The Impact of Using Artificial Intelligence on the

Academic Performance of the SLSU

Polillo Student S.Y:
2023-2024

Mary Rose M. Ayapana

Alex C. Burgueta
Mark John Francia
Enrico Z. Lotino
Maureen Jane Pelegrino
Hazel A. Peñamante
Anna Rose San Pablo
Althea D. Tena
John Lester Ubana
Southern Luzon State University
Polillo Campus
2024
 Chapter I

INTRODUCTION

Artificial intelligence (AI) is becoming increasingly popular worldwide due to its

convenience and ability to enhance various aspects of our lives . Artificial Intelligence (AI) is a

rapidly advancing technology that involves the development of intelligent applications through

machine learning and deep learning capabilities. AI has a wide range of applications across

various sectors such as e-commerce, education, manufacturing, cybersecurity, medicine,

bioinformatics, and military fields (Valavanidis, Athanasios, 2023)

In the Philippines, the government is actively promoting the development and regulation

of AI. House Bill No. 7396, "An Act Promoting the Development and Regulation of Artificial

Intelligence in the Philippines." This bill aims to create a comprehensive framework for AI

development and regulation, including reviewing business regulations, providing funding for AI

innovation, supporting AI research and development internships, promoting local AI start-ups,

and fostering digital and data literacy.

AI integration to academic use has the potential to greatly impact education. It can

introduce innovative approaches that transform how students learn and excel academically.

Robert, Abill & potter, Kaledio & frank and Louis (2024) Emphasizes how AI technologies like

machine learning, natural language processing, and data analytics are being integrated into

educational settings to provide personalized and adaptive learning experiences. By analyzing

large datasets, AI-powered educational platforms can offer tailored content, feedback, and

recommendations to students, enhancing their engagement, motivation, and overall learning

outcomes. However, it is important to consider both the positive and negative effects of AI in

education to ensure responsible and effective use.

This study holds the potential benefits and threats of using artificial intelligence (AI) in

academic performance among college students. By identifying potential threats like excessive

reliance on technology we can proactively address challenges and minimize their negative

impact. Similarly, recognizing the advantages such as personalized learning enables us to fully

leverage AI's potential to enhance academic performance. By understanding the threats and

benefits, we can adopt a balanced approach to integrating AI in education, maximizing its

positive impact while mitigating potential risks.

Background of the Study

This study will be conducted in Southern Luzon State University of Polillo. It is a

prominent educational institution situated on Polillo Island, Philippines. SLSU Polillo is one of

the 11 branches of the Southern Luzon State University system, it offers the Bachelor of

Elementary Education (BEED) program as its sole course. As the only university on Polillo

Island, SLSU Polillo serves as the primary educational option for students residing on the island.

One gap that exists in the current research is the limited knowledge and investigation into

how AI technologies specifically affect the academic performance of college students. There is a

need for further exploration to understand the specific ways in which AI impacts students'

academic outcomes so that educators can make informed decisions about incorporating AI in the

learning process.

According to Santos, Garcia, and Reyes (2020), The integration of AI technologies in

local universities had a positive impact on academic performance and student learning outcomes.
The utilization of AI tools, such as intelligent tutoring systems and personalized learning

platforms, led to improved student achievement, heightened engagement, and more customized

instructional experiences. Dela Cruz, R., Ramirez, L., & Gonzales, J. (2019) stated that students

who actively engaged with AI tools exhibited higher scores on assessments, improved retention

of knowledge, and enhanced critical thinking abilities compared to their peers who did not have

access to AI-based resources.

However according to Santiago, Hernandez, and Cruz (2020), relying heavily on AI tools

may hinder students' independent learning and reduce their ability to think creatively and

analytically. Lim, S., Cruz, A., & Reyes, P. (2021) suggesting that while some students benefited

from AI-assisted instruction, others experienced challenges and limitations. Factors such as

student readiness, the nature of the course, and individual learning styles played a significant role

in determining the effectiveness of AI technologies in improving academic performance.

