1

Artificial Intelligence: The Impact of Using AI Tools on Grade 11 Students’ Academic

Performance at Rizal Memorial Institute of Dapitan City Inc .

In partial fulfillment of the

Requirements for Senior High School

Science Technology Engineering Mathematics

Bulay, April Ruth

Cabilin, Karylle G.

Labisig, Frienzal S.

Naong, Kent Francis

Tagbac, Mary Kyle

May 2024
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Plagiarism Disclaimer

Disclaimer Form for Group Work

We, Frienzal S. Labisig, Kent Francis B. Naong, Mary Kyle D.

Tagbac, Karylle G. Cabilin, April Ruth C. Bulay, and John August R. Elopre, students of
Rizal Memorial Institute of Dapitan City Inc. certifies that my Research Culminating Activity
project titled, “,Artificial Intelligence: The Impact of Using AI Tools on Grade 11
Students’ Academic Performance at Rizal Memorial Institute of Dapitan City Inc ” is our
own work, based on our personal study and/or research and that I have acknowledged all
material and sources used in its preparation,whether they be books, articles, reporters, lecture
notes, and any other kind of document, electronic or personal communication.

We were duly informed about plagiarism by my research teacher and the school. We
understand that plagiarism is presenting someone else work or ideas as my own, with or
without their consent, by incorporating it into my work without full acknowledgement and
citation.

We acknowledge and understand that plagiarism is serious academic dishonesty and offense.
Any plagiarism offense found in this paper is our sole doing and my own responsibility. The
research teacher and the school should not be held liable.The school may take disciplinary
action against me if there is a belief that this is not my own in my writing.

Lastly, I have not allowed, nor will I in the future allow anyone to copy my work with the
intention of passing it off as their own work.

_________________________
Signature over printed name

________________________
Date signed
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Approval Sheet

This researched entitled, “Artificial Intelligence: The Impact of Using AI Tools on Grade

11 Students’ Academic Performance at Rizal Memorial Institute of Dapitan City Inc. ”

prepared and submitted by Frienzal S. Labisig, Kent Francis B. Naong, Mary Kyle D. Tagbac,

Karylle G. Cabilin, April Ruth C. Bulay, and John August R. Elopre ,as a FINAL

PERFORMANCE TASK for Research Project/Culminating Activity, in partial fulfillment of

the requirements for Senior High school has been examined and is recommended for FINAL

SUBMISSION and PRINTING with a grade of PASSED.

JULIE MAE M. TOME

Research Teacher

Accepted and approved in partial fulfillment of the requirements for Senior High School.

Date of Submission:

ALEJANDRO M. LAPUT

High School Principal

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ABSTRACT

Artificial Intelligence (AI) stands as one of the most transformative technological advancements

of the 21st century, revolutionizing various aspects of human life, including education. With its

ability to mimic cognitive functions such as learning and problem-solving. In the context of

Grade 11 students at Rizal Memorial Institute of Dapitan City Inc., the integration of AI tools

into their academic environment marks a significant shift in pedagogical practices, warranting a

comprehensive investigation into its implications on their academic performance. The study

aimed to determine whether AI tool usage had primarily positive, negative, or mixed outcomes.

Out of 128 grade 11 students in RMIDCI, the researchers gathered only 97 respondents, 19

respondents from ABM strand which 15 are female and 4 are male,30 respondents from HUMSS

strand which 15 are male and also 15 are female, and 48 respondents from STEM strand which

consist of 24 male and 24 female. The researchers gathered data by using survey questionnaires

that detailed the possible impacts of using AI tools. In table 14 , the results showed that majority

of the respondents 86% are having positive experience when using AI tools for academic

performances and 14% negative. The AI tools were a huge help in helping them get better grades

because they made answering questions easier. However, there are drawbacks as well. Students

may become too dependent on AI tools, too lazy to answer questions using their critical thinking,

and also decreases the level of their knowledge. The findings of this study may encourage

students to use AI tools in appropriate ways to avoid relying too much on artificial intelligence

resources.
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TABLE OF CONTENT

TITLE PAGE............................................................................................................................1

PLAGIARISM DISCLAIMER...............................................................................................2

APPROVAL SHEET...............................................................................................................3

ACKNOWLEDGEMENT ......................................................................................................4

ABSTRACT..............................................................................................................................5

CHAPTER PAGE
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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Artificial Intelligence (AI) stands as one of the most transformative technological

advancements of the 21st century, revolutionizing various aspects of human life, including

education. With its ability to mimic cognitive functions such as learning and problem-solving, AI

has found its way into educational settings, promising to enhance teaching methodologies and

improve learning outcomes. In the context of Grade 11 students at Rizal Memorial Institute of

Dapitan City Inc., the integration of AI tools into their academic environment marks a significant

shift in pedagogical practices, warranting a comprehensive investigation into its implications on

their academic performance.

Artificial intelligence has been tackling challenges in education, particularly in

universities, due to the limitations of traditional teaching methods and the complexity of the

educational system. E-learning has made a wealth of data accessible, allowing AI to find smart

solutions to complex education problems. “Studies show that AI is crucial in higher education,

particularly in universities, as it provides flexible learning opportunities for students through the

use of innovative technologies. Artificial intelligence tools in education such as ChatGPT, Scikit

Learn, TensorFlow, PyTorch, CNTK, Caffe, Apache MXNet, Keras, OpenNN,AutoML, H2O,

OpenAI, Grammarly, and Quillbox are making teaching and learning easier and more efficient.”

(Ahmed et al, 2024)

This research endeavors to delve into the nuanced impacts of AI tools on the academic

performance of Grade 11 students at Rizal Memorial Institute of Dapitan City Inc. The study

aims to discern whether the utilization of AI tools yields predominantly positive or negative
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outcomes, or perhaps a combination of both. By scrutinizing various dimensions such as learning

efficiency, engagement levels, and comprehension retention, the research seeks to provide

insights into how AI interventions shape the educational experiences and achievements of the

students. Through a meticulous examination of these impacts, students, educators and

policymakers can gain a deeper understanding of the role AI plays in contemporary education

and make informed decisions regarding its integration into curricula.

