CHAPTER I

INTRODUCTION

Background of the Study

Artificial Intelligence (AI) has rapidly emerged as one of the most

transformative technologies of the 21st century, with applications spreading

across industries, from business and healthcare to education. In schools, AI has

become an increasingly important tool, helping students and teachers manage

tasks, enhance learning, and access knowledge in innovative ways. Through

chatbots, virtual tutors, plagiarism checkers, and automated content generators,

AI has been integrated into academic environments to provide instant support,

reduce workload, and improve learning outcomes (Cotton, Cotton, & Shipway,

2023). For junior high school students, especially those in Grade 10, AI tools

open new opportunities to improve study habits, critical thinking, and access to

information more efficiently than traditional methods.

One of the strongest benefits of AI in education is its ability to personalize

learning. Unlike traditional classroom instruction, which often caters to the

average pace of a class, AI platforms can tailor lessons to each learner’s unique

needs. Adaptive learning systems analyze student performance and recommend

targeted exercises to address areas of difficulty. Studies have shown that

adaptive systems and AI tutors can improve student learning efficiency and

confidence by adjusting to their pace and providing timely feedback (Yin et al.,
2021). Such features are particularly helpful for Grade 10 students, who are

preparing for higher levels of academic work and may need differentiated support

to strengthen weaker areas.

AI also promotes efficiency in academic tasks. Tools like grammar

checkers, paraphrasing assistants, and summarization apps help students refine

their writing and comprehension more quickly, enabling them to spend more time

on higher-order thinking tasks such as analysis and problem-solving. Research

highlights that AI can reduce time spent on repetitive tasks, improve productivity,

and enhance student motivation by offering interactive and engaging study

experiences (Zawacki-Richter et al., 2020). Virtual tutoring systems further allow

students to access explanations outside of classroom hours, making learning

more flexible and accessible.

Despite these benefits, several challenges accompany the integration of

AI in education. A growing concern is the possibility of overdependence on AI

tools. While AI can enhance performance in the short term, it may hinder

students’ ability to think critically and independently if used excessively. A recent

study found that students who relied heavily on generative AI for assignments

performed worse when required to complete tasks without technological support,

raising questions about how AI might weaken essential problem-solving and

reasoning skills (Wharton School, 2024). This indicates that without proper

guidance, AI may unintentionally promote surface learning rather than deep

understanding.
 Academic integrity is another critical issue. Because AI-generated outputs

often pass through plagiarism detection systems undetected, students may be

tempted to submit AI-generated essays, reports, or solutions as their own work.

Scholars warn that this trend undermines authenticity in learning and could

compromise the credibility of academic assessments (Susnjak, 2023). Some

schools have responded by redesigning evaluations—such as incorporating oral

defenses, timed essays, and in-person assessments—to minimize risks of

academic dishonesty (Cotton et al., 2023). For Grade 10 students, who are still

developing their foundational skills, the misuse of AI can disrupt learning

processes and reduce opportunities for authentic practice. In addition, AI

technologies are not always neutral. Because they are trained on large datasets,

AI systems may unintentionally reproduce social biases and stereotypes, leading

to biased recommendations or unfair treatment (Holmes, 2021). For a school like

Pareja Integrated School, ensuring equal access and ethical use of AI is vital to

avoid disadvantaging certain groups of students.

Nonetheless, the potential of AI in education remains promising when

implemented responsibly. Research emphasizes that AI can significantly

contribute to learning when used as a supplement to, not a replacement for,

traditional instruction (Zhai, Chu, Chai, & Wang, 2021). Educators play a crucial

role in guiding students to use AI as a tool for brainstorming, practice, and

feedback rather than as a shortcut to bypass learning. By integrating AI

alongside effective teaching strategies, schools can cultivate responsible digital

literacy while safeguarding academic integrity.

 At Pareja Integrated School, where technology is increasingly becoming

part of classroom practices, It is timely to investigate how AI affects the academic

performance of Grade 10 students. Understanding these effects may help

educators and students maximize AI’s benefits while minimizing risks.

