The Factors Influenced by using AI (Artificial Intelligence) on the Academic Purpose of

GAS-11 Students in Banquerohan National High School

Marjo A. Bolaños
Rica Mae Bueno
GAS B - 11
April 2024

CHAPTER 1
THE PROBLEM

Introduction
Artificial Intelligence (AI), the ability of a digital computer or computer-controlled robot to perform tasks
commonly associated with intelligent beings. The term is frequently applied to the project of developing system
endowed with the intellectual processes characteristic of generalize or learn from experience.
According to Rodrigo (2023), Artificial Intelligence (AI) is a branch of research in which computer system
are created to execute skills that are often associated with human beings. Some examples of these functions
include recognizing faces or voices, playing chess, or driving a vehicle through traffic. AI in education (AIED) is a
term that describes the application of AI in education settings with the goal of enhancing the teaching, learning, or
overall education experience.
Today, generative AI can learn and synthesize not just human language but other data types including
images, video, software code, and even molecules. AI has the potential to provide a wide range of benefits for
education. One of the most significant is the ability to personalize each student’s learning experience. With AI,
educators can analyze student performance and preferences data to create customized lesson plans and
assessments that align with each student’s unique strengths and weaknesses. Educators have also pointed out the
Chabot’s ability to generate meaningful responses to questions from assessment or activities and it’s often not
possible to attribute these responses to a particular source-making it difficult to detect plagiarism.
According to Sharples (2022), evidence of the beneficial effects of the application of Al technologies is not
only vital for policy but also for the ethical application of Al. A sufficient reason is required prior to the investment
of time and other resources, such as the effort of a teacher. Although passing off the work of another person as
one's own has been a prevalent practice for a very long time, written essays continue to be an important
component of educational assessment all around the world. There are many benefits or advantages of AI. One of
the most significant advantages of AI in the education system is personalized learning. AI-powered systems can
generate customized lesson plans and assessments for each student, based on their unique learning abilities and
needs. This ensures that students receive an optimized learning experience, leading to increased engagement and
better performance. Additionally, AI can provide better access to learning for students with special needs. With
intelligent tutoring systems, AI-powered devices can identify the areas where a student needs additional support
and provide tailored guidance accordingly. This helps students who may require extra time or help in certain
subjects to keep up with their peers. But despite the many advantages or benefits of Artificial Intelligence (AI)
technology has brought, there are also concerns about the influence of it in students academic performance.
Students nowadays are very dependence on AI tools because Artificial intelligence (AI) can complete
difficult, lengthy assignments almost instantaneously and students may become overly dependent on technology
for tasks where they could be learning and developing their brains. Students gain problem-solving skills and work
ethic from completing assignments in their academic careers that prepare them for their futures. Relying on AI to
complete these tasks where they should be learning can be dangerous for individuals in the long run when they
have no ability to think independently.
Nowadays the influence of AI on students is very important because through AI it is easier for them to
answer their lessons but it affects their academic performance because they no longer use technology in a right
way. Student today are just depending on AI tools they no longer answer their tasks on their own they are abusing
technology too much and it causes them to have a low grades. Students also Lack of Personal Interaction. While AI
can provide personalized learning paths, it can't replace the human interaction and emotional support that
teachers provide. The lack of personal touch and social interaction could negatively impact some students' learning
experience and performance. As more people rely on AI for social interactions, the amount of human contact is
reduced. This can lead to a feeling of alienation and isolation from friends and family. One of the factors of AI are
Digital Divided. Not all students have equal access to technology. Some may not have the necessary devices or
reliable internet access to utilize AI-based learning tools. This could exacerbate existing inequalities in education.
The opportunities enabled by AI leaves those without internet access further behind just by staying where
they are. Without urgent action to close the digital divide and promote equitable access to AI technologies, billions
of people around the world will be excluded from the benefits of this technological revolution while suffering its
disruptions. It also include the Misuse of technology. AI misuse occurs when AI is used with ill intent by people or
organizations. Misuse is different from bias, which is a direct consequence of our biased data used to create AI.
Instead, AI misuse is a direct consequence of people who purposefully wanted to use AI for unethical and harmful
actions, like violating privacy, censoring users on online networks, and gathering data illegally from the Internet.
One of the biggest and most harmful examples of AI misuse are the so-called deepfakes. This causes low grades,
dependent on AI tool and etc. This factors can influence your academic performance if it is not used in a right way.

Statement of the Problem

This study aims to determine the factors that influenced by using AI on the academic purpose of Grade 11
GAS students in Banquerohan National High School.
The Researchers wanted to answer these following questions:
1. What are the factors affecting the academic performance of students?
2. What valuable knowledge can we uncover by exploring how AI impacts the academic performance of
GAS 11 students at Banquerohan National High School?
3. What suggestions can we gather from this research to make the best use of AI in learning?