Theoretical Framework

The study's theoretical framework is grounded in the ideas of Clark's (2011) discussion of

Technology-Mediated Learning (TML) Theory. Using this framework, the study at Rizal

Memorial Institute of Dapitan City Inc. intends to investigate the detrimental effects of artificial

intelligence (AI) on academic performance among Grade 11 students. With this method, the

effects of AI-mediated learning environments on academic performance can be thoroughly

examined, considering variables like learner characteristics, media attributes, instructional

strategies, and learning outcomes. By using this lens, the study aims to shed light on the unique

difficulties that artificial intelligence presents for providing guidance for efficient interventions

that promote academic growth in students in Grade 11.

Conceptual Framework

In the formulation of the framework of this study, the researchers adopted the ideas of

Juinaid Tahir (June 29, 2023) and People’s Alliance for Continuing Education (n.d).

Dependence on Technology
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The integration of Artificial Intelligence technology poses a risk of excessive dependence on

technology. Relying too heavily on Artificial Intelligence tools and platforms may hinder the

development of crucial cognitive, problem-solving, and life skills that can only be nurtured

through human interaction and critical thinking.

Inequitable Access

Although Artificial Intelligence has the potential to democratize education by making it more

accessible, there is a risk of creating a digital divide. Students from disadvantaged backgrounds

or regions with limited access to technology may face barriers in benefiting from Artificial

Intelligence enhanced education, worsening existing inequalities.

Lack of Personalized Human Touch

Artificial Intelligence can personalize learning experiences to some extent, but it cannot fully

replace the human touch. Students need emotional support, motivation, and guidance, which

educators are better equipped to provide. Relying too much on Artificial Intelligence could

weaken the personal connection between teachers and students, potentially impacting student

engagement and motivation.

Personalized Learning

One major area of impact is personalized learning. Artificial Intelligence powered systems have

the capability to adapt to individual student needs and provide tailored content. This ensures that

each learner receives a customized educational experience, allowing them to progress at their

own pace. For example, intelligent tutoring systems can identify a student’s strengths and

weaknesses, offering targeted support and feedback.

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Figure 1. INPUT, PROCESS, OUTPUT

Figure 1 shows the input, process, and output of this study. As for the input, researchers

collect data about students' characteristics like age, gender, and academic track, which helps to

understand who the students are. Additionally, the researchers inquire about the specific types or

brands of artificial intelligence tools that students commonly use to gain insights into the

technological resources influencing their academic performance. Moreover, they explore how

using AI tools, such as ChatGPT, Quilbot, and etc., affects students' critical thinking, solving

problem, and learning abilities. By asking questions about the impact of AI tools on academic

performance, researchers aim to investigate if AI tools really affect the academic performance of

students to improve their academic performance.

The process encompasses a series of steps to gather, analyze, and understand data about

how AI tools influence students' academic performance. First, researchers send a letter
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explaining the study and how students can take part. Then, they hand out questionnaires to

students to learn about their experiences with AI tools and how it affects their academic

performance. After collecting the questionnaires, researchers analyze the data to see the impact

of using AI tools on students’ academic performance. This helps them understand how

technology impacts students' academic performance.

The output of the study shows how using AI tools can affect students' academic

performance. Based on their analysis, researchers provide suggestions on how to use Ai tools in

better way. These suggestions can help teachers and policymakers make decisions on how to use

AI tools effectively, even with the use of technology. By offering practical advice, the study aims

to help students to know what are the impacts of using AI tools in their academic performances.

Statement of the Problem

The researcher aims to investigate the impact of artificial intelligence on students’

academic performance of the grade 11 students at Rizal Memorial Institute of Dapitan City,

Inc. (RMIDCI). The study will explore how the use of artificial intelligence (AI) tools, such as

ChatGPT, Quilbot and etc., may affect every student's academic performances. The

researchers observed that instead of using their own knowledge and critical thinking, students

rely and depend on AI technologies to provide answers to their assignments, math problems,

and especially when writing an essay.

In addition, it tries to answer these questions:

1. What is the profile of the students?

1.1 Strand

1.2 Sex
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1.3 Age

2. What is the impact of using AI tools on the academic performance of the Grade 11

students at Rizal Memorial Institute of Dapitan City, Inc.?

Hypothesis

H₁. There is a positive impact of using AI tools on the academic performance of the Grade 11

students at Rizal Memorial Institute of Dapitan City, Inc.

H₀. There is a negative impact of using AI tools on the academic performance of the Grade 11

students at Rizal Memorial Institute of Dapitan City, Inc.

Scope and Limitations of the Study

This research aims to examine the factors influencing Grade 11 students' academic

performance at Rizal Memorial Institute of Dapitan City Inc., The study will explore how the use

of artificial intelligence (AI) tools, such as ChatGPT, Quilbot, etc., may affect every student's

academic performance. However, it will not delve into specific types of gadgets, teacher profiles,

or detailed usage patterns. By exploring the perception of learners, this research aims to provide

insights into how AI tools affect academic performance and provide recommendations on how to

use AI tools properly.

The data collection will be conducted with the total of 97 selected students from grade 11

in Rizal Memorial Institute of Dapitan City Inc. (RMIDCI), who will represent the population

regardless of their demographic profile. The others students, who do not fall under the category

of grade 11 students, are not within the scope of this research. The result of this study will be

applicable to all students in RMIDCI who are using on AI tools in their academic. The study
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would be done through the utilization of a questionnaire given to the students as a survey and

reference, which is prepared by the researchers.

Significance of the Study

The study would bring benefits to the following:

Students

In this study, the students will be able to know the impacts of using Artificial Intelligence

(AI) tools in their academic performance and will be encourage to use it effectively.

Teacher

So, the teachers understand the impact of AI tools on students' academic performance can

help teachers adapt their teaching methods to integrate AI effectively into the classroom.

Parents

Parents will gain insights into how AI tools influence their children's academic

performance, allowing them to make informed decisions regarding their children's education.

School

Insights from the study can guide professional development programs for teachers,

equipping them with the skills and knowledge needed to leverage AI technologies in the

classroom effectively.