Statement of the Problem

This study aims to determine the effects of AI on the academic

performance of Grade 10 students in Pareja Integrated School. Specifically, it

seeks to answer the following questions:

1. What AI tools are commonly used by Grade 10 students of Pareja

Integrated School?

2. How often do Grade 10 students use AI in their academic activities?

3. What are the perceived positive effects of AI on students’ academic

performance?

4. What are the perceived negative effects of AI on students’ academic

performance?

5. Is there a significant relationship between the extent of AI use and the

academic performance of Grade 10 students?

Hypotheses

(H₀): The use of AI has no significant relationship on the academic performance

of Grade 10 students in Pareja Integrated School.

Significance of the Study

This research is conducted to benefit the following:

To Students. This helps them understand the proper and responsible use

of AI in improving academic performance. It also equips them with digital literacy

skills that are essential for adapting to modern learning environments.

To Teachers. This guides them in integrating AI in classroom instruction

while ensuring academic integrity. It further enables them to design innovative

teaching strategies that can enhance student engagement and learning

outcomes.

To Parents. This will be informed about how AI influences their children’s

learning habits. It also allows them to provide appropriate guidance and support

in balancing technology use with traditional study practices.

To Future Researchers. This research will provide baseline information

for further studies about AI in education. It may also serve as a reference for

developing more comprehensive frameworks that address both the benefits and

challenges of AI in academic settings.

Scope and Delimitations of the Study

The scope of our study is for finding the effects of A.I. on the Academic

Performance of Grade 10 Students in Pareja Integrated School.

 This study is delimit to only Grade 10 students of Pareja Integrated School

during the school year 2025–2026. It will assess the frequency, purpose, and the

impact of AI usage in academic-related tasks such as assignments, projects, and

test preparation. The study will not cover other grade levels, teachers’

perspectives, or AI’s long-term social effects.

Definition of Terms

The following terms are defined in order to have a better understanding of

this study.

Artificial Intelligence (AI). The ability of machines or computer systems

to perform tasks that typically require human intelligence.

Academic Performance. How well a student achieves educational goals.

Typically measured through grades, test scores, and overall academic

achievements.

AI Tools. Software applications like ChatGpt, Quillbot, Grammarly, that

utilize artificial intelligence algorithms to perform tasks that typically require

human intelligence.

Chatgpt. An advanced artificial intelligence (AI) language model

developed by OpenAI that generates human-like text responses based on user

prompts.
 Grammarly. A digital writing assistant that uses artificial intelligence to

analyze written text for grammar, spelling, punctuation, tone, and style. It

provides real-time feedback to enhance the quality, correctness, and readability

of writing, making it a valuable tool for students, researchers, and professionals

Quillbot. An AI-powered paraphrasing and writing tool designed to help

users rephrase, summarize, and improve written texts. It uses natural language

processing (NLP) to provide alternative wordings, check grammar, and ensure

clarity, making it useful for academic writing, research, and professional

communication.

OpenAi. An Artificial intelligence research company focused on

developing and deploying advanced AI systems to benefit all of humanity, with a

particular goal of ensuring artificial general intelligence (AGI) is safe and aligned

with human values.

Software Application. A computer program or group of programs

designed to perform specific tasks for an end-user on a device, such as a

computer, smartphone, or tablet.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents a review of relevant literature and studies that

provide theoretical and empirical foundations for understanding the effects of

Artificial Intelligence (AI) on students’ academic performance. It includes

discussions from both foreign and local sources that examine how AI-powered

tools such as adaptive learning systems, virtual tutors, and generative

applications are being utilized in educational contexts.

Related Literature

Artificial Intelligence is rapidly shaping the educational landscape

worldwide. A study by Jauhiainen (2024) found that generative AI tools like

ChatGPT-3.5 and -4 effectively tailored classroom materials—text, illustrations,

and exercises—to each student’s knowledge level in real time. This dynamic

adaptation not only boosted student motivation but also led to measurable

improvements in learning outcomes. In a study by Zhang and Aslan (2021), the

use of AI applications such as intelligent tutoring systems was shown to

significantly enhance student engagement and academic outcomes. They

concluded that AI could help address individual learning gaps more effectively

than traditional teaching methods. However, Bender et al. (2021) warned that

excessive reliance on AI-generated content could reduce originality and critical

thinking skills among students.