Due to the increasing usage of artificial intelligence (AI) among college students of

SLSU, we have undertaken this study to gain understanding of its appropriate usage and the

potential risks it can entail.

Understanding how using artificial intelligence (AI) affects the academic performance of

college students is important for several reasons. First, AI can personalize learning by providing

individualized resources and support. Second, it improves access to educational materials,

allowing students to learn anytime and anywhere. Third, studying the impact of AI on academic

performance helps develop critical thinking and problem-solving skills. Lastly, addressing

ethical concerns ensures responsible use of AI in education. Exploring the impact of AI on

academic performance guides educators, policymakers, and institutions in making informed

decisions to optimize learning outcomes and create inclusive learning environments.

Objectives of the Study

1. To determine the Demographic Profile of the respondents in terms of:

1.1. Age

1.2. Gender

1.3. General Weighted Average (GWA)

1.4. Previous Experiences with AI

1.5. AI Application used

2. To determine the relationship between using artificial intelligence tools and students’

academic performance.

3. To determine the effectiveness of specific AI application in improving student academic

performance.

4. To explore student’s perspective on integrating AI tools in their learning and how it influences

their academic performance.

5. To identify the challenges and barriers in implementing and using AI tools and their impact on

student’s academic performance.

Significance of the Study

The following individuals or groups are expected to benefit from the findings of this research:

Students: This study can help students understand how using artificial intelligence can improve

their academic performance, and avoid the potential risk of using artificial intelligence.
Educators and Instructors: The research can provide useful information for teachers to decide

if integrating AI tools in their teaching methods can help students perform better academically.

Parents: Parents can gain insights into how artificial intelligence can positively impact their

child's academic performance.

Policy Makers and Educational Authorities: Policy makers can use the research results to

create guidelines for school to responsibly incorporate AI in education, ensuring adequate

support and resources.

Future Researchers: The research provides a starting point for future studies to further

investigate the impact of artificial intelligence on academic performance and guide future

research in this area.

Scope and Limitation

This study focused on the impact of using Artificial Intelligence (AI) in the learning

process of SLSU – students in 1st year, in which 144 enrolled during S.Y. 2023-2024. This study

was set to conduct during the final term of 2nd semester.

Definition of Terms

Artificial Intelligence (AI): The field of computer science that involves the development of

intelligent machines capable of performing tasks that typically require human intelligence. In this

study, it refers to the specific application or tools that are used by the students such as ChatGPT

and CICI.
Academic Performance: The measurable outcomes and achievements of students in their

educational pursuits, including grades, test scores, and overall level of understanding and

competency.

Benefit: It refers to the advantage or positive outcome gained from a particular action or

situation. In this study, it refers to the advantages that students might get from using Artificial

Intelligence.

Threat: It refers to the potential danger or harm that may arise in a given circumstances. In this

study, it refers to the negative effects that may arise from misuse of Artificial Intelligence.

Personalized Learning: An approach to education that tailors instructional methods, content,

and pace to individual students' needs and preferences, often utilizing technology and data-driven

analysis.

Critical Thinking: The ability to analyze, evaluate, and synthesize information, and to apply

logical reasoning and problem-solving skills in order to make informed judgments and decisions.

Independent Learning: The ability of students to take responsibility for their own learning, set

goals, and actively seek out and utilize resources, both within and outside of the structured

classroom environment.

Ethical Concerns: The moral and social considerations surrounding the use of AI in education,

including privacy, data security, transparency, fairness, and the impact on human interactions

and relationships in the learning environment.

 Chapter II

REVIEW OF LITERATURE

This chapter presents a comprehensive review of the existing literature related to the

impact of using artificial intelligence (AI) on the academic performance of students. This

literature review aims to provide a solid theoretical foundation and contextual understanding of

the subject matter, highlighting the key findings and insights from previous studies and research

conducted in this field.

