Effects of using Artificial intelligence (AI) in Academic Performance

of Senior High Students at Rizal National High School-Aguas Extension

Rollan, Mikee C.

Aguilana, Luisa T.

Romero, Sherlyn M.

Panes, Jenelyn D.

Marquez, Patrick S.

December, 2024
Introduction

The integration of Artificial Intelligence in education is rapidly transforming traditional

learning environments, providing innovative solutions that can enhance teaching and learning
processes. In the case of senior high students at Aguas National High School, AI technologies
have the potential to influence academic performance by offering personalized learning
experiences, intelligent tutoring systems, and data-driven insights into student progress. More
and more adaptations of AI tools, especially in the form of adaptive learning platforms, virtual
tutors, and automated assessments, are becoming more accessible, in support of students
struggling with their academic problems to improve on their learning outcomes
(Nedunchezhiyan, 2020). Current research indicated that with AI applications, students focus
more on an area where they need improvement, provide instant feedback, and personalized
materials for access, which may result in better engagement and understanding (López et al.,
2020). However, the impact of AI on academic performance may differ based on the
implementation, accessibility, and engagement of students with these tools. This study aims to
explore how AI usage influences the academic performance of senior high students at Aguas
National High School, examining both the potential benefits and limitations in the context of this
specific educational setting.
Statement of the Problem

This research investigates the effects of Artificial Intelligence (AI) on the academic

performance of Senior High School students at Rizal National High School- Aguas Extension.

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the senior high school students at Rizal National High

School?

1.1 Age

1.2 Gender

1.3 Grades (1stsem)

2. What are the advantages of AI in Senior High Education?

3. What are the disadvantages of AI in Senior High Education?

 4. Is there a significant relationship between advantages and disadvantages of using AI in

the academic performance of Rizal National Highschool- Aguas Extension

Significance of the study

Students. The study could reveal whether AI tools actually enhance learning and lead to better

academic performance.

Teachers. The research provides teachers with evidence-based insights into effective AI

integration in the classroom. This can help them refine their teaching methods and make better

use of technology.

Parents. Parents can use the study`s findings to make informed choices about their children`s

education, including whether to support or oppose AI integration in schools.

Future Researchers. The study serves as a foundation for future research on the impact of AI in

education. It can identify research gaps and suggest new avenues of inquiry.

Scope and Delimitation

The study focuses on the effect of using AI (artificial intelligence) in the academic performance
of senior high students.

The study will be limited to specific parameters to maintain focus and depth.

The research study will utilize a particular method in gathering relevant data through
constructing surveys or questionnaires designed by the researcher.
Conceptual Framework

Independent Variable Dependent Variable

AI Tool Academic performance

Figure 1. The Independent Variable and Dependent

The diagram shows the independent and dependent variable. In this study,

Ai tool usage is not a single, easily defined factor. Instead, it’s a multifaceted

variable encompassing several dimensions that need careful consideration.

To properly understand its influence on the student’s academic performance

(the dependent variable), we must define its components and how they will

be measured.

Theoretical Framework

This theoretical framework discusses the impact of the use of AI on the

academic performance of senior high students at Rizal National High School-

Aguas Extension. We will utilize a number of established theories in order to

give a rich perspective to our study.

Cognitive Load Theory (CLT)

CLT posits that the human cognitive system has limited processing capacity.

AI tools can potentially reduce cognitive load by automating tasks, providing

personalized feedback, and offering readily accessible information. However,

poorly designed or overly complex AI tools could increase cognitive load,

hindering learning. This theory will help us analyze how AI tools impact

students' cognitive processing during learning.

Self-Determination Theory (SDT)

It posits on the significance of intrinsic motivation of learning. By

personalizing one's learning activity, AI is believed to fuel the intrinsic factor

through the autonomous and competent behaviors that are embedded as

well as promote creative exploration as an opportunity, which would demote

the notion of controlling factors if implemented less than adequately through

AI tools in learning.