 A survey conducted by UNESCO (2022) revealed that while AI tools

improved productivity and learning efficiency, 37% of students admitted to using

AI in ways that might be considered academically dishonest, such as copying AI-

generated essays. This highlights the dual impact of AI: it can both enhance and

undermine academic integrity depending on how it is used. In the Philippine

context, technology adoption in schools has grown steadily, especially during and

after the COVID-19 pandemic. Gonzales (2022) observed that students in public

secondary schools increasingly rely on AI-based tools like Grammarly and

Quillbot for writing tasks. These tools improved grammar and writing mechanics,

which in turn positively affected grades in English and Filipino subjects.

Rivera (2023), however, cautioned that students who frequently used AI

became overly dependent on it. Some students showed weaker problem-solving

skills because they relied on AI for answers instead of practicing independent

learning. This concern mirrors the findings of international studies, emphasizing

the importance of responsible AI use. Another local study by Dela Cruz and

Mercado (2021) highlighted that AI-based learning platforms used in select

Philippine high schools increased students’ engagement in science subjects.

However, they also noted that students often struggled to distinguish between AI-

generated explanations and their own understanding, sometimes leading to

misconceptions.

A research by Chen and Hu (2020) involving 500 high school students in

China found that AI-supported learning improved test scores by an average of

15%. Students who used AI tutors reported greater confidence in math and

science subjects. Similarly, Johnson (2020) in the United States confirmed that

AI chatbots used in education provided effective 24/7 support, helping students

complete assignments on time. On the downside, Kumar and Sharma (2021)

found that heavy reliance on AI in Indian schools resulted in reduced creativity,

with students submitting nearly identical work generated through AI platforms.

The study suggested that teachers should strike a balance by guiding students in

critical and independent thinking.

A study conducted at the University of the Philippines by Bautista (2022)

revealed that students using AI applications demonstrated better research output

in terms of structure and coherence. However, plagiarism concerns rose, as

many students admitted to copying outputs without proper citations. Meanwhile,

in a research done at Ateneo de Manila High School, Santos (2023) found that AI

tools helped students struggling in mathematics. The tools provided step-by-step

solutions that improved their test performance. However, teachers expressed

concern that students were memorizing solutions instead of understanding the

concepts.

Both local and foreign studies reveal that AI significantly influences

students’ academic performance. Positive effects include improved grammar,

better grades in math and science, higher engagement, and personalized

learning opportunities. However, negative effects such as dependency, reduced

creativity, plagiarism, and superficial learning are also common.

 The findings suggest that the impact of AI depends largely on how it is

used—either as a supportive learning tool or as a shortcut to academic tasks.

This duality highlights the importance of examining how AI affects Grade 10

students at Pareja Integrated School, where both opportunities for academic

improvement and risks of misuse may be present.

Theoretical and Conceptual framework

This study is anchored on three major theories that explain how students

utilize Artificial Intelligence (AI) tools in their learning process: the Constructivist

Learning Theory, the Technology Acceptance Model (TAM), and the Cognitive

Load Theory.

First, Constructivist Learning Theory (Piaget, 1972; Vygotsky, 1978)

emphasizes that learners build knowledge through active engagement and

interaction. In this context, AI tools can serve as interactive learning aids by

providing instant feedback, customized resources, and simulations. These

features allow students to construct deeper understanding of academic concepts

through experience-based learning. Second, the Technology Acceptance Model

(TAM) (Davis, 1989) highlights how users’ acceptance of technology is shaped

by its perceived usefulness and ease of use. Applied in this study, students’

willingness to adopt AI tools depends on how beneficial they find these tools in

improving academic performance and how simple they are to operate.

Acceptance levels may therefore influence the frequency and effectiveness of AI

use. Lastly, Cognitive Load Theory (Sweller, 1988) explains that learning
efficiency is affected by the limits of working memory. AI tools can potentially

reduce extraneous cognitive load by automating tasks such as grammar

checking, summarization, or problem-solving, thereby allowing students to focus

on higher-order thinking. However, excessive reliance may hinder the

development of independent critical thinking skills.