Artificial Intelligence

Studying the impact of artificial intelligence (AI) on academic performance is a growing

area of research. Many studies explore how AI-powered tools, such as intelligent tutoring

systems, personalized learning platforms, and automated grading systems, influence student

learning outcomes. Overall, the literature suggests that AI has the potential to enhance academic

performance by providing personalized learning experiences, immediate feedback, and adaptive

learning pathways tailored to individual needs. However, challenges such as algorithmic bias,

privacy concerns, and the digital divide also need to be addressed to ensure equitable access and

maximize the benefits of AI in education.

Darwin, & Rusdin, Diyenti & Mukminatien, Nur & Suryati, Nunung & Laksmi, Ekaning

& Marzuki (2023) The central aim of this study was to offer an in-depth understanding of EFL
students' perceptions concerning critical thinking and the role of Artificial Intelligence (AI) in

this context. Our research revealed that EFL students regard critical thinking as a multifaceted

discipline, involving elements like questioning norms, analyzing context, and evaluating

evidence. They acknowledge the utility of AI in enhancing various facets of critical thinking,

such as academic research, theory scrutiny, and experimental design. Despite this, they also

expressed concerns about the limitations of AI. These include issues like lack of personalization,

risk of echo chambers, and challenges in nuanced understanding. The study implies that while Al

can be a powerful tool for enhancing critical thinking skills, it is not without drawbacks that need

to be carefully managed.

Spector, Jonathan & Ma, Shanshan. (2019) Along with the increasing attention to

artificial intelligence (Al), renewed emphasis or reflection on human intelligence (HI) is

appearing in many places and at multiple levels. One of the foci is critical thinking. Critical

thinking is one of four key 21st century skills - communication, collaboration, critical thinking

and creativity. Though most people are aware of the value of critical thinking, it lacks emphasis

in curricula. In this paper, we present a comprehensive definition of critical thinking that ranges

from observation and inquiry to argumentation and reflection.

Marbun, Tolop. (2023) The primary aim of this research is to incorporate the use of

Artificial Intelligence, ChatGPT, and the Critical Thinking Method to enhance academic

endeavors. Employing Artificial Intelligence and ChatGPT in academic work offers advantages

to educators and students. Although educators and students are still required to verify data and

references independently, the use of Artificial Intelligence and ChatGPT enables the quick and

precise presentation of information. Therefore, it is essential to integrate the Critical Thinking

methodology with the utilization of ChatGPT and Artificial Intelligence.

 Irfan, Muhammad & Murray, Liam & Ali, Sajjad. (2023) Insights gained from this study

are valuable in understanding how the integration of ChatGPT-3 and Al literacy influence the

critical thinking and writing abilities of third-semester journalism students at Tajik National

University. By addressing the research questions and objectives, the study contributes to the

expanding body of research on Al in journalism education, emphasizing the potential benefits

and challenges related to implementing Al-driven tools.

Ramadas, R. Bhagyalakshmi (2023) The study's results provide strong evidence that Al-

based education has a significant and positive impact on the development of emotional

intelligence and cognitive skills among students in arts and science colleges. The quantitative

data demonstrates an improvement in emotional intelligence, encompassing emotional

awareness, empathy, and stress management. Furthermore, cognitive skills, including critical

thinking, creativity, adaptability, and information literacy, have also exhibited substantial growth

after students engaged with Al- driven personalized learning experiences.

Richard, William & Michael, James & Karan, Dash. (2024) This study investigates the

intersection of critical thinking and artificial intelligence (AI) within the context of literature

teaching. Employing a dual lens, the research explores how the integration of Al tools and

methodologies can influence and enhance critical thinking skills in literature education. Through

a comprehensive analysis, this study aims to elucidate the potential synergies, challenges, and

transformative impacts arising from the fusion of critical thinking and Al in the realm of

literature pedagogy.

Blessing, Komolafe & Xusheng, Qian. (2020) The role of Critical thinking skill in

developing 21st-century teaching profession can't be overstated. Projecting into the future,

critical thinking is expected to serve as tools for integrating Artificial Intelligence into the
teaching profession as well as an antidote to the threats of artificial intelligence to the teaching

profession in the machine learning age. This study investigates John Dewey's philosophy on

critical thinking and reviews existing literature on teaching profession.