Future Researchers

The future researchers can gain some data from this study. It can serve as their basis for

further study about the impact of using Artificial Intelligence (AI) tools in academic

performance.
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Definition of Terms

The following terms were defined operationally for better understanding.

Artificial intelligence

The term used to describe the modeling of human intelligence processes by computers,

usually computer systems. These processes include language understanding, learning,

reasoning, problem-solving, and perception.

Impacts

It refers to the meaningful or significant effect that results from a particular action,

event, or process.

Using AI Tools

The act of employing software applications or systems that leverage artificial intelligence

(AI) techniques to perform specific tasks or solve problems.

Students in Grade 11

These are students in their crucial year of secondary education, usually between the

ages of 16 and 17.

Academic Performance

The level of achievement or success that a student demonstrates in their academic

endeavors. It encompasses various aspects of a student's educational experience, including

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their grades, test scores, participation in class, completion of assignments, and overall

understanding and mastery of the curriculum.

RMIDCI

Also known as Rizal Memorial Institute of Dapitan City Inc., a private and catholic school

located in Dr. Heinz Luetke Street Potol, Dapitan City.

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Chapter II

Review of Related Literature

Local

Corollary to the foregoing observations, Salido (2023), the introduction of artificial

intelligence into the field of education is driving a fundamental shift in the approaches to

teaching and educational practice that are now in use. The primary purpose of this research is

to evaluate the effect that artificial intelligence-driven educational resources, such as

intelligent tutoring systems and virtual learning environments, have on the academic

performance and comprehension of students. The findings suggest that artificial intelligence

has the potential to bring about a huge revolution in the field of education by making it

possible to personalize and adjust students' educational experiences in a way that boosts both

students' academic performance and their overall level of comprehension. In spite of this, it is

absolutely necessary to recognize the ethical repercussions that may result and the limitations

that may be imposed by the infrastructure. This highlights the importance of the responsible

incorporation of artificial intelligence. In a nutshell, the findings of this research shed light on

the considerable influence that artificial intelligence could potentially have on the field of

education. When it comes to putting AI into educational settings, it is essential to consider

pedagogical, ethical, and infrastructure considerations, as this article explains. It accomplishes

this with the intention of fostering equitable and improved educational experiences while

preserving the core principles that underpin education

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According to Peras et al. (2023), examines the relationship between BPEd student

academic performance and artificial intelligence involvement. The main objective is to

comprehend how AI-driven educational techniques affect students' academic performance and

learning processes in this physically demanding profession. The study uses a descriptive

correlational quantitative research design to find out if there is a link between using AI and

doing well in school among first- to fourth-year BPEd students at Cebu Normal University-

Main Campus. The data is gathered using a standardized questionnaire that includes Likert-

scale items and demographic data. The study reveals that the impact of AI on academic

performance is generally perceived positively by students. The study discovered a strong and

significant correlation between AI involvement and academic success. Students actively

engaging with AI are likely to achieve higher academic performance. Educators and

institutions should integrate AI technologies into teaching and learning to improve academic

performance, promote student engagement, and ensure effective AI integration.

According to Bancoro (2024), Artificial Intelligence, renowned for its data

interpretation, learning, and task achievement capabilities, has gained popularity in various

industries and academies due to enhanced efficiency and quality. This study aims to determine

the extent of AI usage among students, including functionality, availability, complexity,

assessment scores, course mastery, and grading metrics. It also seeks to determine if a

relationship exists between AI usage and their academic performance. The study employs a

quantitative approach using a correlational design. The respondents of the study are 293

Business Administration students from Negros Oriental State University Main Campus 1,

Dumaguete City. The study's findings suggest that AI usage among students is moderately

prevalent in terms of functionality, availability, and complexity. However, the students'

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academic performance was found to be above-average, with high scores on assessments,

course mastery, and excellent grades. There is no significant relationship between AI use and

academic performance found. In conclusion, AI tools offer personalized learning experiences,

immediate feedback, and collaborative activities, but further growth and improvement are

needed, including training, accessibility, research, monitoring, and best practices sharing

As researched by Mendoza et al (2023), This research work evaluates the use of

artificial intelligence and its impact on student’s academic performance at the University of

Guayaquil (UG). The objective was to design and implement a predictive model to predict

academic performance to anticipate student performance. This research presents a

quantitative, non-experimental, projective, and predictive approach. A questionnaire was

developed with the factors involved in academic performance, and the criterion of expert

judgment was used to validate the questionnaire. The questionnaire and the Google Forms

platform were used for data collection. In total, 1100 copies of the questionnaire were

distributed, and 1012 responses were received, representing a response rate of 92%. The

prediction model was designed in Gretl software, and the model fit was performed considering

the mean square error (0.26), the mean absolute error (0.16), and a coefficient of

determination of 0.9075. The results show the statistical significance of age, hours, days, and

AI-based tools or applications, presenting p-values < 0.001 and positive coefficients close to

zero, demonstrating a significant and direct effect on students’ academic performance. It was

concluded that it is possible to implement a predictive model with theoretical support to adapt

the variables based on artificial intelligence, thus generating an artificial intelligence-based

mode.

Foreign
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Mohammad and Mansour (2020) examined the effect of the teaching method using

educational software based on artificial intelligence in the academic achievement of 10th-

grade students in computer science in Jordan and their attitudes towards it. To achieve the

goal of this study, a computerized software was designed to be applied to a purposefully

selected sample consisting of (50) 10th-grade students at the University of Jordan School. The

study sample was randomly distributed into two groups: an experimental sample taught using

the educational software, and a control sample taught in the traditional method, where the

researcher prepared an achievement test to measure the academic achievement of the 10th-

grade students in the Computer Science Subject, where the validity and reliability of the test

has been validated, and the test-retest reliability coefficient was (0.86). A questionnaire was

prepared for the attitudes, where their validity and reliability were validated. The reliability

factor of the questionnaire based on Cronbach’s alpha equation was (0.01). To analyze the

results, an analysis of covariance (ANCOVA) was used, where the results of the study showed

that there are statistically significant differences in favour of the experimental group taught

using educational software based on artificial intelligence in learning computer science

subject. The results also showed that there are medium positive attitudes of the experimental

group towards educational software. The study recommended designing and developing

computerized software in the field of teaching computer science subject s and training and

encouraging teachers to use artificial intelligence-based learning in the field of basic

education. The study by Mohammad and Mansour (2020) is related to the present study in

terms of content scope and instrument for data collection.