Social Cognitive Theory (SCT)

SCT emphasizes observational learning, self-efficacy, and self-regulation in

the process of learning. A student can learn through observing other

students' usage of AI tools effectively. Self-efficacy can be increased by

giving personal feedback or support through AI tools, hence the self-

regulation of learning can be enhanced. This will provide us with an

understanding of how social and observational learning aspects will be dealt

with in this integration.

Situated Cognition Theory

This theory states that learning is embedded in context, deeply situated in

environments and interactions among people. Hence, the degree to which AI

can improve a student's grades will depend upon a contextual setting of

Aguas National High School, on the available physical infrastructure,

preparedness of instructors, and in general, a school culture in which

students grow.

Hypothesis

There is a significant between the use of AI tools and the academic

performance of senior high school.

Definition of Terms

AI refers to the simulation of human intelligence processes by computer

systems. These processes include learning, problem-solving, decision-

making, and language comprehension.

Academic performance refers to the measurable outcomes of a student’s

work in an educational setting, often represented through grades, test

scores, assignments, or overall achievement in specific subjects. In this

research, it will be used to assess how students’ academic results change

before and after the use of AI tools.

AI tools refer to software or applications that utilize artificial intelligence

technologies to aid in learning, problem-solving, and content delivery.

Examples include AI-powered platforms like Duolingo for language learning,

ChatGPT for writing assistance, and other personalized learning programs

that adapt to individual students' needs and learning paces.

 CHAPTER II

Review of Related Literature

This chapter will present the review of literature and studies, that is related to study. Thus, this

chapter provides a background information which can help and support to this study.

Artificial Intelligence has revolutionized various sectors, and education is no exception.

According to Chou, J. S. et al. (2020), AI has been incorporated into educational platforms to

personalize learning experiences, helping students learn at their own pace and according to their

individual needs. This customization can enhance engagement and potentially improve academic

outcomes.

AI-powered tools like intelligent tutoring systems, adaptive learning platforms, and

educational chatbots have been developed to assist students in various subjects. Alekhya and

Ramachandran (2021) in their study indicated that students using AI-driven platforms for

subjects like mathematics and science showed significant improvement in grades due to real-time

feedback and personalized learning materials.

 One of the core benefits of AI in education is its ability to adapt to the cognitive level of

students. Smith & Johnson (2022) discussed how AI helps senior high school students develop

cognitive skills by analyzing data patterns, offering challenges that are tailored to each student’s

learning curve, and fostering critical thinking.

Kumar (2021) found that AI technologies increase student motivation by creating engaging,

interactive environments. As students interact with AI systems that offer dynamic feedback, they

feel more confident about their abilities, which can improve their overall academic performance.

While there are evident benefits to AI implementation, studies also raise concerns regarding

accessibility, equity, and the potential over-reliance on technology. Williams & Rodriguez (2023)

discussed the risks of unequal access to AI tools in schools with limited resources, suggesting

that while AI has the potential to improve performance, it may also exacerbate educational

disparities.

A study by Lopez et al. (2022) specifically looked at how AI-assisted learning tools were

integrated into the curriculum of public high schools in the Philippines. They found that AI

systems such as personalized learning platforms contributed positively to student performance,

especially for those struggling with subjects like English and Mathematics. The study

emphasized the need for teacher training to optimize the use of AI tools in classrooms.

While there may not be specific studies available about Aguas National High School,

previous research on AI in the context of Philippine high schools can offer insights into how

similar institutions might benefit. Given the evidence from other localities, Aguas National High

School may experience similar improvements in student performance through the integration of

AI tools, particularly in subjects that require individualized attention.

 Artificial intelligence (AI), the ability of a digital computer or compute controlled robot

to perform task commonly associated with intelligent beings. The term is frequently applied to

the project of developing systems endowed with the intellectual processes characteristics of

humans, such as the ability to reason, discover meaning, generalize, or learn from past

experience. (Britannica Encyclopedia).

Additionally, Frankenfield (2023) stated the artificial intelligence can be divided into two

different categories: weak and strong. Weak artificial intelligence embodies a system designed to

carry out one particular job. Weak AI system include video games such as the chess example

from above and personal assistants such as Amazon’s Alexa and Apple’s Siri. You ask the

assistant a questions, and it answers it for you. Strong artificial intelligence systems are systems

that carry on the task considered to be human-like. These tend to be more complex and

complicated systems. They are programmed to handle situations in which they may be required

to problem solve without having a person intervene. These kinds of systems can be found in

applications likes self.

