THE EDUCATIONAL BENEFITS OF USING ONLINE TOOLS

POWERED BY ARTIFICIAL INTELLIGENCE ON

SENIOR HIGH SCHOOL STUDENTS IN
BATANGAS CITY

A Research
Presented to
The Faculty of Senior High School
ASIAN INSTITUTE OF COMPUTER STUDIES
Batangas City

In partial Fulfillment
Of the Requirements for the Academic Track - HUMSS

Aldovino, Ashley Sabriel D.

Ascue, Anne Chrysoprase D.
Dimapilis, Riechell M.
Gainza, Jhade Wendel F.
Magnaye, Angela R.
Magtibay, Hannah Joy R.
Maranan, Wayne Drew A.
Regala, CJ C.

June 2024
 ASIAN INSTITUTE OF COMPUTER STUDIES
THE EDUCATIONAL BENEFITS OF USING ONLINE TOOLS
POWERED BY ARTIFICIAL INTELLIGENCE ON
SENIOR HIGH SCHOOL STUDENTS IN
BATANGAS CITY

A Research
Presented to
The Faculty of Senior High School
ASIAN INSTITUTE OF COMPUTER STUDIES
Batangas City

In partial Fulfillment
Of the Requirements for the Academic Track - HUMSS

Aldovino, Ashley Sabriel D.

Ascue, Anne Chrysoprase D.
Dimapilis, Riechell M.
Gainza, Jhade Wendel F.
Magnaye, Angela R.
Magtibay, Hannah Joy R.
Maranan, Wayne Drew A.
Regala, CJ C.

June 2024
 ASIAN INSTITUTE OF COMPUTER STUDIES
CHAPTER I
THE PROBLEM
Introduction

In recent years, education has changed significantly to better serve students

and meet the needs of the modern world. Modern education focuses on students,

allowing them to have a say in their learning. This personalized approach boosts

student engagement and retention. It also encourages students to explore different

subjects, promoting critical thinking and problem-solving. Technology is a big

part of modern education, offering tools for better teaching and learning. This

includes digital resources and online collaboration. Projects and critical thinking

play a key role, teaching practical skills and encouraging creative thinking. In

Batangas City, students may face challenges related to technological access and

adapting to new teaching methods.

Advanced technology has become an indispensable part of our daily lives,

and its impact on education is profound. It encompasses a broad spectrum of tools

and innovations that extend beyond traditional educational methods. This includes

not just computers and the internet, but also cutting-edge technologies such as

virtual reality, augmented reality, and Artificial Intelligence (AI). These

technological advancements have the potential to reshape the way students learn,

access information, and engage with educational materials. By examining the

influence of advanced technology on education, this will be the foundation for

introducing the trans-formative role of AI in this context.

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Online tools encompass a range of web-based applications and platforms available

on the internet. These tools, including resources like Learning Management

Systems (LMS), digital libraries, and communication platforms, are designed to

make learning easier for students. It is crucial to discuss both the strengths and

limitations of these online tools in the context of education, as this sets the stage

for understanding how online tools powered by Artificial Intelligence (AI) can

further enhance the learning process. Some of these online tools are equipped with

AI abilities, making them smarter and more effective for learning.

As many researchers explore the influence of advanced technology on

education, it is crucial to study deeper into one of the most trans-formative

technological advancements - Artificial Intelligence (AI), which is playing an

increasingly significant role in reshaping how students learn, interact with

educational resources, and access information. According to Burns (2018), it is the

ability of machines to replicate or enhance the human intellect, such as reasoning

and learning from experience. It means making computers smart enough to do

things like solving problems and getting better at them over time, much like

humans do. It has been used in computer programs for years, but it is now applied

to many other products and services. To understand the idea behind AI, a person

should think about what distinguishes human intelligence from that of other

creatures – humans’ ability to learn from experiences and apply these lessons to

new situations. Humans can do this because of their advanced brainpower.

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The study of the benefits of utilizing online tools powered by Artificial

Intelligence in education is a subject of growing interest. These tools offer

numerous advantages to both students and educators. They provide personalized

learning experiences, adapting to individual student needs and pace. AI-driven

platforms can analyze a student's progress and tailor content, accordingly, ensuring

a more efficient learning process. Furthermore, online AI tools can enhance

accessibility in education, breaking down geographical barriers and enabling

remote learning. This can be particularly beneficial in situations where traditional

classroom settings are not feasible, such as during a pandemic.

In the field of education, there are various AI-driven platforms like

ChatGPT, Grammarly, Google BARD, Quill-bot, and Photomath that are worth

mentioning. These platforms demonstrate how AI can assess a student’s progress

and customize content to suit their unique needs, resulting in a more effective

learning process. For example, ChatGPT, the model can assist with answering

questions, providing explanations, and supporting various educational tasks,

offering personalized responses to users. Grammarly provides real-time writing

feedback, Google BARD improves search query understanding, QuillBot helps

enhance writing quality, and Photomath simplifies math problem-solving. These

platforms serve as clear examples of how it personalizes and enhances education,

benefiting both students and educators in their pursuit of more effective and

tailored learning experiences.

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This study aims to address the effectiveness of improving a student's

academic performance using Artificial Intelligence or AI. The researchers want to

investigate how it can enhance learning outcomes in education. Personalized

learning powered by AI can tailor educational content to individual student's

needs, potentially optimizing comprehension and retention. With the use of it, it

can provide real-time feedback and adjust difficulty for student's comprehension

ability, promoting deeper understanding of subjects. Intelligent tutoring systems

like ChatGPT, Grammarly and more can offer personalized guidance, which may

lead to improved problem-solving skills and overall academic achievement of the

students. This study seeks to demonstrate that the use of AI-driven platforms is

useful and beneficial for the enhanced learning outcomes and can potentially lead

to improved academic performance among students.

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Statement of the Problem

This study aims to determine the educational benefits of using Online Tools

powered by artificial intelligence to senior high school students in Batangas City.

The research sought to address the following questions:

1. What is the demographic profile of respondents in terms of:

1.1 age;
1.2 gender;
1.3 grade level;
1.4 school; and
1.5 commonly used AI?
2. What are the reasons why students use online tools powered by artificial

intelligence in doing educational tasks?

3. How do students frequently use AI tools for their school activities?

4. What educational benefits do AI tools bring to students?

5. What website may be proposed to promote AI and educate students on its

proper use?

Scope and Limitation of the Study

This study focuses on students who experienced the artificial intelligence.

They are the necessary part of this research as this study focuses on benefits of
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using online tools powered by AI in various academic activities. Furthermore, it

includes the investigation of artificial intelligence’s efficiency.

The data collection was conducted to 100 randomly students who uses

artificial intelligence, both public and private school in Batangas City. Moreover,

the researchers seek to understand how students use the tool and how they apply it

into their education and to their daily lives. Also, this study can help every student

to know and be aware of the artificial intelligence, the researchers can also provide

or give learning's for the future researcher that will also conduct this study.

However, this study is only for the students at senior high school.

Consequently, this study will not include students in other grade levels, such as

Pre-Elementary, Elementary, Junior High School, College, or other school

personnel.

Significance of the Study

This study is significant because it can help students to better grasp the

advantages of utilizing artificial intelligence in the classroom. Additionally, this

study aims to promote the use of artificial intelligence for a better and advance

learning experience of the students. The findings of the study can be used to

develop interventions and strategies that can enhance the use of artificial

intelligence among students.

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To the senior high school students, this study can help students

understand how AI tools can enhance their learning experiences, potentially

leading to better grades and a deeper understanding of the subject. In addition, it

equips students with information to make informed choices about integrating AI

tools into their education, potentially giving them a competitive advantage in their

academic journey.