Nassar, Samah. (2020) Al is mainly applicable to the potential aspects or operations

performed by the computer handled systems or robots. These operations are quite similar to

those that are operated by the human being. The result or the outcome can alter slightly as the

task are performed by a human being and a machine. All operations are becoming autonomous to

provide ease to the common people of the society, but the critical thinking factor always

considered as significant character in the field of the Al technology because numerous robots

comprise of various human characteristics, learnings.

Barsoum, Suzan & Elnaggar, Mohamed & Awad, Boushra. (2022) The research

investigated the effectiveness of using a cognitive style-based chatbot in developing science

concepts and critical thinking skills among preparatory school pupils. To achieve the aim of the

research, the researchers applied the two groups' quasi- experimental design and utilized three

instruments as follows; 1) Budner scale to measure the tolerance of ambiguity; 2) Science

concepts achievement test developed by the researchers and implemented before and after

applying a cognitive style-based chatbot; 3) The critical thinking skills test developed by the

researchers to identify four critical thinking skills required for grade 8 level and implemented

before and after applying a cognitive style-based chatbot.

Moustaghfir, Samia & Brigui, Hind. (2024) In the digital era characterized by the

pervasive influence of technology, the intersection of critical thinking (CT) and artificial

intelligence (Al) has become a topic of paramount importance. This informative article delves
into the evolving relationship between these two realms, probing whether Al tools have the

potential to either enhance or hinder students' critical thinking capacities.

Behavior

Fayaz Ahmad, Sayed & Alam, Md & Rehmat, Mohd & Irshad, Muhammad & Arraño-

Muñoz, Marcelo & Ariza-Montes, Antonio. (2023) AI can significantly affect the education

sector. Though it benefits education and assists in many academic and administrative tasks, its

concerns about the loss of decision-making, laziness, and security may not be ignored. It

supports decision-making, helps teachers and students perform various tasks, and automates

many processes. Slowly and gradually, Al adoption and dependency in the education sector are

increasing, which invites these challenges. The results show that using Al in education increases

the loss of human decision-making capabilities, makes users lazy by per- forming and

automating the work, and increases security and Receive privacy issues.

Lobalsamo, Teresa & Segreti, Dellannia & Jamali, Mohammad & Gaspari, Sylvia. (2024)

As artificial intelligence (Al) continues to increase its presence and accessibility within

education, the need to address Al's impact on assignment design and the production of original

coursework is heightened. Within the context of an undergraduate language and culture course,

this chapter thus offers reflections on the integration of Al tools and their effect on shaping

assessment methods. The authors also highlight that there indeed remains a great need for

continued research in the realm of Al and education going forward, especially where enhanced

Al-detection technologies, institutional policies, academic rigour, and learner expressiveness are

concerned.
 Yen-Fen Lee, Gwo-Jen Hwang, Pei-Ying Chen (2022). Review strategies after learning

new knowledge are essential for students to consolidate the key points, understand the subject

content, analyze aspects of the learning topics, and summarize the knowledge content of learning

while mastering new knowledge. However, educators have found that students generally have

difficulties seeking help when they encounter learning problems. This could significantly affect

their after-class review performances.

Othman Alrusaini, Hasan Beyari (2022). The study was necessitated by the

unprecedented consumption of smart devices by children in Saudi Arabia, which has been a

concern to parents and other stakeholders. It investigated the way that game apps, social media

apps, and video-streaming apps impact child development. It also examined the roles played by

artificial intelligence control and parental control in enhancing the sustainability of children’s

behavior amidst smart technologies. The theories underpinning this research were the theory of

reasoned action and the theory of planned behavior. The population of the study was

Academic Performance

Abdulqayyum, Abubakar & Potter, Kaledio. (2024). The impact of artificial intelligence

(AI) on students' learning experiences is significant and holds great potential for enhancing

education. Al technologies offer personalized learning experiences, adaptive instruction,

intelligent tutoring, and smart content recommendations that cater to individual student needs.