Jain and Jain (2019) examined the role of artificial intelligence in higher education

using higher education institutes of Udaipur, Rajasthan. The study adopted descriptive survey
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design. Structured questionnaires were framed and data collection is done with the help of

them taking teachers perception as the focal point. To achieve the objectives of the study

statistical tools that were applied for analyzing the collected data are frequency tables/graphs

and one-way ANNOVA. Results of the study shows that implementing AI in higher education

institutes is enhancing learning capacities of students up to a large extent and AI holds

massive future prospects in higher education sector. Based on the findings, the study

recommended among others that higher education institutes should train and develop their

students to upgrade them to face the challenge of the AI revolution and fight successfully in

the AI age. The study by Jain and Jain (2019) is related to the present study in terms content

scope, research design and instrument for data collection.

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 in

Public Universities in Anambra State Questionnaire (PEAITAPSPUASQ)” developed by the

researchers. The instrument was validated by experts in the Faculty of Education, Nnamdi

Azikiwe University, Awka. The reliability of the instrument was established using Cronbach-

Alpha which yielded a reliability coefficient of .82. The survey data collected were analyzed

using Pearson product moment correlation (PPMC). Findings of the study revealed there was a
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positive significant relationship of artificial intelligence (AI) tools and the learning abilities of

students in public universities in Anambra State (r = .503, N= 300, p <.05), also result reveals

that there was a positive significant relationship of artificial intelligence (AI) tools on the

problem-solving skills of students in public universities in Anambra State (r = .462**, N=

300, p<.05) and there was a positive significant relationship of artificial intelligence (AI) tools

on the critical thinking abilities of students in public universities in Anambra State (r

= .646**, N= 300, p<.05). The study therefore recommended among others, that university

lecturers should integrate Artificial Intelligence (AI) tools in their work, receive training, and

explore ways to use them for developing students' skills. (Ahmed et al, 2024)

Artificial intelligence (AI) and computational sciences have aroused a growing interest

in education. Despite its relatively recent history, AI is increasingly being introduced into the

classroom through different modalities, with the aim of improving student achievement. Thus,

the purpose of the research is to analyse, quantitatively and qualitatively, the impact of AI

components and computational sciences on student performance. For this purpose, a

systematic review and meta-analysis have been carried out in WOS and Scopus databases.

After applying the inclusion and exclusion criteria, the sample was set at 25 articles. The

results support the positive impact that AI and computational sciences have on student

performance, finding a rise in their attitude towards learning and their motivation, especially

in the STEM (Science, Technology, Engineering, and Mathematics) areas. Despite the

multiple benefits provided, the implementation of these technologies in instructional processes

involves a great educational and ethical challenge for teachers in relation to their design and

implementation, which requires further analysis from the educational research. These findings

are consistent at all educational stages. (Martinez et al, 2023)

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Chapter 3

METHODOLOGY

Research Design

The research design chosen for this study was descriptive survey design, which aims to

systematically collect data and describe the characteristics, features, or facts about a given

population (Nworgu, 2015). This design was selected to gather data on the perceived effect of

using artificial intelligence (AI) tools on the academic performance of students in Rizal

Memorial Institute of Dapitan City. The data collected from the study population will be

utilized to make informed generalizations. According to Aquino (2010) descriptive research is

a fact-finding with a sufficient interpretation. Descriptive research involves the description,

recording, analysis, and interpretation of the study that focuses on prevailing phenomenon

(Joy, 2014).

Research Respondents

The researchers utilized the random sampling. The respondents of the study are the

Grade 11 students of Rizal Memorial Institute of Dapitan City, Inc. The researchers decided to

get a total of 97 respondents. The sample of this population will be selected to every section

of the Grade 11 students until it comprises the overall sample.

Research Environment
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The primary research locale for this study is the Rizal Memorial Institute of Dapitan

City, Inc. (RMIDCI), a private educational institution founded in 1946 in Dr. Heinz Luetke

Street, Potol, Dapitan City, Zamboanga del Norte. RMIDCI serves as an ideal setting for

investigating the adverse effects of using Artificial Intelligence (AI) tools on Grade 11

students' academic performance due to its accessibility to researchers and subjects, as well as

its significance in providing a conducive environment for academic inquiry. The selection of

RMIDCI as the study locale is informed by considerations such as time constraints,

geographical proximity, and the researchers' familiarity with the institution, which facilitates

data collection and participant identification. Specifically, the study focuses on the Senior

High School Building within RMIDCI, as these areas are where Grade 1 1 students primarily

engage in their academic activities, ensuring a targeted examination of the population relevant

to the research objectives regarding artificial intelligence's impact on academic performance.

Research Instrument

The primary data collection tool in this study would involve the use of a closed-ended

questionnaire. Close ended questions are defined as question types that ask respondents to

choose from a distinct set of pre-defined responses, such as “yes/no” or among set multiple

choice questions. (QuestionPro, 2023). Bonneau (2024), stated that Closed-ended questions aim

to direct the responder to answer your question in a standardized way that produces controlled

quantitative data about your target audience. Participants are encouraged to choose from a

predefined set of responses, typically one-word answers or a short phrase.

Ethical Consideration
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In examining the detrimental impact of using AI tool on Grade 11 students' academic

performance at Rizal Memorial Institute of Dapitan City Inc., the study prioritized the

protection of participants' privacy and security. Before distributing the questionnaires,

students were asked to sign consent forms, confirming their willingness to partake in the

research. Sufficient time was allotted for respondents to complete the surveys, fostering a

sense of trust between the researcher and participants. Additionally, assurances were provided

to participants regarding the strict confidentiality of their data throughout the study.