To the educators, this study can help educators understand how AI tools

can facilitate innovative and effective teaching methods, potentially improving the

quality of education they provide. Moreover, insights from this study can guide

educators in using AI tools to engage and motivate students, creating a more

interactive and dynamic learning environment.

To the present researchers, this study has ignited their curiosity regarding

the potential of AI online tools in education. It serves as a valuable resource that

aids in their exploration and understanding of the benefits these tools can offer to

students and educators in Batangas City.

For future researchers, this study could serve as a foundation for more in-

depth investigations and further exploration of AI in education. Future researchers

may get inspire to develop and refine AI-powered tools for education, leading to

continued advancements in the field.

 ASIAN INSTITUTE OF COMPUTER STUDIES
CHAPTER II
REVIEW OF RELATED LITERATURE

Conceptual Literature

The conceptual literature review provides a comprehensive overview of the

key concepts relevant to the study, the five AI tools mentioned in this study,

namely ChatGPT, Grammarly, Quillbot, Photomath, Google BARD.

ChatGPT. It was introduced on November 30, 2022, also known as Chat

Generative Pre-trained Transformeis which is an OpenAI chatbot. It lets users

optimize and guide a conversation toward the ideal time, structure, style, level of

detail, and language based on a significant language model. It is artificial

intelligence generated content (AIGC) model. ChatGPT has attracted world-wide

attention for its capability of dealing with challenging language understanding and

generating tasks in the form of conversations. With its ability to generate human-

like text based on large amounts of data, ChatGPT has the potential to support

individuals and communities in making informed decisions about different

categories and it can also answer questions and assist users with tasks, such as

composing emails, essays, and code. Additionally, it is open to the public and is

free to use.

The article by Dahmen et al. (2023) offers a thorough analysis of evaluating

huge amounts of data, extracting important details, and arranging it methodically

was noted by the researchers as the primary advantage. They did, benefits and
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drawbacks of implementing ChatGPT. Its capacity to effectively however, also

brings up several issues, such as the absence of context, incorrectness, bias, and

insufficient linguistic and medical science understanding. When using ChatGPT

for research or other reasons, it is important to carefully evaluate these restrictions

as they may limit its effectiveness in some situations. The researchers believe this

study is significant for assessing the benefits and limitations of integrating

ChatGPT into various applications. While acknowledging its ability to process

vast amounts of data and organize it effectively, they also highlight concerns

regarding contextual understanding, accuracy, biases, and domain-specific

knowledge gaps. This analysis emphasizes the importance of critically evaluating

ChatGPT's capabilities and limitations before its implementation in research or

other contexts.

In the exploration conducted by Rudolph et al. (2023), they examined the

impact of AI chatbots, including ChatGPT, on higher education and its potential

developments and implications. The benefits of using student-facing AI

applications were analyzed, including improving intelligent student support

systems. The use of teacher-facing AI applications was also explored, which could

automate tasks such as assessment, plagiarism detection, and feedback

mechanisms. The authors suggested recommendations for higher education

institutions and students to mitigate the potential drawbacks of using AI tools such

as ChatGPT. From the researchers' perspective, Rudolph et al.'s study highlights

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the transformative potential of AI chatbots, like ChatGPT, in higher education.

While emphasizing the benefits in improving student support and automating

tasks, the study also underscores the need for careful consideration to address

potential challenges, urging institutions and students to approach integration

thoughtfully for optimal outcomes.

Guo et al. (2023) investigated how ChatGPT may improve artistic creation

by offering text-based human-machine interactions and linguistically grounded

artistic knowledge in the context of parallel art. The authors suggested that

ChatGPT might improve the variety and precision of computer experiments by

offering answers based on linguistically grounded creative knowledge discovered

online. Additionally, a case study of text-based painting imagination with

ChatGPT was presented in the study, showcasing the model's capacity to offer

clear and comprehensive instructions on painting content, organizing painting

elements, and comprehending abstract artistic expressions like styles and

emotions. The researchers concluded that ChatGPT might offer precise and

reasonable control on content painting and might enhance parallel art's

inventiveness and output.

Grammarly. This well-known online grammar checker is available for free

usage. Grammarly is the most widely used program globally and one of the best

tools for checking English grammar. Grammarly is a Google Chrome extension

that detects plagiarism as well as mistakes in grammar, spelling, and sentence

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construction. These can be helpful tools for executing the learning rules and error

correction techniques since they allow students to finish a task and then repair

problems. Grammarly is the best tool users have at their service for proofreading

their typing. Grammarly detects and corrects prepositional errors, irregular verb

conjugations, and incorrect word usage. It also makes corrections terms with

improper usage. Grammarly provides feedback that allows pupils to learn while

they write.

According to the findings of Bhat et al. (2019), practically, every user knew

that the Health Science Library was a Grammarly tool subscriber. According to

the study, Microsoft Word's limitations were the reason why over half of the users

turned to this product. The report also reveals that most of the respondents who

took part in it used Grammarly for Microsoft Office. The study also found that

users are using Grammarly for a variety of writing tasks, including course papers,

reports, books, dissertations, and research articles. The results of this study also

indicate that Grammarly's main benefits are that it enhances writing abilities,

identifies contextual spelling and grammar errors, connects with Microsoft Office,

and provides definitions and synonyms with a double click. The Health Sciences

Library at MAHE, Manipal provides its faculty, research scholars, and students

with resources, including Grammarly, to help with academic writing, research, and

publishing. Users must decide for themselves whether to implement the

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adjustments that Grammarly suggests in their writing, even though the program is

highly intelligent and helpful in editing work scripts.

The research conducted by Fitriana (2022), aims to find out the English

department students’ perspective on Grammarly software as the media to check

the grammar in their writing. This research was conducted using a descriptive

qualitative method. The data for this research was taken through a questionnaire.

By conducting this research, researchers hope that students can have an idea about

Grammarly as one of the online grammar checkers. The result of this research

showed that Grammarly is beneficial for students. Grammarly really helps the

students to correct their writing. However, Grammarly still has some drawbacks,

such as miscorrections and limited feature for the free version, yet students agree

that Grammarly helps them a lot. Undoubtedly, this study has many shortcomings.

The researcher recommends that future researchers investigate the same subject

with different respondents, such as seniors in high school, to produce better

studies. It is also preferable if the field is distinct, such as understanding how to

utilize Grammarly to improve reading comprehension, since research already has

too much information on Grammarly for writing abilities. The researcher thinks

that by performing additional research with a wider range of individuals and

domains, the findings will fill in the gaps left by this study.

This study builds on O’Neill and Russell (2019) analysis of student

perceptions’ o f Grammarly at one multi-campus Australian university by

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evaluating Academic Learning Advisors’ (ALAs) perceptions of Grammarly and

comparing its performance with the traditional feedback method using Word. A

mixed method design was applied with three advisors surveyed on the perceived

usefulness of incorporating Grammarly feedback into student assessments, and

another three advisors surveyed on providing grammar feedback on assignments

using Word. Statistical analysis showed that the advisors using Grammarly agreed

with all 15 statements about the effectiveness of their grammar instruction, and for

13 of these statements, their mean scores were significantly higher than those of

advisors not using Grammarly. The findings from this study corroborate the

students’ responses as both ALAs and students agreed that the feedback from both

approaches was useful, but the Grammarly feedback was more useful. As with the

findings, the mean satisfaction scores for most of the items were also significantly

higher for feedback given via Grammarly compared to that not given via

Grammarly. The reasons ALAs identified for Grammarly’s positive performance

are consistent with the literature in that they primarily relate to the concept of time

effectiveness, specifically that Grammarly can provide more feedback and do so

faster than the traditional method. The speed of the Grammarly feedback reduced

the laboriousness of grammar feedback, rendering the feedback process less

onerous for the ALA.