This individualization can lead to improved engagement, deeper conceptual understanding, and

better learning outcomes.

Göçen, Ahmet & Aydemir, Fatih. (2020). With the increase in studies about artificial

intelligence (Al) in the educational field, many scholars in the field believe that the role of
teachers, school and leaders in education will change. In this regard, the purpose of this study is

to examine what possible scenarios are there with the arrival of Al in education and what kind of

implications it can reveal for future of schools.

Ayman, Shehab Eldeen & El-Seoud, Samir & Nagaty, Khaled & Karam, Omar. (2023)

This paper explores the integration of ChatGPT, an Al-based language model, in undergraduate

education. The study examines the potential benefits, challenges, and ethical considerations

associated with incorporating ChatGPT into teaching and learning practices. It investigates the

impact of ChatGPT on student engagement, critical thinking, and problem-solving skills, as well

as its potential to enhance writing skills and provide personalized learning experiences. The

survey conducted on faculty staff at a university reveals their perspectives on using ChatGPT,

including its effects on learning outcomes and performance.

Nurtayeva, Togzhan & Salim, Mohammed & Basheer, Taha & Khalilov, Savriddin,

(2023). The use of ChatGPT and other Al tools in education has become increasingly widespread

these days as educators seek to leverage the benefits of technology to improve student learning

and academic performance. This review paper examines the existing research on the influence of

ChatGPT and Al tools on academic performance, with an emphasis on both the potential benefits

and challenges of these Al tools.

Reis, Arsénio & Rocha, Tania & Martins, Paulo & Barroso, Joao. (2020). Using Artificial

Intelligence to Predict Academic Performance. The academic performance of a higher education

student can be affected by several factors and in most cases Higher Education Institutions (HEI)

have programs to intervene, prevent failure or students dropping out. These include student

tutoring, mentoring, recovery classes, summer school, etc. Being able to identify the borderline

cases is extremely important for planning and intervening in time. This position paper reports on
an ongoing project, being developed at the University of Trás-os-Montes e Alto Douro (UTAD),

which uses the students’ data and artificial intelligence algorithms to create models and predict

the performance of students and classes. The main objective of the IA.EDU project is to research

the usage of data, artificial intelligence and data science to create artificial intelligence solutions,

including models and applications, to provide predictive information that can contribute to the

increase in students’ academic success and a reduction in the dropout rate, by making it possible

to act proactively with the students at risk, course directors and course designers.

Weerasinghe, Ravishka. (2023). Factors Affecting the Use of AI Tools on Academic

Performance of Undergraduates of the University of Kelaniya. In the new technological drive era

artificial intelligent tools usage has become an important topic in both local and international

education settings. This evolution highlights the need for leveraging artificial intelligent tools to

enhance the learning process since in contemporary society, education has emerged as an

essential requirement for individuals worldwide by referring to the quality education of SDG

goal 04. However, there is a gap in finding empirical evidence on factor affecting the use AI

tools for academic performance in Sri Lanka. The purpose of this study is to recognize the

factors affecting on use of AI tools for academic performance of final year.

Nur Fitria, Tira. (2021). Artificial Intelligence (AI) In Education: Using AI Tools for

Teaching and Learning Process. Changes in the demands of education require innovation and

creativity in the learning process. With the development of Artificial Intelligence (AI) in the field

of education to help process daily activities including teaching and learning. The objective f this

study is to investigate Artificial Intelligence (AI) in education, especially in the teaching and

learning process. This research uses library research. The result analysis shows that AI has been

widely applied to various educational technology platforms such as 1) VirtualAided Instruction

(ICAI). Artificial Intelligence (AI) is the process of modeling human thinking and designing a

machine so it can behave like humans.