Moreover, Both Kaushik (2023) and Torres (2022) highlight the prevalent use of AI in

education, emphasizing its role in providing personalized learning experiences. Kaushik

specifically mentions the utilization of Chatbots that offer continuous support and personalized

learning algorithms tailored to individual needs. Similarly, Torres focuses on AI-powered search

engines, like Google, facilitating swift access to diverse and high-quality educational content.

Both articles underscore how AI enables customization based on user preferences, whether

through tailored algorithms for learning or through personalized content and feedback delivery.

Additionally, they recognize the efficiency and time-saving aspects of AI, with Kaushik

mentioning quick results in data analysis and Torres showcasing the rapid retrieval of educational
materials. Overall, both sources emphasize the transformative impact of AI in education by

enhancing customization, efficiency, and accessibility.

Likewise, Seraj and Oteir (2022) found that utilizing AI to enhance students critical thinking

abilities had a positive impact. AI-based instruction not only fostered trust, self-confidence,

open-mindedness, and maturity in English among participants but also contributed to the

improvement of their critical thinking skills. The study highlights the significance of critical

thinking skills as foundational for 21st-century skills, with AI-based instruction playing a key role

in facilitating their development. The finding suggest that AI-based instruction not only build

trust and confidence among nonnative English students but also equips them with essential skills

for the 21st century. Moreover, both the findings from Melli (2022) and the Atlantic article (2015)

converge on the potential of artificial intelligence (AI) to revolutionize education. They share the

viewpoint that AI can enhance the educational experience by tailoring lessons to individual

students, eliminating the need for a one-size-fits-all approach. The integration of AI is seen as a

means to address the diverse skills levels and learning abilities of students. Additionally, both

sources emphasize the capability of AI to process vast amounts of data related to learners,

teachers, and teaching interactions. The overarching theme is that AI has the power to provide

more personalized and effective learning experiences by leveraging data-driven insights in

education.

However, Shidiq (2023) highlights concern related to the ChatGPT system, an AI-

based chatbot. Despite its proficiency in understanding human language and generating creative

writing, such as poems or short stories, ChatGPT is seen as potentially diminishing students’

originality is creative work. The study discusses how the ease with which ChatGPT processes
information might contribute to a decline in students creativity, raising important consideration

about the impact of AI in creative thinking in an educational context.

Similarity, according to Lee (2021), as AI technology becomes central to the fourth

industrial revolution, there’s a growing interest in AI education alongside traditional software

education. While the importance of understanding AI theory and principles is emphasized in

college education, non-major students often find AI technology challenging. Therefore, there’s a

need for more efficient AI education to guide learners and alleviate their fears by tailoring the

content to their level of understanding.

Artificial Intelligence (AI) has significantly transformed education by offering personalized

learning experiences, improving engagement, and enhancing academic performance. AI-powered

tools like intelligent tutoring systems, adaptive learning platforms, and chatbots provide real-

time feedback and tailor content to individual student needs, particularly in subjects such as

mathematics, science, and English. Studies, including those by Alekhya & Ramachandran (2021)

and Smith & Johnson (2022), show that AI-driven platforms help students improve grades,

develop cognitive skills, and foster critical thinking.

AI's ability to adapt to the cognitive levels of students makes it a valuable tool for

enhancing motivation and academic confidence (Kumar, 2021). However, challenges persist

regarding accessibility and equity, with concerns about unequal access to AI in schools with

limited resources (Williams & Rodriguez, 2023). Despite these concerns, research, including that

from Lopez et al. (2022), demonstrates that AI tools can positively impact student performance,

especially in public schools, provided that teachers are adequately trained.

 AI can be categorized into weak and strong forms. Weak AI, such as personal assistants

like Siri and Alexa, is designed for specific tasks, while strong AI systems handle more complex

problem-solving tasks (Frankenfield, 2023). Both Kaushik (2023) and Torres (2022) highlight

the use of AI in education for personalized learning and efficient data analysis, emphasizing its

transformative impact on educational accessibility and customization.