Data Gathering Procedure

The researchers provide a letter of request to conduct a survey. Researchers also

provide a letter to the respondents for their consent before the survey questionnaire have been

distributed. The researchers conduct the research in Rizal Memorial Institute of Dapitan City,

Inc. (RMIDCI) of Grade 11 students because of the advantages of the survey procedure. The

researchers explain to the respondents the significance of their answers to the study. The

researchers clarify some terms to the respondents so that the respondents can answer the

questionnaire with full knowledge of their responsibility as the subject of the study. The

researchers requested the respondents to answer with all honesty. The researchers used a

random sampling, because in their opinion, this approach is beneficial for obtaining

quantitative responses, which improves understanding and yields more accurate research

findings. In this study since the researcher's goal is to know the impact of Using AI Tools on

Student's Academic Performance, the researcher believes that this method works best for

choosing the research sample. After the respondents answer the questionnaires, the researcher

collected and totaled the data in advance of analysis after receiving the questionnaire. Based

on the data gathered, the researcher develops suggestions and findings for this inquiry.
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Following that, the respondents received assurances that the information would only use for

academic research.

Data Analysis

In this study there were statistical formulation that were used like frequency counting

percentage, and weighted points frequency and percentage were utilized to calculate the

demographic characteristics of profiles of respondents. In determining the negative effect of

emotional distress, the Binary Scale has been used. The two points corresponding to a Binary

Scale that answer Yes means agree or No is disagree. To acquire information for the study, the

researchers approach the students. In this investigation, the researchers gathered the data by

answering the questionnaire with the students.

 Simple percentage. The formula is:

F/Nx100
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CHAPTER IV

RESULTS AND DISCUSSION

In this chapter, the researcher presents the interpretation of findings and analysis of

data. The following subtopics are arranged in the following subheadings: Profile of the

respondents and Results of questions and discussions.

I. Demographic Profile of the Respondents

Table 1. Strand of Respondents

Strand TOTAL POPULATION FREQUENCY PERCENTAGE

ABM 25 19 ** Expression is

faulty **

HUMSS 40 30 31%

STEM (A & 63 48 49%

B)
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TOTAL 128 97 100%

The distribution of respondents across various educational strands is shown in the table

1, which highlights the significant predominance of STEM (Science, Technology,

Engineering, and Mathematics) students, who made up 48 (49%) of the sample. After STEM,

students studying HUMSS (Humanities and Social Sciences) make up a significant portion 30

(31%), while those studying ABM (Accountancy, Business, and Management) make up the

smallest portion 19 (20%). This distribution highlights the respondents emphasize STEM

education, although ABM and HUMSS also make significant contributions to the overall

diversity of academic backgrounds represented in the survey. In the table 1 provides a clear

visual representation of the distribution of educational strands among the participants and

clearly explains these findings.

Table 2. Sex of respondents

Strand FREQUENCY PERCENTAGE RANK

MALE 44 45% 19

FEMALE 53 55% 30

TOTAL 97 100% 98

Table 2, visually represents the distribution of respondents by sex. Female respondents

occupy approximately 53 (55%) of the chart, indicating a slight majority within the dataset,
 28

while male respondents represent about 44 (45%), showing a slightly lesser representation. This

data suggests a relatively balanced distribution between male and female respondents, with

males having a slight edge in numbers. The pie chart effectively conveys this demographic

information at a glance.

Table 3. Age of respondents

AGE FREQUENCY PERCENTAGE RANK

16 47 49% 1st

17 41 42% 2nd

18 8 8% 3rd

20 1 1% 4th

TOTAL 97 0.25

The table 1 shows the profile of the respondents in terms of age. This includes four (4)

groups of respondents. Respondents at the age of 16 has a frequency of 47 with a

percentage of 49% and is ranked first, respondents at the age of 17 has a frequency of

41 with a percentage 42% and is ranked second, respondents at age 18 have a

frequency of 8 with a percentage of 8% and is ranked third, then last ranked are

respondents at the age of 20 which has a frequency of 1 with a percentage of 1%. It is

clear in the table that the dominant age of the respondents is 16. Most of the
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respondents from grade eleven are expected at the age of 16; the table shows that this

statement is true.

II. Usage of AI tools

Table 4. Do you use Artificial Intelligence (AI) tools for academic purposes?

FREQUENCY PERCENTAGE RANK

YES 97 100% 1ST

NO 0 0% 2ND

TOTAL 97 100%

The data from the Table 4 indicates that 97 (100%) of the respondents use Artificial

Intelligence (AI) tools for academic purposes. This solid usage rate highlights the pervasive role

of AI in educational settings. AI tools have become an integral part of students’ toolkit

Table 5. How often do you use AI tools in your academic activities?

AGE FREQUENCY PERCENTAGE RANK

Always 21 22% 3rd

Frequently 28 29% 1st

Monthly 8 8% 5th

Occasionally 24 25% 2nd

Rarely 16 16% 4th

 30

TOTAL 97 100%

Table 5, presents interesting information on how often the respondents use AI tools in

their academic activities. The most common category is the “Frequently” which is 28 out of 97

(29%) of the respondents use and rely on AI tools for various task. A proportion of 24 out of 97

(25%) respondents use AI tools occasionally which indicates that they use AI when specific

needs arise but don’t rely on it consistently. 21 out of 97 (22%) respondents always or consistent

use AI tools in their academic activities, this suggests that AI tools has become an integral part of

their study routines. Some of the respondents (16%) rarely use AI tools, this respondent has

limited exposure to AI technology. Lastly, only 8 out of 97 (8%) of the respondents use AI tools

on a monthly basis.

Table 6. In which subject have AI tools been most helpful? (Check all that apply)

FREQUENCY PERCENTAGE RANK

Mathematics 32 11% 3rd

Science 57 16% 2nd

English 34 66% 1st

Other 13 7% 4th

TOTAL 136 0.25

 31

Based on the Table 6, it can be interpreted that English is the subject where AI tools

have been most helpful. The substantial majority of respondents (42%) believe that AI tools

significantly enhance scientific learning experiences. This could be attributed to AI’s ability

to provide personalized practice problems, instant feedback, and adaptive learning paths.