Oyeyemi, Ahmed & Alexander, Tochukwu & Okenwa-Fadele, Ijeoma & Abiakwu,

Felicity. (2024). Perceived Effect of Artificial Intelligence Tools On The Academic Performance

Of Students In Public Universities In Anambra State. This study examined perceived effect of

artificial intelligence tools on the academic performance of students in public universities in

Anambra State. The study adopted descriptive survey design. The population was made up of

61,888 undergraduate students in the regular programme of Nnamdi Azikiwe University and

Chukwuemeka Odumegwu Ojukwu University for the 2022/2023 academic session. A sample

size of 300 undergraduate students were selected from both universities using multi-stage

sampling procedure. The instrument used for data collection was a structured four-point Likert

scale questionnaire titled Perceived Effect of Artificial Intelligence Tools on the Academic

Performance of Students.

Nurtayeva, Togzhan & Salim, Mohammed & Basheer, Taha & Khalilov, Savriddin.

(2023). The influence of ChatGPT and AI Tools on the Academic Performance.The use of

ChatGPT and other AI tools in education has become increasingly widespread these days, as

educators seek to leverage the benefits of technology to improve student learning and academic

performance. This review paper examines the existing research on the influence of ChatGPT and

AI tools on academic performance, with an emphasis on both the potential benefits and

challenges of these AI tools. The literature review indicates that while ChatGPT and other AI

tools have the potential to enhance personalized learning, feedback and assessment, and

interaction, they also encounter challenges such as moral concerns, lack of human interaction,

and possible biases. In a summary, this paper emphasizes the need for additional empirical
research to completely understand the impact of ChatGPT and AI tools on academic

performance and provides recommendations for educators and policymakers on how to use these

tools effectively and responsibly in educational environments.

Dhara, Suvojit & Chatterjee, Sheshadri & Chaudhuri, Ranjan & Goswami, Prof & Ghosh,

Soumya. (2022). Artificial Intelligence in Assessment of Students' Performance. One of the

advantages of integrating Artificial Intelligence in education is the usage of AI in assessing

students’ performance and subsequently its enhancement. With the advancement of Artificial

Intelligence in the last couple of decades, it has become very much possible to assess each

individual student’s performance in advance and get a hint of his or her chances of success or

failure. Apart from the effect of an institution’s environment, various other important factors like

social, economic, behavioral, and non-behavioral aspects do play important roles in a student’s

overall performance. With the help of various data mining techniques, institutions can gain

knowledge of those factors and predict a student’s performance in advance.

Theoretical Framework

This study is anchored in the theory of Technology Acceptance Model (TAM) developed

by Fred Davis in the late 1980s. TAM falls within the realm of information systems and

behavioral sciences. According to Davis, TAM is based on the belief that users' acceptance and

usage of technology are influenced by their perceptions of its usefulness and ease of use.

Perceived Usefulness, the first aspect of TAM, refers to the degree to which individuals

believe that using AI tools will enhance their academic performance. It encompasses their

perceptions of how AI can improve learning outcomes, facilitate personalized learning

experiences, and provide valuable support in their studies. Students' perceptions of usefulness
can significantly impact their acceptance and adoption of AI tools. Perceived Ease of Use, the

second aspect of TAM, pertains to the extent to which individuals find AI tools user-friendly,

accessible, and easy to navigate. It encapsulates their beliefs about the ease with which they can

interact with AI tools, understand their functionalities, and integrate them into their learning

processes. Students' perceptions of ease of use can affect their willingness to embrace and utilize

AI tools in their academic endeavors.

Applying TAM to this research, it is posited that students' acceptance and usage of AI

tools at SLSU-Polillo will be influenced by their perceived usefulness and perceived ease of use.

When students perceive AI tools as beneficial and user-friendly, they are more inclined to adopt

and incorporate them into their learning practices, ultimately impacting their academic

performance.

By examining the factors that shape students' perceptions of usefulness and ease of use,

and understanding their relationship with academic engagement and learning outcomes, this

study aims to elucidate the role of AI in enhancing academic performance among SLSU-Polillo

students in the academic year 2023-2024.