QuillBot. It is an AI-powered writing assistance tool and has gained

significant attention within the academic writing sphere due to its innovative
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features to enhance productivity and improve the quality of written content. The

development of AI writing assistants such as QuillBot has been made possible by

rapid advancements in machine learning and natural language processing

techniques. This technology utilizes advanced algorithms to read and analyze text,

providing suggestions, paraphrasing, and creating alternative sentences to improve

written information’s readability, coherence, and fluency. Another feature of it is

the ability to rephrase sentences, summarize texts, provide contextual synonyms,

and make the overall review process easier. As a result, it has received a lot of

interest in academic settings, where many authors and instructors are looking at its

potential benefits for raising the caliber and productivity of writing.

The findings of the research conducted by Amanda et al. (2023) showed

that QuillBot is a valuable aid for students in identifying grammar and punctuation

errors, paraphrasing sentences, and enhancing their writing abilities. Numerous

students find the features of QuillBot to be advantageous, even when utilizing the

free or unpaid versions. While acknowledging its limitations, QuillBot is widely

regarded as an effective artificial intelligence (AI) tool for English writing support,

as it effectively assists students in improving their writing skills and producing

high-quality content. The user-friendly interface and instant feedback provided by

QuillBot make it a popular choice among students looking to enhance their writing

proficiency. Additionally, the ability to customize settings and receive suggestions

for alternative word choices helps students expand their vocabulary and improve
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the overall clarity of their writing. Overall, the research highlights the significant

impact that QuillBot can have on student writing outcomes and underscores its

value as a valuable tool for academic success.

The beneficial effects of QuillBot on EFL students' paraphrasing abilities

emphasize how crucial it is to provide a conducive learning environment in

addition to adding cutting-edge tools into the classroom. Students are more likely

to interact with QuillBot efficiently and advance their language proficiency when

they are excited about using the tool and get direction and support from their

teachers. The study of Mohammad et al. (2023) highlights how important it is for

teachers to actively support and encourage their students to use new resources to

improve their learning process in addition to introducing them. Through the

encouragement of optimistic outlooks and the provision of essential assistance,

educators may enable learners to derive the most out of resources such as QuillBot

and ultimately enhance their language skills. The study found that students derive

positive benefits from utilizing AI-based paraphrasing tools like QuillBot in

language classrooms. The tool proves to be effective in enhancing content quality,

rectifying grammatical errors, and improving language proficiency in academic

writing.

According to the study of Syahnaz and Fithriani (2023), students appreciate

Quillbot's assistance in improving their writing, but they are hesitant to rely too

much on AI. They recognize the value of honing their own writing talents and
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regard Quillbot as a helpful tool rather than a replacement for them. Students can

make the most out of Quillbot and maintain control over their academic work by

selecting which recommendations to take seriously and using Quillbot to

supplement their own knowledge. Ultimately, the key to succeeding in academic

writing is striking a balance between developing one's own abilities and making

use of AI technologies.

Photomath. It is an educational technology mobile app, owned by Google.

With the help of Photomath, an effective software for teaching math, children may

solve arithmetic problems and learn the methods involved in there. The program

reads written or printed arithmetic problems using the camera on the device, then

it instantly provides the solution with a step-by-step explanation. The program can

handle many different types of equations, including trigonometry and calculus.

Additionally, the program will generate visual graphs for basic functions. It shows

students the equations, so they do not need to use the app whenever they encounter

the same mathematical problem. It uses cutting edge AI-powered solving and

recognition capabilities, that is why most of the solutions are to the point.

The study intends to offer light on how Photomath affects students'

mathematical knowledge, problem-solving abilities, and overall academic

achievement via the lens of educational technology. The quantitative component

entails examining pre- and post-intervention assessment scores and comparing the

performance of students who used Photomath to those who used standard teaching
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methods. In addition, surveys and interviews are used to collect qualitative data

about students' perspectives, attitudes, and experiences using Photomath. This

dual-method approach enables a more nuanced assessment of the complex

implications of incorporating this technology into the Grade 7 mathematics

curriculum. The study's findings are intended to contribute not only to scholarly

discussions on technology-assisted learning, but also to practical issues for

educators and legislators. By investigating the efficacy of Photomath at a specific

grade level, the study hopes to shed light on the possible benefits and drawbacks

of using similar instructional tools. Finally, this investigation aims to inform

evidence-based decisions on the use of technology to improve mathematics

teaching for Grade 7 pupils (Daguinotan et al., 2024).

The results of Abu et al. (2020) study found the use of Photomath had a

good influence on improving the understanding of algebraic equations among

students. Most participants are only somewhat open to using Photomath in

learning, both in terms of belief and readiness. This could be the result of not

having used such technologies in the past or of having an outdated approach to

mastering algebraic equations. Nonetheless, the participants demonstrated growth

in their comprehension and application of algebraic ideas when given the right

direction and assistance. Going forward, it is critical to keep looking for fresh

approaches to incorporating technology into the classroom. Moving forward, it is

important to continue exploring innovative ways to integrate technology into

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education and provide adequate training for both students and teachers to fully

utilize its benefits. This study highlights the potential of Photomath as a valuable

tool in enhancing the learning experience and performance of students in

mathematics.

Researchers found that the students were afraid to answer mathematics

questions like algebra because they felt that their answers would be wrong. They

also did not know how to answer the questions and lacked proper references. This

caused them to lose hope and not strive to solve the problems. When given

homework, the researcher noticed that the students put effort into solving it but did

not know how to approach the problems. To address this, the researcher

introduced the Photomath application as a reference tool to help the students.

Analysis showed that the students' achievement in mathematics, especially in

algebra, was weak. It is justified that students in grade two have less mastery in

algebra, including knowledge, understanding, and application. By using the

Photomath application, students became more enthusiastic about attempting

algebra problems, leading to increased achievement through practice (Hanapi et

al., 2023).

Google BARD. It is an artificial intelligence (AI) chatbot tool designed by

Google to simulate human conversations using natural language processing (NLP)

and machine learning. After its initial public deployment early in 2023, Google

Bard’s toolkit came on leaps and bounds, and the AI became far more versatile. It
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was able to generate code in more than 20 programming languages, for example,

or help solve text-based math equations. Google Bard quickly became a popular

tool for developers, students, and anyone looking for quick answers or assistance

with various tasks. As Google Bard continued to evolve, it also gained the ability

to understand and generate more complex responses, allowing for deeper and more

meaningful conversations. Users were impressed by its ability to provide

insightful advice, engage in philosophical discussions, or simply chat about

everyday topics. Overall, Google Bard revolutionized the way people interacted

with AI chatbots, setting a new standard for natural language processing

technology. Its versatility and intelligence make it a valuable tool for a wide range

of applications, from coding to education to entertainment.

In the study by Bruneau et al. (2023) shows that Google Bard performed

well in the Vietnamese National High School Graduation Examination's chemistry

exam. It demonstrated impressive competency in chemistry, accurately answering

questions and understanding complex concepts. This suggests Google Bard could

be a valuable tool for students studying chemistry, providing accurate and reliable

information. However, further research is needed to fully assess its capabilities

and limitations in chemistry education. Additionally, it would be beneficial to

compare Google Bard's performance in chemistry to that of human experts or

other AI systems to determine its effectiveness and potential areas for

improvement. Overall, the findings of this study highlight the promising potential
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of Google Bard as a valuable resource for students studying chemistry, but more

research is necessary to fully evaluate its capabilities and ensure its accuracy and

reliability in educational settings.

Research conducted by Aydin (2023) reveals interesting findings regarding

the plagiarism tool matching rates of the papers authored by the Google Bards.