Mathematics follows at 23%, indicating moderate assistance from AI in mathematical

domains. English and Other subjects receive relatively less support from AI tools, represented

by 25% and 10%, respectively. These findings highlight the potential impact of AI on specific

subject areas and underscore the need for further exploration and integration of AI

technologies in education.

Table 7

III. Impact of AI tools on their Academic Performance

INDICATOR Total Number YES NO %

of

Respondents

1. Do you find using AI tools make 97 63% 37% 100%

learning more engaging?

2. Do you think AI tools can help you 97 65% 35% 100%

improved your grades?

3. Do you find using AI Tools as a helpful 97 65% 35% 100%

tool in your academic activities? (e.g.

 32

homework, essays, quizzes, solving

problems and completing tasks)

4. Do you feel using AI tools can’t develop 97 35% 65% 100%

procrastination?

5. Do you think using AI tools can 97 40% 60% 100%

enhance your ability or motivation to

think critically?

6. Has your overall academic performance 97 86% 14% 100%

improved as an outcome of using AI

tools

TOTAL 97 59% 41% 100%

Legends:

Yes – Agree

No – Disagree

The table 7 above shows the impact of using AI tools in their academic performances.

This contains the responses of the respondents on whether they agree or disagree about the

impact of AI tools in their academic performances

In question number 1, illustrates respondents’ opinions regarding the impact of

using AI tools on learning environments. The majority (63%) “agree” that AI tools indeed make

learning environments more engaging. This suggests that learners appreciate the personalized
 33

experiences, interactive features, and adaptability that AI brings to their educational journey.

However, a significant minority (37%) “disagree”, possibly due to concerns about overreliance

on technology or a preference for traditional methods. Number 2, it can be interpreted that a

majority of respondents believe that AI tools can be beneficial for improving their grades.

With 65% of participants responding “agree”, it suggests that these individuals see potential in

AI technologies to assist them academically. This could be due to various reasons such as

personalized learning experiences, instant feedback on assignments, or efficient organization and

study aids provided by AI systems. However, there remains a significant minority (35%) who are

“disagree” about the role of AI in academic improvement. Overall, the data highlights the need

for further exploration and understanding of how AI can best support students’ learning

outcomes. In the number 3, it can be interpreted that a significant majority (85%) of respondents

“agree” that using AI tools helpful in their academic activities. These tools are perceived as

helpful for tasks such as homework, essays, quizzes, problem-solving, and completing various

academic tasks. The relatively small minority (15%) who “disagree” that using artificial

intelligence (AI) tools doesn't help them academically. Overall, this data highlights the positive

impact of AI technology on students’ academic experiences, making learning more efficient and

effective. In number 4, majority of the respondents (35%) “agree” that using AI tools cannot lead

to procrastination and (65%) “disagree” that using AI tools can lead to procrastination. It appears

that a majority of individuals express concern about AI tools contributing to procrastination. This

could be due to factors such as overreliance on technology or the ease of access to information

leading to delays in decision-making. In number 5, majority of the respondents 60% disagree

that using AI tools does not enhance their ability or motivation to think critically. However, a

proportion of 40% agree that it enhance their ability or motivation to think critically, suggesting
 34

that some individuals found the use of AI tools helpful to their learning. In question 6, the

majority of the respondents 86% agree that using AI tools improved their overall academic

performances and 14% disagree that it does not improved their academic performance.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

This chapter presents the summary and conclusion derived in the conduct of the study

which determines the impact of using AI tools on Grade 11 students’ academic performance at

Rizal Memorial Institute of Dapitan City, Inc. The conclusion is based on the study’s

objectives, research surveys and findings. This chapter will also provide recommendations

based on the conclusion and purpose of the study.

Summary of Findings

The findings of the study were summarized according to the statement of the problem

and research questions which were stated in Chapter 1.

1. What is the profile of the students?

 35

There is a total of 97 Grade-11 students who participated in the closed-ended interview.

According to the sex of the respondents, 44 respondents are males and 53 are females. For strand,

19 of the respondents are from ABM, 30 respondents are from HUMMS, and 48 respondents are

from STEM A & B.

2. What is the impact of using AI tools on the academic performance of the Grade 11 students at

Rizal Memorial Institute of Dapitan City, Inc.?

In conclusion, the data gathered by the researchers shows that there is a positive impact

of using AI tools on the academic performances of grade 11 at Rizal Memorial Institute of

Dapitan City, Inc. In Table 4, 97(100%) of the respondents use AI tools in their academic

performance and in Table 5, it presents information that majority of the respondents frequently

use AI tools in their academic activities, despite the number of respondents who use AI and how

often they use it, the impact still depends on how the students use AI tools in their academic

activities. In Table 6, the first positive result of the data was shown, which states that AI tools

has been very helpful to the G11 students’ different subjects, whereas English is the subject

where AI tools have been most helpful. There are a lot of data that supports on why AI tools has

a positive impact on the Grade 11 students in RMIDCI. In table 7, question number 1, majority

of the respondents 63% agree that using AI tools makes learning more engaging and 37%

disagree that using AI tools does not make learning more engaging. Number 2, majority of the

respondents 65% agree that using AI tools help them on improving their grades and 35%

disagree that it does not help them on improving their grades. Number 3, 65% of the respondents

agree that these AI tools are helpful in their academic activities such as homework, essays, and

quizzes, However, 35% disagree that using AI tools was not helpful for academic activities.

Number 4, 35% of the respondents agree that using AI tools cannot develop procrastination and
 36

65% disagree that it can develop procrastination. Number 5, 40% of the respondents agree that

using AI tools enhances their ability or motivation to think critically and 60% disagree it does

not enhance their ability. Number 6, majority of the respondents 86% agree that their overall

academic performance was improve because of using AI tools and small portion of 14% disagree

that it does not improve their overall academic performance.