Research Paradigm

Independent Variable Dependent Variable

Artificial Intelligence Academic Performance

Intervening Variable

*Age
*Gender
*GWA
*Previous Experiences with AI
*AI Application Used

Figure 1: Impact of using Artificial intelligence on the Academic Performance of the selected

students of SLSU-Polillo

The researches seek to determine the impact of Artificial Intelligence (AI) to the

academic performance of selected students of SLSU-Polillo. Figure 1 Shows the relationship

among the variables. The independent variable is Artificial Intelligence, while the academic
performance is the dependent variable. This study has five interviewing variable which are age,

gender, general weighted average (GWA), Previous Experiences with AI and AI Application

used.

Null Hypothesis

1. There is no significant difference on the impact of artificial intelligence

(AI) when grouped according to their demographic profile.

2. There is no significant relationship between the impact of artificial intelligence (AI) and

the academic performance of the students of SLSU-Polillo.

 Chapter III

METHODOLOGY

This chapter shows the methodology that was used by the researchers in conducting this

research. It takes over the locale of the study, respondent, research designs, research instrument,

data gathering procedure, ethical consideration and statistical treatment.

Research Locale

This study will be conducted in Southern Luzon State University Polillo Campus located

at Barangay Sibulan in the town of Polillo, Province of Quezon due to its accessibility in

presiding the study, the researcher preferred this as the locale of the study. Furthermore, since it

is the current school, where the researchers are studying conducting the research in the said

location will be facilitate there.

Respondents of the Study

The respondents of this study will be the students of Southern Luzon State University

(S.Y 2023-2024). The respondents are the ones who are capable, because the focus of this study

is to identify the possible benefits or threats to the students of SLSU-Polillo. Thus, the

researchers have decided to choose the students from the Southern Luzon State University

purposive sampling.

The researchers believe that these participants would be enough to provide sufficient and

essential information to answer the questions raised in this study.

Research design

This study was made by the means of quantitative research for descriptive methods.

Researchers use quantitative research methods for descriptive, researchers simply seek an overall

summary of the study variables.

According to Pritha Bhandari quantitative research is the process of collecting and

analyzing numerical data. It can be used on find patterns and averages, make predictions, test

casual relationships, and generalize results to wider populations. Quantitative research is

generally more explorative, a type of research that is dependent on the collection of verbal,

behavioral or observational data that can be interpreted in a subjective manner.

Correlation and experimental research can both be used to formally test hypotheses, or

predictions, using statistics. The results may be generalized to broader populations base on the

sampling method used.

Research instrument
 The questionnaire was used as the main data-gathering instrument. The instrument to be

prepared focused on answering the statement of the problem. The impact of using artificial

intelligence on Academic performance. The questionnaire contains of (10) questions. The

questionnaire will be distributed to the respondents.

In order to gather accurate data, the researchers looked for questionnaire that is related to

the study. The peer pressure’s questionnaire came from the study of Technische Universities

Delft on 2023 – 2024 about “The Effects of Using Artificial Intelligence Among Junior High

School students of Zillovia National High School”.

The data-gathering instrument was structured as a scale ranging from 1-4. Where in the

(1) is strongly disagree, (2) is disagree, (3) is agree and the last one is (4) strongly agree. This

will help the researchers to analysis the result of conducting data-gathering.

Procedure/ Data Collection

This questionnaire was necessary permits to conduct the study were first secured by the

researchers. Upon approval of director, adviser and student, the researchers administered the

questionnaire to determine the impact of using artificial intelligence on Academic performance.

A consent from was included in the questionnaire, allowing the respondents to willingly

engage in the study and enabling the researchers to collect the required data for the study’s

purposes. This questionnaire was conducting on face to face to strengthens the accuracy of the

data provided by the respondents. Furthermore, the researchers ensured that all details are

presented in the questionnaire for the respondents.

Ethical Consideration
 The questionnaire were given individually to the target respondents and gathered the

information confidentially and individually.

After collecting all of the relevant data, the researchers we will analyze to identify the

given information of the respondents. Rest assured that all of the respondent’s personal

information was kept private in accordance with the Data Privacy Act of 2012.