Surprisingly, the Google Bard produces both types of text with a high match rate,

particularly when comparing paraphrased texts. This suggests that the Google

Bard excels at creating creative texts through rephrasing. Moreover, it is believed

to have no difficulty generating novel texts in response to queries. The research

paper itself serves as a visually captivating and remarkable example of the

advancements achieved in artificial intelligence. With similar applications, it

seems plausible for scholarly writing to yield diverse conclusions. This study will

be referenced in future works, categorized as either positive, negative, or unbiased,

to determine the academic community's appreciation for Google Bard's abilities.

The study conducted by Kumar et al. (2023) uncovers the quick progress of

AI development, particularly inside the shape of LLMs, it has brought around

basic changes in different ranges, tallying term paper composing. These AI-

powered gadgets offer a bounty of benefits, such as advanced viability, moved

forward dialect recognition, and streamlined shapes. It is worth specifying that

Google as of late presented a modern, AI-powered device called Google Bard,

which points to helps journalists with creating inventive and locks in substance.
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Google Bard utilizes LLM innovation to supply composing recommendations,

refine dialect utilization, and upgrade the in general composing preperation.

Whereas Google Bard offers awesome potential for making strides the

productivity and quality of composing, it is pivotal for journalists to work out

caution and not exclusively depend on the instrument. As with any AI-powered

composing device, it is fundamental to fundamentally assess the recommendations

and guarantee the precision and significance of the produced substance. By using

Google Bard as accommodating help instead of a supreme specialist, journalists

can saddle the benefits of AI innovation while keeping up their inventive and

mental keenness.

Research Literature

The following study covers multiple studies by various researchers that are

relevant to the current research and are designed to increase the credibility of why

this research is important. The research listed here was compiled using published

papers like articles, and online websites that share research from other researchers,

like Google Scholar, Research Gate for international researchers and Tuklas, and

Philippine EJournal for local sources.

The results of this research prove that the use of AI-powered calculators is

effective in the academic performance of Senior High School STEM students in

Mathematics. The use of AI calculators is effective on the grades of the students in

the subject - Basic Calculus; the more they use, the better their performance in the
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subject. The outcome of this research has been proven to be effective. Since the

strategy employed was different from the traditional teaching and learning

procedure, which uses pen and paper, the use of artificial intelligence in

mathematics education improved students' learning experiences. When artificial

intelligence is used in teaching and learning, both students' and teachers' creativity

will increase. The teachers' effective methods will greatly increase their students'

capacity to apply and comprehend what they are learning. In order to encourage

pupils to learn more effectively while also enjoying it, teachers should consider

incorporating artificial intelligence technologies into their teaching methods

(Bigayan et al., 2023).

Moreover, a study conducted by Roll and Wylie (2016), examination of

Artificial Intelligence in Education (AIED) investigated its evolution and potential

revolutionary changes over the past 25 years. The authors specifically question the

standout strengths within the field and explore the promising opportunities that lie

ahead. Through a retrospective lens, they analyzed 47 papers, identifying trends in

AIED and suggesting two key paths for future research. One path involves gradual

improvements by collaborating with teachers and refining classroom practices,

while the other advocates for transformative changes by seamlessly integrating AI

into students' daily lives, aligning with their unique cultures, practices, goals, and

communities. In essence, the study highlights the dual potential for both

incremental and bold advancements in AIED.

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Based on the study of Pedro et al. (2019), under UNESCO, they thoroughly

investigate the challenges and prospects associated with Artificial Intelligence

(AI) in education. This research underscores the potential of AI to revolutionize

social interactions and provides global instances of AI integration, particularly

focusing on its implementation in developing nations. The study highlights the

pressing need to bridge digital and social gaps by promptly incorporating AI into

education, prompting essential inquiries about the prioritization of AI and its role

in realizing Sustainable Development Goal 4. The document serves as a significant

contribution to ongoing dialogues surrounding AI's influence on educational

outcomes, the promotion of equity in education, and the essential preparations

required for learners to thrive in a future predominantly influenced by AI.

Artificial intelligence (AI) has transitioned from a distant dream to an

integral part of our daily routines, notably impacting education. This chapter,

using social network analysis (SNA) as a lens, scrutinizes the current state and

future prospects of AI, encompassing aspects like natural language processing,

machine learning, and deep learning. The research identifies three overarching

themes: adaptive learning, personalization, and learning styles; expert systems and

intelligent tutoring systems; and the evolving role of AI in educational processes.

Furthermore, the study emphasizes the transformative potential of AI in reshaping

educational paradigms. The research delves into AI's implications for learning

outcomes, equity, and the imperative to prepare learners for an AI-centric future,
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contributing valuable insights to discussions on the intersection of AI and

education (Goksel and Bozkurt, 2019).

Synthesis

This part of the research study analysis the different articles and other

research in the conceptual literature, and related literature as well as comparing

and contrasting.

The research conducted by Aydin investigates the plagiarism detection

capabilities of the Google Bard, emphasizing its performance in generating

creative texts and detecting plagiarism, particularly in paraphrased content. In

contrast, the study by Bigayan et al. centers on the integration of AI-powered

calculators in mathematics education, specifically examining the impact on the

academic performance of Senior High School STEM students.

While Aydin's research explores AI's potential in writing tasks and

academic integrity measures, Bigayan et al. Study demonstrates how AI

technologies can enhance learning experiences and improve students' performance

in mathematics. Despite differing in focus and methodology, both studies

underscore the transformative potential of AI in education, suggesting avenues for

future research and practice to leverage AI technologies for enhancing academic

outcomes and fostering creativity among students and teachers alike. While

Aydin's research highlights the potential of AI in the realm of writing and content
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creation, Bigayan et al. study focus on the impact of AI on educational outcomes.

By examining these two studies together, the diverse applications of AI

technology and its potential to revolutionize various fields was seen. From

detecting plagiarism to enhancing academic performance, AI has the ability to

transform how we approach tasks and challenges in both professional and

educational settings.

Moreover, Pedro et al. and Mohammad et al. both emphasize the

importance of integrating artificial intelligence into education and highlight

educators' pivotal role in supporting its implementation. While Pedro et al. present

a comprehensive analysis of its potential in, Mohammad et al. provide detailed

insights into the effectiveness of a specific AI tool, QuillBot, in improving

language learning outcomes. Despite their different scopes, both studies share an

optimistic outlook on its capacity to enhance learning experiences. Pedro et al.

address broader implications, discussing the systemic changes required for its

integration, while Mohammad et al. focus on specific findings related to QuillBot's

impact. These studies collectively underscore the transformative potential of AI in

education, emphasizing the need for educational support and tailored

implementation strategies.

Roll and Wylie's study on artificial intelligence in education and Rudolph et

al.'s exploration of AI chatbots in higher education offer distinct perspectives on

the integration of them in educational settings. Rudolph et al. study focuses

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specifically on the impact of AI chatbots, highlighting their benefits in student

support and task automation within higher education contexts. This suggests that it

could play a significant role in enhancing the learning experience for students and

streamlining administrative tasks for educators. In contrast, while both studies

recognize the transformative potential of it in education, Roll and Wylie offer

broader insights into AIED trends and future directions. This implies that AI

integration in education extends beyond individual tools like chatbots,

encompassing a wide range of applications and potential developments. Roll and

Wylie's broader perspective suggests that it has the potential to revolutionize

various aspects of education, from teaching practices to educational policies.

Syahnaz and Fithriani’s study examines how students perceive the

assistance provided by AI tools like Quillbot and Photomath in academic tasks.

While students appreciate the support offered by these tools, they also express

caution about becoming overly reliant on them. Instead, students view these AI

tools as helpful supplements to their own writing and problem-solving abilities,

preferring to maintain control over their academic work. In contrast, the present

study aims to promote the integration of AI in education on a broader scale. While

both studies recognize the potential benefits of AI, they differ in their focus and

emphasis. Syahnaz and Fithriani's study concentrates specifically on students'

attitudes toward AI tools, while the present study explores the broader landscape

of AI implementation in education. These differing perspectives highlight the

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nuanced views surrounding the role of AI in education, from individual student

experiences to broader educational initiatives.