Conclusion

In conclusion, the data gathered by the researchers shows that there is a positive impact

of using AI tools on the academic performances of grade 11 at Rizal Memorial Institute of

Dapitan City, Inc. The data indicates that these tools improve students' grades, especially in

English and inspire students to complete their academic activities quickly, since AI acts as their

study assistant. However, relying too much on AI tools can lead to procrastination and a

reduction in critical thinking skills in students. Still, the data collected by the researchers clearly

shows that using AI tools positively affects academic performance.

Recommendation

Based on the findings and conclusions presented, the following recommendations are

suggested;

Students

The researchers recommend to use AI tools to enhance your learning and build study-

related skills. AI tools have the potential to be very useful study aids. They can assist with data

processing, coming up with answers for the different queries you'll come across in your study,

and, of course, writing texts. However, users can be misled by AI tools quite easily.

Teacher
 37

The researchers recommend teachers use AI technologies to enhance education. Adapt

both teaching methods and learner performance assessments to developments in AI. When

possible, think about substituting other output types for written work. When grading student

writing, pay more attention to how students present their written work and how they monitor

the process of producing it.

Future Researchers

The researchers recommend to future researcher that they should understand

how AI tools operate, make decision and handle data.

References

Ahmed, M., Ibrahim, A., & Aliyu, S. (2024). Perceived Effect of Artificial Intelligence Tools on

the Academic Performance of Students in Public Universities in Anambra State. Journal

of Education and Technology, 8(2), 75-88.

https://www.researchgate.net/publication/379311850_Perceived_Effect_Of_Artificial_Intellig

ence_Tools_On_The_Academic_Performance_Of_Students_In_Public_Universities_In_Anambr

a_State

Aquino (2010), Descriptive Research. https://www.coursehero.com/file/7233733/Descriptive-

research
 38

Bancoro, A. (2024). Utilization of Artificial Intelligence among Business Administration

Students: A Quantitative Correlational Study. Journal of Educational Technology

Research, c 16(3), 112-125.

https://www.researchgate.net/publication/378784825_The_Relationship_Between_Artif

icial_Intelligence_AI_Usage_and_Academic_Performance_of_Business_Administratio

n_Students

Bonneau (2024), Closed-ended questions: Closed-ended questions: Overview, uses, and

examples. https://dovetail.com/surveys/close-ended-questions/

Jain, S. & Jain, R. (2019). Role of artificial intelligence in higher education- an empirical

investigation. International Journal of Research and Analytical Reviews, 6(2), 144-150.

https://pdfs.semanticscholar.org/e75d/b29577b390f6f093c333f9aa85be920f50d5.pdf

Joy (2014), Descriptive Research Method. https://askinglot.com/what-is-descriptive-research-

method-according-to

Martinez, J., Lopez, M., & Garcia, A. (2023). Impact of Artificial Intelligence and

Computational Sciences on Student Performance: A Systematic Review and Meta-

Analysis. Journal of Educational Technology and Computational Sciences, 6(1), 45-62

https://www.researchgate.net/publication/367162413_Analysing_the_Impact_of_Artific
 39

ial_Intelligence_and_Computational_Sciences_on_Student_Performance_Systematic_R

eview_and_Meta-analysis

Mendoza, J., Rodriguez, L., & Sanchez, M. (2023). Impact of Artificial Intelligence on

Academic Performance: A Predictive Model at the University of Guayaquil. Journal of

Educational Research and Development, 12(2), 45-58.

https://www.mendeley.com/catalogue/628fca0d-9594-3496-b035-1125e6a5b69e/

Mohammad and Mansour (2020) Platform for teaching mobile robotics. Journal of Intelligent &

Robotic Systems, 81(1), 131–143. https://doi.org/10.1007/s10846-015-0229-8

Nworgu, 2015) Analyzing the impact of artificial intelligence and computational sciences on

student performance: Systematic review and meta-analysis. Journal of New

Approaches in Educational Research, 12(1), 171-197. doi: 10.7821/naer.2023.1.1240

Peras, A., Smith, J., & Garcia, M. (2023). Impact of artificial intelligence involvement on

academic performance among BPEd students: A descriptive correlational study at Cebu

Normal University-Main Campus. Journal of Educational Technology, 28(4), 123-135.

https://r.search.yahoo.com/_ylt=Awr1QbG.ojlmM_cAAGGzRwx.;_ylu=Y29sbwNzZz

MEcG9zAzYEdnRpZAMEc2VjA3Ny/RV=2/RE=1715082047/RO=10/RU=https%3a

%2f%2fwww.multiresearchjournal.com%2fdownload-update%2ffile-archive-

1702714949.pdf%2fid-2076/RK=2/RS=mbyU0KWDo4B0fWWIE3h9cdU5mEk-
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QuestionPro (2023), Close Ended Questions. https://www.questionpro.com/close-ended-

questions.html

Salido, J. (2023). The introduction of artificial intelligence into education: A transformative shift

In teaching approaches. Journal of Educational Technology, 45(3), 123-135.

https://www.researchgate.net/publication/376260972_Impact_of_AI-

Powered_Learning_Tools_on_Student_Understanding_and_Academic_Performance
 41

APPENDICES

Transmittal Letter to the High School Department Principal of Rizal Memorial Institute of
Dapitan City Inc.

April 15, 2024

Alejandro M. Laput
High School Principal
Rizal Memorial Institute of Dapitan City Inc.
Dr. Heinz Luetke Street, Potol,Dapitan City

Dear Sir Laput,

Deo Gratias!

We, the Grade 12- (Science, Technology, Engineering, and Mathematics strand) students of
batch 2023-2024 from Rizal Memorial Institute of Dapitan City, in relation to our research
titled, “Artificial Intelligence: The Impact of Using AI Tools on Grade 11 Students’
Academic Performance at Rizal Memorial Institute of Dapitan City Inc .”, would like to
request permission from your good office to allow us to gather data in the form of a survey
 42

questionnaire from your Senior High School students in terms of their class attendance and
grades. The gathered data will be used in the completion of our research project. Rest assured
privacy and personal data of the respondents will be protected.

We are hoping for your favorable approval.

Respectfully,

FRIENZAL SUMALPONG LABISIG

Research Team Leader

Noted by: Approved by:

JULIE MAE M. TOME ALEJNADRO M. LAPUT

Research Teacher High School Principal

Letter to the Respondents

April 15, 2024

Dear Respondent/s,

Good Day!