Taken together, these theories provide a framework for understanding

how AI tools influence students’ academic performance. Constructivist Learning

Theory shows how AI promotes active learning, TAM explains students’

acceptance and usage behavior, while Cognitive Load Theory illustrates the

cognitive benefits and risks of AI utilization. This integrated framework guides the

analysis of how AI affects Grade 10 students in Pareja Integrated School.

USE OF AI TOOLS BY ACADEMIC

STUDENTS PERFORMANCE
(Frequency, Types, (Grades, Habits,
Purpose) Productivity)

Figure 1. Schematic Diagram of the study

 CHAPTER III

METHODOLOGY

This chapter will present the research design, research locale, participants

of the study, sampling procedure, research instrument, data gathering procedure,

and statistical treatment that will be employed in the conduct of this study.

Research Design

This study employed a descriptive correlational research design. The

descriptive method is utilized to describe and analyze the effects of using

Artificial Intelligence (A.I.) on the academic performance of the Grade 10

students in Pareja Integrated School. This design is chosen because it allows the

researchers to gather factual information from the respondents through a survey

questionnaire and to present the data in a systematic and accurate manner.

The correlational approach, on the other hand, will be applied to measure

and interpret the responses numerically using statistical tools such as frequency,

percentage, and weighted mean. By combining these methods, the researchers

will be able to obtain an objective view of how A.I. influences the students’

academic performance, making the findings more reliable and valid for drawing

conclusions and recommendations.

Research Locale

The study will be conducted at Agusan Del Norte, 3 rd St. Pareja Brgy.

Bayanihan 27, Pareja Integrated School, located in Butuan City. The school

offers junior and senior high school programs and provides a suitable

environment for the study since A.I. tools are increasingly being used by students

for academic tasks such as test preparations, assignments, and projects.

Source: Google Maps

Figure 2. Map of Pareja Integrated School 3rd St. Brgy. Bayanihan 27

Participants of the Study

The respondents of this study will be the Grade 10 students of Pareja

Integrated School during the academic year 2024–2025. From the total

population of Grade 10 students, 50 participants will be chosen using random

sampling to ensure that each student has an equal chance of being selected.

Table 1. Distribution of the participants of the study

Section Population Sample Percentage

Capricorn 28 25 50%

Gemini 30 25 50%

Total 58 50 100%

Table 1 shows the distribution of the participants of the study. There are

two sections: Capricorn and Gemini. Gemini has 30 participants, while Capricorn

has 28 participants, making a total of 58 participants. From these, 25 participants

will be randomly selected from Capricorn and 25 from Gemini, giving a total

sample of 50 participants.

Sampling Procedure

Simple random sampling will be chosen for this study because it provides

each Grade 10 student in Pareja Integrated School an equal chance of being

selected as a respondent. This method reduces bias in the selection process and
ensures that the sample is representative of the entire population. By randomly

choosing participants, the researchers can obtain more reliable and valid results,

which can be generalized to the whole Grade 10 student population of the

school.

Research Instrument

The study will gather data on three major areas relevant to the research

objectives. First, the profile of respondents will be determined, which will include

their age, gender, and academic average in order to provide a clearer

understanding of their background and academic standing. Second, the extent of

AI usage will be examined, focusing on the frequency of use, the specific

purposes for which AI tools will be utilized, and the types of applications that will

be commonly employed, such as ChatGPT, Grammarly, and translation apps.

Lastly, the study will explore the perceived effects of AI on academic

performance, which will cover students’ views on how AI may contribute to

improvements in learning, the challenges they may encounter while using these

tools, and the overall impact of AI on their academic outcomes.

The instrument will be validated by three experts in education and

research to ensure clarity and accuracy. A pilot test will also be conducted with

10 students who will not be included in the final sample to check the reliability of

the questionnaire.

Data Gathering Procedure

 The data for this study will be collected through a structured procedure to

ensure accuracy and reliability. A formal request letter will be submitted to the

school principal to secure permission to conduct the research. Once approval is

granted, the researchers will distribute the questionnaires to the randomly

selected Grade 10 students. Before the administration of the instrument, the

purpose of the study will be clearly explained to the respondents, and they will be

assured of the confidentiality of their answers. After completion, the

questionnaires will be collected, tallied, and systematically organized for analysis.