The present study focuses on evaluating the effectiveness of Artificial

Intelligence in enhancing students' academic performance through personalized

learning in education. It aims to investigate how AI can optimize learning

outcomes by tailoring content to individual student needs. In contrast, Dahmen et

al. article provides a comprehensive analysis of the benefits and drawbacks of

implementing ChatGPT. While the researchers acknowledge ChatGPT's capacity

to effectively process large amounts of data and organize it methodically, they also

raise concerns about its limitations. These include the absence of context,

inaccuracies, biases, and gaps in domain-specific knowledge. The researchers

emphasize the importance of carefully evaluating these limitations, as they may

hinder ChatGPT's effectiveness in certain situations. This analysis underscores the

significance of critically assessing ChatGPT's capabilities and limitations before

its implementation in research or other contexts.

The present research offers valuable insights into the usage and perception

of AI tools among senior high school students, particularly in Batangas City. In

contrast, the study conducted by Kumar et al. delves into the broader landscape of

AI in education, highlighting advancements in AI development, such as Large

Language Models (LLMs), and their impact on various domains, including the

term paper writing. While both studies acknowledge the transformative potential
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of AI tools, they differ in their scope and emphasis. The present research provides

a detailed examination of students' usage patterns, preferences, and perceptions

regarding AI tools, focusing specifically on senior high school students in

Batangas City. In comparison, Kumar et al. offer a broader analysis of AI's

evolution and its implications for writing practices, emphasizing the importance of

critically evaluating AI-generated content. Additionally, the present research

contributes to promoting responsible and ethical use of AI tools through the

development of an educational website, while Kumar et al. advocate for cautious

usage of AI tools like Google Bard in writing processes. These differences

underscore the diverse applications and perspectives surrounding AI in education,

from individual student experiences to broader educational initiatives.

Conceptual Framework

This study entitled “The Educational Benefits of Using Online Tools

Powered by Artificial Intelligence on Senior High School Students in Batangas

City.”, aimed to seek the benefits of artificial intelligence on the academic

performance of senior high school students. The input of the study is the possible

influence of artificial intelligence and on students. After that, researchers

conducted a survey using a questionnaire. The conclusion explains the insights

gained by the researchers as a result of the study’s input.

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Input. The profile of respondents, reasons, how frequent and the

educational benefits of using online tools powered by artificial intelligence for

Senior High School students in Batangas City.

Process. The process of the study is the way of gathering information of the

researchers through using surveys.

Output. This provides the result of the process. This provides a website

about the benefits of using online tools powered by AI for student's educational

development and advancement in Batangas City based on the results that

researchers gathered through surveys.

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Input Proces Output

•The demographic

profile of the

respondents in terms

of:
age;

gender;

grade level;

school;
•A website that
commonly used AI;
•Conducting a survey to contains enough
•The reasons why
the Senior High School information about the
students use online
students of Batangas Educational Benefits
tools powered by
City of Using Online tools
artificial intelligence in
powered by Artificial
doing educational tasks
Intelligence
• How frequent student

use for their school

activities

•The educational

benefits of AI tools to

students

Figure 1

Research Paradigm on the study of “The Educational Benefits of Using

Online Tools Powered by Artificial Intelligence in Senior High School
Students in Batangas City”
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Definition of Terms

To provide deeper understanding of the study’s concept and background,

technical terms used in the study are described conceptually and operationally.

Artificial Intelligence. It is the simulation of human intelligence processes

by machines, especially computer systems (Laskowski and Tucci, 2023). In this

study, artificial intelligence is utilized in the present research context to power

online tools that enhance education.

Contextual Spelling. Is an essential foundation for reading and writing.

However, many children leave school with spelling difficulties (Nag et al., 2018).

In this study, the word contextual spelling is a spelling or typing mistake that

substitutes a different term for the intended word in the language.

Digital Library. It is a collection of digital objects, such as books,

magazines, audio recordings, video recordings and other documents that are

accessible electronically (Hanna, 2023). In this study, the word digital library is an

internet-accessible library or online database of digital items, which may comprise

text, still photos, audio, video, digital documents, or other digital media forms.

Dissertations. Electronic Theses and Dissertations (ETDs) are the most

frequent types of educational resources that are being consulted by the scientific

community from time to time (Haneefa and Divya, 2018). In this study, the word

dissertations are a lengthy academic work that is based on the researchers

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Dissonance. Dissonant public spheres come with noise levels and

communication modes that easily exceed the limits of civilized speech and

argument. The commentary function of social media hardly prevents uncivil,

transgressive, or hateful speech, and these messages move faster and with higher

turnover (Kim et al., 2021). In this study, the word dissonance is a group of notes

in a song that does not sound good together.

Education. A discipline that is concerned with methods of teaching and

learning in schools or school-like environments as opposed to various non-formal

and informal means of socialization (Shimahara, and Lawson, 2023). In this study,

education is used as the main sector that the present research wants to improve by

promoting artificial intelligence in students learning experience.

Citation. It is a play of sameness and difference, identity and alterity, an

interdiscursive calibration of an event of citing and a cited event, and is reflexive

about that very fact (Nakassis, 2020). In this study, it is used as a term that refers

to the act of giving proper credit to the AI tools utilized in the research or writing

process.

Plagiarism. It is a complex issue in need of reexamination. A common

misconception is there is consensus on what constitute plagiarism, and general

agreement that engaging in plagiarism and other forms of academic dishonesty is a

major breech of ethics (Calvert, 2012). In this study, plagiarism is used as

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presenting or duplicating any form of work without the original author's

permission.

Prepositions. Its purposes are to characterize connections between things.

Relationships in directions, locations, times, and states of mind and feeling are all

included (Putri et al., 2022). In this study, the word preposition is a word or

collection of words that come before a noun, pronoun, or noun phrase in order to

indicate direction, time, place, location, or spatial relationships, or to introduce an

object

Virtual Learning Environment. It is the virtual learning environment is a

platform that gives teachers digital tools to create interactive, group-based learning

experiences in the classroom (Petkov, 2023). In the context of the study, a virtual

learning environment (VLE) is a web-based platform used for the digital

components of courses.
 ASIAN INSTITUTE OF COMPUTER STUDIES
CHAPTER III
RESEARCH METHOD AND PROCEDURE

Research Design

In general, research design refers to the general approach that researchers

choose to combine the various components of the report coherently and logically,

meaning that the research issue is solved effectively; it forms the blueprint for data

collection, evaluation, and analysis.

This study is mainly focused on knowing the perception of the educational

benefits of using online tools powered by artificial intelligence on senior high

school students in Batangas city.

The researchers used quantitative method of research, for this is the most

appropriate means of evaluating the development and analysis of the enrollment

system of the school mentioned. It is developed by a deductive method that

stresses the checking of hypothesis, inspired by the theories of empiricism and

positivism.

As stated by Bhandari (2020), quantitative research is the process of

collecting and analyzing numerical data. It can be used to find patterns and

averages, make predictions, test causal relationships, and generalize results to

wider populations. Quantitative research is often used to standardize data

collection and generalize findings. Once data is collected, it may need to process it
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before it can be analyzed. For example, survey and test data may need to be

transformed from words to numbers. Then, use statistical analysis to answer

research questions.

At the same time, Mc Combes (2020), mentioned that descriptive research

is usually defined as a type of quantitative research. Descriptive research is an

appropriate choice when the research aim is to identify characteristics,

frequencies, trends, and categories. It aims to describe a population, situation, or

phenomenon accurately and systematically. It can answer what, where, when, and

how questions, but not why questions. A descriptive research design can use a

wide variety of research methods to investigate one or more variables.