AI's ability to enhance critical thinking skills is another significant benefit, as shown by

Seraj and Oteir (2022), particularly in non-native English learners. AI also provides insights into

students’ learning patterns, allowing for tailored instructional approaches (Melli, 2022; The

Atlantic, 2015). However, concerns about the impact of AI on creativity, such as those raised by

Shidiq (2023) regarding the ChatGPT system, underscore the need for balance in its educational

use to avoid diminishing students’ original thinking.

Finally, as AI continues to evolve and play a central role in the Fourth Industrial

Revolution, Lee (2021) stresses the importance of AI education to prepare students, particularly

non-majors, for the challenges and opportunities in AI technology. Tailoring AI education to

learners' understanding levels is crucial for its effective integration into academic curricula.

In conclusion, while AI offers substantial benefits in personalized education, engagement,

and cognitive development, it also brings challenges related to equity, accessibility, and the

potential for diminishing creativity. Addressing these concerns and providing adequate teacher

training will maximize the positive impact of AI in education.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter outlines the research design, participants, data collection methods, data

analysis techniques, and ethical considerations employed in this study exploring the effects of

using AI in the academic performance of senior high school at Rizal National high school-Aguas

Extension.

Research Sites

Research will be conducted this study at Aguas National High school. The focus of this study

are the effects of using AI in the academic performance of Senior high school students at Rizal

National high school-Aguas Extension.

Research Design

This study will adopt a quantitative research design using a quasi-experimental approach. The

primary aim is to assess the effects of Artificial Intelligence (AI) tools on the academic
performance of senior high school students. The research will compare the academic

performance of two groups: an experimental group that uses AI tools and a control group that

does not use AI tools.

Respondents of the study

The respondents will be senior high school students from Rizal National High School-Aguas

extension. The respondents will be selected through stratified random sampling, ensuring that the

sample includes students from different grade levels, socio-economic backgrounds, and genders.

This will help achieve a representative sample that can provide valid and generalizable results.

Data Gathering Procedure

The procedure will begin with the preparation phase, where the research objectives,

hypothesis, and data collection methods are finalized. Ethical clearance will be obtained from

relevant school authorities, and consent forms will be prepared for both students and teachers

involved. Participants will be selected from Senior High School (Grades 11 and 12), ensuring

diversity in academic performance and AI usage. A pre-survey will be administered to assess

students’ baseline academic performance and their familiarity with AI tools. The survey will be

followed by the collection of students’ academic records to obtain pre-intervention grades and

test scores.

During the intervention phase, AI tools such as educational apps and AI-powered learning

platforms will be introduced to students for a period of 4-6 weeks. The use of these tools will be

monitored to ensure consistent and structured integration into their studies. After the

intervention, a post-survey will be conducted to evaluate students’ experiences with the AI tools,
their perceived academic improvements, and any challenges they faced. Additionally, post-

intervention academic performance data will be collected to compare grades and performance

with the pre-intervention period. To gather deeper insights, interviews or focus group discussions

will be conducted with a selected group of students and teachers, exploring their perceptions of

AI’s impact on learning and engagement.

The data will be analyzed through both quantitative and qualitative methods. The pre- and post-

academic performance data will be compared using statistical methods to identify any significant

changes, while thematic analysis will be applied to the qualitative data from surveys, interviews,

and focus groups to uncover key themes regarding students’ and teachers’ experiences. The

findings will be presented, comparing the academic performance of students before and after

using AI tools and identifying themes in students' and teachers' feedback on the impact of AI in

education. Finally, conclusions will be drawn about the effects of AI on academic performance,

and recommendations will be made on how AI can be effectively integrated into the learning

process at Rizal National Hgh School-Aguas Extension.

