". No students
indicated that they "Never" used AI tools. This suggests
that while AI is becoming an integral part of academic
work, it is not yet a constant or daily tool for all
students.
When evaluating how students felt about AI’s impact on
their academic work using a Likert scale, results showed
that most students agreed that AI tools help them better
understand difficult topics and improve their academic
tasks. However, there was a moderate level of
disagreement concerning AI completely replacing the need
for studying or critical thinking, indicating an
awareness among students of AI’s limitations.
THEORETICAL INTERPRETATION
Applying the constructivist learning theory, the findings
suggest that while students actively engage with AI tools
to support their learning, there is a potential risk of
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over-reliance. Since constructivism emphasizes active
participation in the learning process, the survey results
highlight a mixed reality: although students use AI to
assist their learning, the fact that only 18% use it
"Always" shows that students are still maintaining a
level of personal engagement with their education.
However, the high popularity of writing and grammar tools
points to a possibility that AI is being used more for
task completion than for deep understanding, partially
supporting concerns raised by constructivist theory.
COMPARISON WITH EARLIER RESEARCH
The findings of this study are consistent with previous
research. Studies such as those by Alammary (2019) and
Chou (2023) similarly noted that AI tools enhance
educational efficiency but can also lead to reduced
critical thinking if misused. Just like in earlier
studies, students in our research appreciate the
convenience of AI but remain cautious about its overuse.
Interestingly, our findings showed a slightly higher
acceptance and integration of AI into students' academic
lives compared to older studies, indicating a trend where
AI is becoming a more normalized part of educational
practice over time.
Overall, the results confirm that while AI is an
important aid in education, the need for balanced and
thoughtful usage remains crucial to avoid undermining
genuine academic growth.
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CONCLUSION
In conclusion, this research explored how AI tools affect
students' learning and academic performance. Based on our
survey results, most students use AI tools like ChatGPT,
Grammarly, and Quillbot, with ChatGPT being the most
popular. Most students said that they are using AI tools
sometimes, while a smaller group used them always or
rarely. None of the students said they never used AI.
From the Likert scale results, students generally agreed
that AI helps them better understand lessons, improves
their academic tasks, and saves time. However, they also
showed awareness that AI cannot replace their own
critical thinking and studying.
The findings showed that AI can support learning by
making it easier to access information and improve
writing. However, there is a risk that too much reliance
on AI might limit deeper understanding. Students must use
AI wisely—seeing it as a helper, not as a replacement for
real learning.
We recommend that students balance their use of AI tools
with their own efforts. Teachers should continue to give
activities that encourage thinking and problem-solving,
not just copying. Schools can also create guidelines on
how to use AI responsibly. This way, AI becomes a useful
support for education, not a shortcut. Our study shows
that technology itself is not harmful, but the way
students use it is what matters most.
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REFERENCES
Alammary, A. (2019). Artificial Intelligence in
Education: Challenges and Opportunities. Education
and Information Technologies.
Chou, C. (2023). ChatGPT and Education:
Opportunities, Challenges, and the Future. Journal
of Educational Technology Development and Exchange.
Creswell, J. W. (2014). Research Design:
Qualitative, Quantitative, and Mixed Methods
Approaches (4th ed.). SAGE Publications.
Greene, R. (n.d.). The future belongs to those who
learn more skills and combine them in creative ways.
(Quote).
Siemens, G. (2005). Connectivism: A Learning Theory
for the Digital Age. International Journal of
Instructional Technology and Distance Learning.
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