To further analyze the study, the researchers used a survey questionnaire as

the main gathering instrument. However, the research findings provide sufficient

information to increase the validity of the claims of the research. Questionnaire

surveys are a form of survey that uses a standardized series of questions to capture

statistical data on a population's features, perceptions, and behaviors.

Subject of the Study

In this study, senior high school students only around different schools of

Batangas City are served as the subject of the study. Since they were not many

schools in the area, 100 senior high school students were chosen by availability

sampling to be included in the sample.

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Data Gathering Instrument

The questionnaire used to gather data asked senior high school students

about their perceptions of the advantages of using artificial intelligence powered

online resources. It is an instrument that provides a relatively quick, and efficient

way of obtaining large amounts of information from a large sample of people. The

researchers conducted the survey to 100 students who uses AI powered online

resources. The medium of the study are the information and data gathered from the

survey. After revisions based on advice and comments from the research advises,

the questionnaire was also validated.

Construction of the Questionnaire. The survey questionnaire consists of

items that are found by reading articles and studies related to the topic. Between

each problem statement are items on the questionnaire that the research adviser

approved. Additionally, it was made available for any suggestions, edits, and

improvements.

Validation of the Questionnaire. The researchers presented the

questionnaire, with the research adviser for suggestions and revisions to strengthen

its weakness in particular.

Administration of the Questionnaire. Following the questionnaires

validation, the researchers sought their research adviser for help in getting the

survey out of the study’s chosen participants. The researchers sent the necessary
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Scoring of Responses

In order to obtain the score and percentage of answers from the responses

of the respondents, the researchers tallied the answers and used the four-point

scale.

Option Scale Verbal Interpretation

4 3.50-4.00 Strongly Agree

3 2.50-3.49 Agree

2 1.50-2.49 Moderately Agree

1 1.00-1.49 Disagree

Data Gathering Procedure

The researchers prepared survey questionnaire related to the topic for

respondents to answer as part of the study. Then, they prepared letter of request to

conduct the survey. The researchers asked for approval to their research adviser

and to the administrator to conduct the survey to the involved respondents

After the preparation of all necessary materials and the authorization of the

letter of request, the researchers conducted survey with the use of questionnaire to
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the respondents. They approached and asked permission of every respectful school

around Batangas City with respect and kindness before conducting a survey.

The intention of the survey was explained to them, as well as the

importance of their answers. While answering the questionnaires, the researchers

asked permission if they mind if the researchers took a picture of them as proof.

Then, the questionnaires were retrieved, and the data were tabulated for statistical

treatment.

Statistical Treatment of Data

In order to analyze the data obtained, the following statistical treatment of

the data was used.

Frequency. This was used in distribution that provides a visual

representation for the distribution of observations within a particular test.

Percentage/Ranking. This was used to formulate the frequencies of given

amount of the respondents through the questionnaires.

Weighted Mean. This was used to determine the perceived answer of the

respondents referring to perception of the student.

 ASIAN INSTITUTE OF COMPUTER STUDIES
CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the presentation, analysis and interpretation of data

gathered from the questionnaire administered to the senior high school students in

Batangas City.

1. Demographic Profile of the Respondents

The 100 respondents are comprised of senior high school students in Batangas

City that were described in terms of age, gender, grade level, school, and the

students commonly used AI.

Table 1 to 5 present the distribution of respondents based on the profile of the

respondents.

1.1 Age. In general terms, the length of the time that a person has lived, or a

thing has existed. The respondents’ distribution by age, as given in Table 1, shows

that out of 100 senior high school students, 1 percent are 15 years old, 25 percent

16 years old, 39 percent are 17 years old, 32 percent are 18, and 3 percent are 19

years old.

It is evident from the findings that most respondents of the study are ages from

17 old. Followed by 18 years old, next is 16 years old, succeeding is 19 years old.

Lastly, the least number of respondents are age of 15 years old.

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Table 1
Distribution of Respondents in terms of Age
Age Frequency Percentage (%)
15 years old 1 1
16 years old 25 25
17 years old 39 39
18 years old 32 32
19 years old 3 3
Total 100 100

1.2 Gender. In general terms, gender refers to the biological differences

between males and females. The respondents’ distribution by gender, as given in

Table 2, shows that out of the 100 respondents, 45 percent are males and 55

percent are females.

Table 2
Distribution of Respondents in terms of Gender
Gender Frequency Percentage (%)
Male 45 45
Female 55 55
Total 100 100

It is evident from the findings that there is more female user of AI than its

counterpart, which are the male user. Based on this information, female students
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are more likely exposed to the use of AI.

1.3 Grade Level. In general terms, it is the level of the educational

program studied by a student. In this research, it only focuses on two grade-levels

which are Grade 11 and Grade 12, exemplifying other grade levels. Table 3

presents the distribution of respondents in terms of their grade level.

Table 3
Distribution of Respondents in terms Grade Level
Grade Level Frequency Percentage (%)
Grade 11 45 45
Grade 12 55 55
Total 100 100

It can be seen from the table that out of 100 respondents, 45 percent are

from Grade 11, meanwhile there are 55 percent that are from the Grade 12. Based

on the findings, majority of the respondents are Grade 12 students which suggest

that the graduating students are more educated and exposed to the use of AI. This

might mean that graduating students has more educational task and the assistance

that AI offers helps them a lot in finishing their activities.

1.4 School. In general terms, it is any institution at which instruction is

given in a particular discipline. Researchers planned to survey five (5) schools

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around Batangas City, two (2) are public schools meanwhile, three (3) are private.

Table 4 presents the distribution of respondents in terms of their school.

Table 4
Distribution of Respondents in terms School
School Frequency Percentage (%)
Asian Institute of 20 20
Computer Studies
Systems Technology 20 20
Institute
Alangilan Senior 20 20
High School
AMA Computer 20 20
Learning Center
Batangas City 20 20
Integrated High School
Total 100 100

It is shown in the table that the results are balanced from the said five

schools. From all the five schools, researchers have gathered 20 respondents

which are 20 percent each.

1.5 Commonly used AI. In general terms, it shows the Artificial

Intelligence that students are more familiar with, and they had encountered a lot

when using online tools. Table 4 presents the distribution of respondents in terms

of their commonly used AI.

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Table 5
Distribution of Respondents in terms of commonly used AI
Commonly used AI Frequency Percentage (%)
Grammarly 23 23
ChatGPT 38 38
Google BARD 10 10
Quillbot 27 27
Photomath 2 2
Total 100 100

It is shown in the table that ChatGPT rank the highest in terms of usage

which might mean that students are more likely using this AI tools because it is

available to them 24/7 and it offers guidance and support towards academic

writing. Quillbot rank second and Grammarly rank third only with a difference of

4 percent. This suggest that students are interested in using AI tools that helps

them in checking the grammar and quality of their written work. The 4th in the

rank is Google Bard which is still a new online tool that practice Artificial

Intelligence. Lastly, Photomath which in 100 respondents it only got a 2 percent.

2. The Reasons Why Students Use Artificial Tools for Educational Task

Table 6 presents the different reasons why students use online artificial

tools for their educational task in Batangas City, out of 100 senior high school

student’s majority of them agreed, with a composite mean of 2.67 and a verbal
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interpretation of “agree”. This indicates that students have their own reasons for

using AI tools. Some of the most common is gathering relevant information and

simplifying hard task.