We, Frienzal S. Labisig, Kent Francis B. Naong, Mary Kyle D. Tagbac, Karylle G. Cabilin,
April Ruth C. Bulay, and John August R. Elopre, are Grade 12 students of the Rizal
Memorial Institute of Dapitan City Inc. We are requesting your full cooperation to answer our
survey questionnaires for our research project titled, “Artificial Intelligence: The Impact of
Using AI Tools on Grade 11 Students’ Academic Performance at Rizal Memorial Institute
of Dapitan City Inc.”. The data gathered from you will be beneficial to our study. Rest assured
that all information that we gathered will be treated with the utmost confidentially and it will be
used for research purposes only.
 43

We are hoping you will grant this request and we would earn your positive response. Thank you
for your time. May god bless you!

Respectfully yours,

FRIENZAL S. LABISIG KENT FRANCIS B. NAONG

MARY KYLE D. TAGBAC KARYLLE G. CABILIN

APRIL RUTH C. BULAY JOHN AUGUST R. ELOPR

 44

Respondent’s Consent

Recorded before the survey:

I __________________, student of Rizal memorial Institure of Dapitan City, Inc. wilfully

answer the interview questionnaires as specified in study “Characterizing the Catholic Faith-
Based Values and Disciplinary Practices of Grade-12 Students in RMIDCI ” conducted by the
official researchers of the study.

I understand the data from this survey questionnaire is deemed beneficial to the researchers and
the school, and that I will answer them with all honesty.

I understand that the data from this survey is deemed beneficial to the researcher and the school.

________________________
Signature over printed name
 45

“Artificial Intelligence: The Impact of Using AI Tools on Grade 11 Students’ Academic

Performance at Rizal Memorial Institute of Dapitan City Inc”

Research Questionnaire

Part I. Demographic Information

Name (Optional): ________________________ Age: _____Gender: ______ Strand: _____

Direction: Put a check (√) on the box which corresponds to your answer.
Part II. Usage of AI tools

1. Do you use Artificial Intelligence (AI) tools for Academics Purposes?

 Yes
 No
 If no, you may return the questionnaire to the researchers and do not proceed to the
questions below.

2. How often do you use AI tools in your academic activities?

 Always
 Frequently
 Monthly
 Occasionally
 Rarely

3. If yes, in which subject have AI tools been most helpful? (Check all that apply)

 Mathematics
 Science
 English (e.g. Essay, language etc.)
 Other (please specify) _____________

Part III. Impact of AI tools on Academic Performance

Indicators Yes No

1. Do you find using AI tools make learning more engaging?

 46

2. Do you think AI tools can help you improved your grades?

3. Do you find using AI Tools as a helpful tool in your academic

activities? (e.g. homework, essays, quizzes, solving problems

and completing tasks)

4. Do you feel using AI tools can’t develop procrastination?

5. Do you think using AI tools can enhance your ability or

motivation to think critically?

6. Has your overall academic performance improved as an

outcome of using AI tools

 47

CURRICULUM VITAE

PERSONAL INFORMATION

Name: Frienzal S. Labisig

Age:19

Address:Guimputlan Dapitan City Zamboanga del Norte

Phone number: 09267106287

Email Address: frienzalsumalpong@gmail.com

Date of Birth: December 29, 2004

Place of Birth: Dr.Jose Rizal Memorial Hospital

Nationality: Filipino

Marital Status: Taken

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Guimputlan Integrated School

Elementary School: Rizal Memorial Institute of Dapitan City

 48

PERSONAL INFORMATION

Name: Mary Kyle D.Tagbac

Age:18

Address: Dawo Pob. Dapitan City Zamboanga del Norte

Phone number: 09639355851

Email Address:marytagbac@gmail.com

Date of Birth: September 3, 2005

Place of Birth:Oroquieta City,Misamis Occidental

Nationality: Filipino

Marital Status: Single

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Rizal Memorial Institute of Dapitan City Inc.

Elementary School: Dapitan City Sped Center

 49

PERSONAL INFORMATION

Name: Karylle G. Cabilin

Age:18

Address: Maria.Cristina Dapitan City Zamboanga del Norte

Phone number: 09392776698

Email Address:karyllecabilin13@gmail.com

Date of Birth: August 13, 2005

Place of Birth:Dr.Jose Rizal Memorial Hospital

Nationality: Filipino

Martial Status:Single

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Rizal Memorial Institute of Dapitan City Inc.

Elementary School: Dapitan City Central School

 50

PERSONAL INFORMATION

Name: April Ruth C. Bulay

Age:19

Address: Baylimango Dapitan City Zamboanga del Norte

Phone number: 09679447560

Email Address: aprilruthbulay@gmail.com

Date of Birth: April 16,2005

Place of Birth: Baylimango Dapitan City

Nationality: Filipino

Marital Status: Single

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Baylimango National Highschool

Elementary School: Baylimango Central School

 51

PERSONAL INFORMATION

Name: Kent Francis B.Naong

Age:18

Address: Baylimango, Dapitan City Zamboanga del Norte

Phone number: 09079743626

Email Address: kentfrancisnaong@gmail.com

Date of Birth: November 08,2005

Place of Birth: sulangon, Dapitan City

Nationality: Filipino

Marital Status: Single

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Baylimango National High School

Elementary School:Baylimango Central School

 52

PERSONAL INFORMATION

Name: John August R. Elopre

Age:18

Address: Dawo, Dapitan City Zamboanga del Norte

Phone number: 09518399003

Email Address: johnaugustelopre@gmail.com

Date of Birth: August 28,2005

Place of Birth: rizal memorial hospital, Dapitan City

Nationality: Filipino

Marital Status: Single

EDUCATIONAL BACKGROUND

SHS Strand: Science Technology Engineering and Mathematics

Senior High School: Rizal Memorial Institute of Dapitan City Inc.

Junior High School: Rizal Memorial Institute of Dapitan City Inc.

Elementary School:Dapitan City,Central School