According to National Privacy Commission, the Data Privacy Act of 2012 is a 21 st

century law to address 21st century crimes and concerns. It (1) protects the privacy of individuals

while ensuring free flow of information to promote innovation and growth; (2) regulates the

collection, recording, organization, storage, updating or modification, retrieval, consultation, use,

consolidation, blocking, ensure or destruction of personal date; (3) ensures that the Philippine

complies with international standards set for data protection through National Privacy

Commission (NPC).

Statistical Treatment

All of the collected data will be tally, examine, tabulate, and analyze to identify the

association between the impact of using artificial intelligence of academic performance. The

following tools were used to answer the questions in this study.

Weighted mean

Is a type mean that is calculated by multiplying in the weight (or probability) associated

with a particular event or outcome with its associated quantitative outcome and then summing all

the products together. To determine the impact of using artificial intelligence of academic

performance of Collage Student in SLSU researchers we will use the academic weighted mean

formula.
Where:
WM = weighted mean
F = frequency of respondents
WM = 4f + 3f +2f + 1f
n
n = total number of respondents

For the interpretations and analysis of data in the impact of using artificial intelligence of

Academic Performance of college students of SLSU.

POINT SCALE RATING INTERVAL DESCRIPTIVE RATING

4 3.26 – 4.00 Strongly agree

3 2.51 – 3.25 Agree

2 1.76 - 2.50 Disagree

1 1.00 -1.75 Strongly disagree

The following scale was used for the range of student’s academic performance

Descriptor Grading scale Point grade

Outstanding 89 – 100 1.0

Very satisfactory 77 – 88 2.0

Satisfactory 75 – 76 3.0

Fairly satisfactory 74 - 73 4.0

Did not meet expectations 72 - 70 5.0

 The impact of using Artificial Intelligence

on the Academic Performance of the SLSU

–Polillo students S.Y: 2023– 2024

QUESTIONNAIRE:

Name: ___________________

Year and Section: __________

Age: ____ Gender: ( ) Male ( ) Female

General Weighted Mean (GWA): ____

AI familiarity: ( ) Very Familiar

( ) Moderately Familiar
( ) Slightly Familiar
( ) Not Familiar at all
Directions: kindly fill up the following and put a check mark (/) on the following information

which implies to you.

4 – Strongly Agree 3 – Agree 2 – Disagree 1 – Strongly Disagree

Uses of Artificial Intelligence Strongly Agree Disagree Strongly

disagree
agree
2 1
4 3
1. The use of AI tools has improved my ability to
understand and grasp complex concepts in my
academic subjects.
2. AI applications have helped me to effectively
manage my time and stay organized with my
school tasks.
3. I believe that AI tools can enhance personalized
learning experiences and cater to individual
student needs.
4. AI technologies have positively impacted my
motivation and engagement in my academic
studies.
5. AI tools, such as automated grading systems,
have provided fair and accurate assessments of
my academic performance.
6. I am comfortable with AI technologies being
involved in assisting or grading my school
assignments or exams.
7. AI tools have provided me with valuable
feedback and suggestions for improvement in my
academic work.
8. I have concerns about the privacy and security
of my personal data when using AI applications
for academic purposes.
9. I believe that AI technology has the potential to
revolutionize the way we learn and study.
10. I would recommend the use of AI tools to my
fellow students for their academic tasks.

Academic Performance
1. I believe that my academic performance has
improved as a result of using AI tools in my
studies.

2. I feel more confident in my academic abilities

due to the use of AI applications in my learning
process.

3. AI tools have positively impacted my grades

and overall academic achievements.

4. I believe that the use of AI technologies has

made learning more enjoyable and interesting for
me.

5. I am satisfied with my academic performance

since incorporating AI tools into my study
routine.
6. AI tools have helped me to identify and
address my weaknesses in specific subject areas.
7. I feel more motivated to excel academically as
a result of utilizing AI tools in my learning
journey.
8. The use of AI tools has improved my critical
thinking and problem-solving skills in my
academic endeavors.
9. I believe that AI technologies have leveled the
playing field and provided equal opportunities for
academic success.
10. I am confident that the use of AI in education
will have a positive impact on my future
academic and career prospects.
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