Table 6
The Reasons Why Students Use Artificial Tools for Educational Task

Weighted Verbal
Statements
Mean Interpretation
1.It helps gathering relevant information and
2.72 Agree
ideas.
2.It can be used as a guide in learning,
2.63 Agree
exploring and remembering a lesson or ideas.
3.It saves time by eliminating the need to
search for what I am looking for because of it's 2.64 Agree
wide relevant information.
4.It simplifies hard or complex task by
2.67 Agree
organizing it for me.
5.It can personalize learning experience and
can adjust difficulty that helps my learning 2.81 Agree
experience.
6.It provides one-on-one learning experience,
2.61 Agree
and it helps me to sharpen my education skills.
7.It can offer real-time feedback that is really
2.64 Agree
helpful for my improvements
8.It makes learning exciting. Moderately
2.46
Agree
9.It can be used as an assistant especially on
2.82 Agree
students with special needs.
10.It makes educational materials accessible to
2.67 Agree
all students.
Composite Mean 2.67 Agree

The highest mean score with a 2.82 and with a verbal interpretation of

“agree” indicates that students find AI tools valuable for assisting those students
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with special needs. This suggests that its ability to cater to individual learning

requirements and provide specialized support is highly appreciated. The second

highest score which is 2.81 and with a verbal interpretation of “agree” highlights

the importance of the tools in customizing the learning experience to fit individual

student needs, adjusting the difficulty level to enhance learning efficiency and

effectiveness. Lastly, scoring 2.72 and with a verbal interpretation of “agree”

students highly value online AI tools for their capability to gather relevant

information and ideas efficiently. This suggests that AI is perceived as a useful

resource for research and information collection.

The lowest score is 2.46 with a verbal interpretation of “moderately agree”

indicates that while AI tools are beneficial, they are not necessarily seen as a

major factor in making learning exciting. This suggests that students may find

other aspects of learning more engaging than AI tools alone. The relatively low

score for providing a one-on-one learning experience which score 2.61 with a

verbal interpretation of “agree” suggests that students may feel that AI tools do not

fully replicate the personalized attention they might receive from a human tutor or

teacher. Meanwhile students agree that AI tools can guide their learning process

which does not scored that low being 2.63 with a verbal interpretation of “agree”

this reason is ranked lower compared to others, indicating that there might be a

few students that preferred other methods for learning and memory enhancement.

3. Frequency of Students Usage of AI Tools for their School Activities

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Table 7 presents the frequency of students’ usage of AI tools for their

school activities, with a composite mean of 100 and a percentage of 100 percent.

This indicates that artificial intelligence is widely used for many times a week.

Table 7
Frequency of Students Usage of AI Tools for their School Activities

Items Frequency Percentage

Once a week 16 16
Twice a week 45 45
Thrice a week 25 25
Four times a week 11 11
Five times a week 2 2
Composite Mean 100 100

The highest frequency of Artificial Intelligence tool usage among students

is twice a week, with 45 percent of students choosing this pattern. This shows that

nearly half of the students use AI tools regularly, twice every week. The second

most frequent usage is thrice a week, with 25 percent of students using it this

often. This means a quarter of the students use AI tools multiple times during the

week. The third highest frequency is once a week, with 16 percent of students

using this tool weekly. This indicates that a significant number of students use AI

tools, but less often than those who use them two or three times a week.

The lowest frequency of AI tool usage is five times a week, with only 2

percent of students using this tool this often. This shows that very few students use

AI tools daily. The second lowest frequency is four times a week, with 11 percent
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of students reporting this usage. This indicates that a small number of students use

the tools but for almost every day. The third lowest frequency is once a week, with

16 percent of students, which, while being the third highest in usage, is also one of

the less frequent patterns compared to using online tools two or three times a

week.

4. Educational Benefits that AI Tools Bring to Students

The data from Table 8 provides insights into the various reasons why

students in Batangas City use online AI tools for their educational tasks, out of

100 senior high school student’s majority of them agreed, with a composite mean

of 2.67 and a verbal interpretation of "agree". This indicates that, on average,

students agree on the usefulness of AI tools for their educational activities.

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Table 8
Educational Benefits that AI Tools Bring to Students
Weighted Verbal
Statements
Mean Interpretation
1. Helps student in terms of their school
2.67 Agree
performance.
2. Improves technology usage and skills for
2.72 Agree
the students.
3. Improves student's ability in terms of
2.64 Agree
academic task.
4. Enables new forms of interaction. 2.63 Agree
5. Provides students with more personalized,
2.66 Agree
efficient and engaging learning experience.
6. Better learning outcomes and greater
2.66 Agree
academic success.
7. AI tools can offer career-guidance, helping
2.53 Agree
the students make a decision for future path.
8. Enhancing student performance in academic
2.64 Agree
fields.
9. Improves engagement and participation in
2.61 Agree
learning task.
10. Speed up task with useful, and valuable
2.67 Agree
information.
Composite Mean 2.64 Agree

The highest weighted mean is 2.72 with a verbal interpretation of "agree",

which implies that using Artificial Intelligence leads to improvements of one

knowledge about technology and develop their skills. It is followed by it helps

students in terms of their school performance and it speeds up task with useful and

valuable information which both got a weighted mean of 2.67 and verbally

interpret as "agree". The senior high school students will benefit in that terms

because artificial intelligence is very practical and easy to use, also it has millions
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of information on various subjects. Then lastly, it provides students with more

personalized, efficient, and engaging learning experience with a weighted mean of

2.66. It is same with better learning outcomes and greater academic success which

also scored 2.66 and with the verbal interpretation of “agree”.

The lowest weighted mean is 2.53 with a verbal interpretation of "agree"

which implies that artificial intelligence offers career-guidance, helping the

students decide for future jobs. The second lowest weighted mean, at 2.61, also

received a verbal interpretation of "agree." This score corresponds to the statement

that AI tools improve engagement and participation in learning tasks. While

students acknowledge the positive impact of AI in this area, they seem to view it

as less impactful than other educational benefits provided by AI. Lastly, the third

lowest weighted mean is 2.63, with a verbal interpretation of "agree." This result

pertains to the statement that AI enables new forms of interaction. Students agree

that AI tools make new ways of interacting within the learning environment, but

this benefit is not rated as highly as improvements in technology usage or school

performance.

5. Website

The final output is a website dedicated to providing detailed information

about various AI tools, including ChatGPT, Grammarly, Photomath, Google

BARD, and QuillBot. This platform is designed to be a valuable resource for

students, educators, and anyone interested in harnessing the power of artificial

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intelligence for educational and professional purposes. The features and benefits

of the website include informative content on AI tools, promotion of the proper

use of it, user-friendly design, and educational resources. The website emphasizes

the importance of using AI tools responsibly and ethically, providing guidelines

and best practices for ensuring that these tools enhance learning and productivity

without dependency or compromising academic integrity. There is also a visual

aid, such as tutorials videos which are incorporated to demonstrate the

functionalities of each artificial tool, and additional resources, such as articles,

case studies, and user testimonials that offer deeper insights into the practical

applications and benefits of AI tools in various educational settings.

 ASIAN INSTITUTE OF COMPUTER STUDIES
CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter is intended for the summary of the results presented in the

previous chapter as well as the conclusions that can be derived from the collected

data. Recommendations for actions, findings, as well as further studies are also

included in this chapter.

Summary of Findings

This study is primarily concerned on the educatioal benefits of using online

tools powered by artificial intelligence on senior high school students in Batangas

City.

Specifically, it sought answers the following questions:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender;

1.3 grade level;

1.4 school; and

1.5 commonly used AI?

2. What are the reasons why students use online tools powered by artificial

intelligence in doing educational tasks?

3. How frequently do students use AI tools for their school activities?

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4. What educational benefits do AI tools bring to students?

5. What website may be proposed to promote AI and educate students on its

proper use?

After conducting the analysis, the study yielded the following findings:

1. Profile of the Respondents

1.1 Age. In general terms, the length of the time that a person has lived, or a

thing has existed. The respondents’ distribution by age, as given in Table 1, shows

that out of 100 senior high school students, 1 percent are 15 years old, 25 percent

16 years old, 39 percent are 17 years old, 32 percent are 18, and 3 percent are 19

years old.