Statistical Treatment

The data that will be gathered from the respondents will be carefully

tallied, organized, and analyzed using simple statistical tools. To determine the

effects of using AI on the academic performance of the Grade 10 students in

Pareja Integrated School, the following statistical treatments will be applied:

1. Frequency and Percentage – This will be used to describe the profile of

the respondents and to present their responses in terms of how often a

certain answer or category appeared. It provided a clear view of the

distribution of responses.

f
Percentage ¿ ×100
N

Where:

f = frequency of responses
 N = total number of respondents

2. Weighted Mean – This will be used to determine the average responses

of the students regarding the effects of using A.I. on their academic

performance.

Σfx
Weighted Mean ¿
N

Where:

f = frequency of responses

x = weight assigned to each response

N = total number of respondents

3. Interpretation Scale – The weighted mean results will be interpreted

using a five-point Likert scale:

This scale will help in determining the degree of agreement or

disagreement of the respondents with the given statements. The computed

weighted mean will then be matched to the corresponding verbal interpretation to

provide a clearer understanding of the data.

Scale Range Verbal Interpretation

5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neutral
 2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree

4. Correlation – This will be used to determine the relationship between the

extent of AI usage and the academic performance of the Grade 10

students

To determine whether there is a significant relationship between the extent

of A.I. usage and the academic performance of Grade 10 students, correlation

analysis will be employed. This statistical method will allow the researchers to

examine how closely related the two variables are and to what extent A.I. usage

influences academic performance.

AI Usage Academic Performance

AI Usage
1.00 0.68

Academic Performance 0.68 1.00

Through these statistical treatments, the researchers will be able to

quantify the data and present objective results regarding the effects of A.I. on the

academic performance of the students.

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 Survey Questionnaire
Research Title: The Effects of Students Using AI on Their Academic
Performance in the Grade 10 Students of Pareja Integrated School.
Instructions:This questionnaire is part of a study on the effects of Artificial
Intelligence (AI) tools on academic performance. Check ✓ your answer in the
blank provided. Please answer all items honestly. Your responses will remain
confidential and will be used only for research purposes.

1.Age: ____
2. Gender: ☐ Male ☐ Female ☐ Prefer not to say

3.General Average (last grading period):

☐ 90–100 (Outstanding)
☐ 85–89 (Very Satisfactory)
☐ 80–84 (Satisfactory)
☐ 75–79 (Fairly Satisfactory)
☐ Below 75 (Did not meet expectations)

3. How often do you use AI tools for academic activities?

☐ Always (daily)
☐ Often (3–4 times a week)
☐ Sometimes (1–2 times a week)
☐ Rarely (once a month or less)
☐ Never

4. For what purposes do you mostly use AI tools? (You may check more than
one)
☐ Answering assignments/homework
☐ Writing essays/projects
☐ Studying/reviewing lessons
☐ Checking grammar/spelling
☐ Translating texts
☐ Generating creative content (e.g., images, ideas)
☐ Others: __________

5. What AI tools do you usually use? (You may check more than one)
☐ ChatGPT or other AI chatbots
☐ Grammarly or other grammar checkers
☐ Google Translate/translation apps
☐ AI-based study apps (e.g., Quillbot, Photomath, Brainly)
☐ AI image/video generators
☐ Others: ___________

Instructions: Please check ✓ each statement using the scale: 5 – strongly

agree, 4 – agree, 3 – neutral, 2 – disagree, 1 – strongly disagree.
Statement 5 4 3 2 1
1. AI helps me complete my schoolworks
faster.
2. AI improves the quality of my
assignments/projects.
3. AI helps me better understand my lessons.
4. I have become more confident in my
academic texts because AI.
5. AI encourages me to develop better study
habits.
6. I sometimes rely too much on AI instead of
studying on my own.
7. AI makes me less motivated to study
independently.
8. AI sometimes gives incorrect or misleading
answers.
9. Using AI has improved my academic
performance (grades).
10. Overall, AI has a positive effect on my
studies.