Research Instrument

The pre-survey/questionnaire would be administered at the beginning of the experiment

to take a baseline measurement of the students' self-rated academic performance as well as their

awareness of AI tools. The survey questionnaires will include questions on student self-rated

academic performance, previous uses of AI tools, and study habits in general. A

post-survey/questionnaire conducted after the intervention will be done to measure if any change
is reflected in terms of academic performance by the students, their experience of using AI tools,

and the influence they have on student engagement and outcomes of learning. Besides, a

comparison of grades and test scores shall provide the necessary objective record for

comparison. Interviews or focus group discussions with a small subset of students and teachers

will be conducted to solicit in-depth qualitative feedback on the experience of having AI,

identifying benefits, challenges, and the overall impact of AI on learning. An observation

checklist can be used to record students' participation in class activities that use AI tools,

documenting their interaction with the tools and participation levels. Rubrics can be applied

towards judgments of the effectiveness of the AI themselves, focusing on criteria such as ease of

use, impact on comprehension, and improvement in academic performance. Collectively, these

instruments form a comprehensive approach for gathering data on the influence of AI on

academic performance.

Ethical Consideration

This study on the effects of using AI in the academic performance of senior high students at

Rizal National High School-Aguas Extension will adhere to key ethical principles. Participants

will be fully informed about the study’s purpose, risks, and benefits, and will provide voluntary

consent. Their privacy will be protected by anonymizing data and ensuring confidentiality. The

research will offer equal participation opportunities to all students and minimize any potential

harm. AI tools used will be safe and ethical, and the findings will be transparently reported.

Parental consent will be obtained for minors, and students can withdraw from the study at any

time without penalty. At the study’s conclusion, participants will be debriefed about the results
and their contributions. These ethical practices will ensure the protection and well-being of the

students while advancing the research.

Reference

Chen, Y., & He, Y. (2022). Artificial intelligence in education: Current insights and future
perspectives. International Journal of Educational Technology in Higher Education.

Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: A review. Center
for Curriculum Redesign.

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Lestari, D. W., & Rahardjo, H. (2023). The use of artificial intelligence in education: A case
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Technology.

López, M., Rodríguez, J., & García, M. (2020). The impact of artificial intelligence in education:
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Marques, P., & Silva, P. (2021). Artificial intelligence and learning outcomes in secondary
education: A systematic review. Educational Review.
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Effects of using Artificial Intelligence (AI) in Academic Performance of Senior High Students at
Rizal National High School-Aguas Extension.
Part 1: Respondent Profile

Direction: Please fill out the items below.

Name: (Optional)________________________ Age: _________

Sex: Male Female

Economic Status: Lower Class Middle Class Upper Class

Part II: Level of understanding of using intelligence (AI) in Academic Performance of Rizal
National High School-Aguas Extension student along with: the challenges and benefits they
experience using AI

Kindly read carefully each of the following statement and check (/) only one in the number under
the column at the right which corresponds to the best your knowledge.

Legend:

Weight Qualitative Description

5 Strong Agree

4 Agree

3 Neutral
 2 Disagree

1 Strongly Disagree

Statement 5 4 3 2 1

1.I often use Artificial Intelligence tools for my

academic tasks.
2. I rely too much rely on AI technologies for my
academic tasks when using them.
3. I best sum up AI tools as useful for a variety of
academic tasks.

4.I have benefited from academic or personal help from

AI-integrated supports systems like chatbots for
counseling or virtual advisors.
5.I find AI support system effective in addressing my
needs.
6.My level of usage in terms of AI is excellent

7. I have used these AI tools for my study

8. I primarily use AI tools for these purposes in my
studies
9. Using AI tools improve my performance
10. Using AI tools has made my learning process more
efficient
11.I achieve any notable academic accomplishment (e.g.,
awards, recognition) since incorporating AI tools into
my academic task.
12. I perceive my academic performance as excellent
compared to peers who do not have access to AI
technologies in education
13. AI integration in education is extremely effective in
my learning experiences
14. AI technologies have positively influenced my
academic performance.
15. AI technologies have negatively influenced my
academic performance
16. A-related technologies have met my needs for
academic help adequately.
17. AI-powered learning platforms contributed to a
deeper understanding of different subjects.
18. Do you think AI powered tools are a distraction from
traditional learning methods.

20.