1.2 Gender. In general terms, gender refers to the biological differences

between males and females. The respondents’ distribution by gender, as given in

Table 2, shows that out of the 100 respondents, 45 percent are males and 55

percent are females.

1.3 Grade Level. In general terms, it is the level of the educational program

studied by a student. In this research it only focuses on two grade-levels which are

Grade 11 and Grade 12, exemplifying other grade levels. Table 3 presents the

distribution of respondents in terms of their grade level. Findings show that that

out of 100 respondents, 45 percent are from Grade 11, meanwhile there are 55

percent that are from the Grade 12. Based on the findings, majority of the
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respondents are Grade 12 students which suggest that the graduating students are

more educated and exposed to the use of AI. This might mean that graduating

students has more educational task and the assistance that AI offers helps them a

lot in finishing their activities.

1.4 School. In general terms, it is any institution at which instruction is given

in a particular discipline. Researchers planned to survey five (5) schools around

Batangas City, two (2) are public schools meanwhile, three (3) are private. Table 4

presents the distribution of respondents in terms of their school. Findings indicated

that the results are balanced from the said five schools. From all the five schools,

researchers have gathered 20 respondents which are 20 percent each.

1.5 Commonly Used AI. In general terms, it shows the Artificial Intelligence

that students are more familiar with, and they had encountered a lot when using

online tools. Table 4 presents the distribution of respondents in terms of their

commonly used AI. Findings revealed that ChatGPT rank the highest in terms of

usage which might mean that students are more likely using this AI tools because

it is available to them 24/7 and it offers guidance and support towards academic

writing. Quillbot rank second and Grammarly rank third only with a difference of

4 percent. This suggest that students are interested in using AI tools that helps

them in checking the grammar and quality of their written work. The 4th in the

rank is Google Bard which is still a new online tool that practice Artificial

Intelligence. Lastly, Photomath which in 100 respondents it only got a 2 percent.

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2. Reasons Why Students Use Online AI Tools for Educational Task

The highest mean score of 2.82, with a verbal interpretation of "agree,"

indicates that students find AI tools valuable for assisting those with special needs

because these tools can significantly enhance personalized learning experiences.

From the researchers' perspective, this top ranking can be attributed to several

factors. AI tools have the capability to tailor educational content to meet

individual students' needs, which is crucial for those with special requirements.

They offer flexibility in learning pace, provide immediate feedback, and facilitate

access to resources that might otherwise be inaccessible. Furthermore, AI can help

in identifying specific learning difficulties and suggest targeted interventions,

thereby promoting an inclusive educational environment. This specialized support

is likely why students highly appreciate and agree on the value of AI tools for

special education, leading to its top ranking in the survey.

3. Frequency of Students Usage of AI Tools for their School Activities

The highest frequency of Artificial Intelligence tool usage among students

being twice a week, chosen by 45 percent of students, likely ranks first due to a

balance between accessibility and effectiveness. From the researchers' perspective,

this frequency might be optimal for several reasons. Using AI tools twice a week

provides students with consistent support without overwhelming them, allowing

them to integrate these tools into their learning routine effectively. This regular

usage can help reinforce learning concepts, provide timely feedback, and maintain
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engagement. Additionally, it suggests that students find the tools beneficial

enough to incorporate them regularly, but not so burdensome that it leads to

diminishing returns or fatigue. Thus, twice-weekly usage strikes a balance that

maximizes the benefits of AI tools in education, leading to its top ranking in the

survey.

4. Educational Benefits that AI Tools Bring to Students

The highest weighted mean of 2.72, with a verbal interpretation of "agree,"

implies that using Artificial Intelligence leads to improvements in one's knowledge

about technology and development of skills. From the researchers' perspective,

this top ranking can be attributed to the comprehensive impact of AI tools on

students' learning experiences. AI tools often require users to engage with various

technological platforms, enhancing their digital literacy and familiarity with

emerging technologies. Additionally, the interactive nature of AI tools fosters the

development of critical thinking, problem-solving, and adaptive learning skills.

The frequent use of these tools challenges students to continuously apply and

expand their technological knowledge, leading to noticeable improvements. This

significant educational benefit is likely why students strongly agree on the value of

AI for skill development, resulting in its top ranking in the findings.

5. Website

The researchers make a website dedicated to providing detailed information

about various AI tools, including ChatGPT, Grammarly, Photomath, Google

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BARD, and QuillBot. This platform is designed to be a valuable resource for

students, educators, and anyone interested in harnessing the power of artificial

intelligence for educational and professional purposes. The features and benefits

of the website include informative content on AI tools, promotion of the proper

use of it, user-friendly design, and educational resources. The website emphasizes

the importance of using AI tools responsibly and ethically, providing guidelines

and best practices for ensuring that these tools enhance learning and productivity

without dependency or compromising academic integrity. There is also a visual

aid, such as tutorials videos which are incorporated to demonstrate the

functionalities of each artificial tool, and additional resources, such as articles,

case studies, and user testimonials that offer deeper insights into the practical

applications and benefits of AI tools in various educational settings.

Conclusions

Based on the findings of the study, the researchers arrived at the following

conclusions:

1. The majority of the senior high school respondents are 17 and 18 years

old, with females outnumbering males. Most respondents are in Grade 12,

indicating a higher level of exposure to AI tools among graduating students. Then,

the respondents are evenly distributed across five schools in Batangas City,

ensuring a balanced representation from both public and private institutions.

Lastly, ChatGPT is the commonly used AI tool among students, followed by

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Quillbot and Grammarly. This suggests a preference for AI tools that assist with

academic writing and grammar correction.

2. Students use AI tools primarily to assist those with special needs,

customize learning experiences, and gather relevant information efficiently.

However, AI tools are less effective in making learning exciting or providing a

one-on-one learning experience.

3. The most common frequency of AI tool usage among students is twice or

thrice a week, indicating regular but not constant use. Also, daily usage of AI tools

is rare.

4. Students agree that AI tools enhance their technological knowledge,

improve school performance, and provide valuable information quickly. The tools

also offer a personalized and engaging learning experience, contributing to better

academic outcomes.

5. The researchers created a website to educate users on various AI tools,

promoting responsible and ethical use while enhancing learning and productivity.

The website provides informative content and resources to support students,

educators, and professionals in utilizing AI tools effectively.

Recommendations

1. The researchers recommend that a user practice critical thinking. They

can use AI to brainstorm ideas or get started on assignments, but they should
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always apply their own critical thinking skills to evaluate and refine the

information provided. Therefore, by applying their own critical thinking, they

could avoid plagiarism and improve their skills when it comes to academics.

2. It is recommended by the researchers that teachers and educators teach

students to use AI tools responsibly, effectively, and reflectively. This includes

understanding the limitations of AI, recognizing when to rely on human judgment,

and reflecting on how AI impacts their learning. By fostering a thoughtful

approach to technology use, educators can help students become more mindful and

responsible learners.

3. The researchers would recommend that students cite properly. When

they are using AI-generated content, they should always credit it appropriately and

always make sure that the information they gather is reliable. This practice will

maintain academic integrity and avoid plagiarism.

4. The researchers suggest understanding the artificial tools. It is important

for them to familiarize themselves with the capabilities and limitations of the AI

that they are using. There are different tools that are designed for different

purposes, such as writing assistance, problem solving, or research. Therefore, even

if given this opportunity that really helps students, it should still have limitations.

5. The researchers suggest that future studies should investigate the long-

term effects of using AI tools on student learning outcomes. This includes

examining how consistent use of AI influences academic performance, critical

thinking skills, and overall understanding of subject matter over extended periods.
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Also, future studies should consider a wide range of educational contexts,

including different age groups, subjects, and learning environments.