Scope and Delimitation

This study is entitled “The factors influenced by using AI (Artificial Intelligence) on the academic purpose
GAS 11 in Banquerohan National High School”. This research is limited and conducted only inside the campus of
the school.
This study will be limited only to the GAS 11 students in Banquerohan National High School. This research
will focus on the influence of AI on academic purposes, not included the non-academic uses of AI among students.
Time and resources may limit the depth of the study and may affect the findings of this study.
Significance of the Study
This study is entitled “The factors influenced by using AI on the academic purpose of GAS-11 students in
Banquerohan National High School” will be beneficial to these following:

Students. This research will help the students understand how AI affect their academic performance
enable them to make good decisions about using technology. By knowing the advantages of AI, students can
enhance digital habits and optimize their learning experience.
Teachers. The result of this study will benefit all the teachers. Teachers will gain valuable insights to
effectively integrating AI to teaching practices. The teachers can adapt instructions to better support the student's
needs while addressing potential disadvantage of using AI.
School. School benefit from understanding the application of AI on student learning. This research aids in
decision-making regarding in adaption of AI technologies on education and on the development of the policies to
promote right and responsible usage within the school campus.
Future Researchers. This study will serve as a foundation for the future researcher of intersection of AI
and education, providing insights for further investigation. It can inspire the future researchers to explore
additional factors amd examine the effectiveness of using AI on the academic purposes.

REFERENCES

Copeland, B. J. (2022). Artificial intelligence. In Encyclopedia Britannica from

https://www.britannica.com/technology/artificial-intelligence
IBM. (n.d.). What Is Artificial Intelligence (AI)? IBM. https://www.ibm.com/topics/artificial-intelligence
Misuse and Abuse in Artificial Intelligence. (n.d.). AIandYou.
https://aiandyou.org/informed/ai_bias/misuse_and_abuse_in_artificial_intelligence/#:~:text=Instead%2C%20AI
%20misuse%20is%20a
Nomerovska, I. (2023, September 12). How AI is impacting on the education system. Keymakr’s Blog Features the
Latest News and Updates from https://keymakr.com/blog/how-ai-is-impacting-on-the-education-system/
Perez, J. (2023, January 27). Artificial Intelligence (AI) in education: Impact & Examples. QuestionPro. from
https://www.questionpro.com/blog/ai-in-education/
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
The following is a discussion on the literature and studies that are found to be relevant to the present
study. These materials were found to be useful in acquiring more information about the research problem. Other
components. included in this chapter are the synthesis of the state-of-the-art, gaps to be bridged by the study,
theoretical and conceptual frameworks and paradigms, and the conceptual and operational definition of terms.
Related Literature
The traditional education system faces several issues, including overcrowded classrooms, a lack of
personalized attention for students, varying learning paces and styles, and the struggle to keep up with the fast-
paced evolution of technology and information. As the educational landscape continues to evolve, the rise of AI-
powered chatbots emerges as a promising solution to effectively address some of these issues. Some educational
institutions are increasingly turning to AI-powered chatbots, recognizing their relevance, while others are more
cautious and do not rush to adopt them in modern educational settings. Consequently, a substantial body of
academic literature is dedicated to investigating the role of AI chatbots in education, and their potential benefits
and threats. As technology continues to advance, its integration into various aspects of education has become
inevitable. This article delves into the transformative impact of Artificial Intelligence (AI) on students' academic
performance. AI's role in education has shifted from a mere supplementary tool to a fundamental component
reshaping teaching and learning paradigms. This paper explores how AI-powered educational technologies, such
as adaptive learning platforms, intelligent tutoring systems, and automated assessment tools, are revolutionizing
traditional educational practices. It examines the benefits AI brings to students, educators, and educational
institutions, including personalized learning experiences, enhanced student engagement, and efficient assessment
mechanisms. There’s factors that affect the use of AI tools for academic performance of undergraduates are
measured using the independent variables: perceived ease of use, perceived usefulness, voluntariness, and social
influence while independent variable: academic performance based on GPA. Furthermore, the article discusses the
potential challenges and ethical considerations associated with AI integration in education, such as data privacy
concerns, algorithmic biases, and the digital divide. The literature has converged towards three overarching
categories of factors underpinning AI acceptability including: user factors involving trust, system understanding, AI
literacy, and technology receptiveness; system usage factors entailing value proposition, self-efficacy, burden, and
workflow integration; and socio-organizational-cultural factors encompassing social influence, organizational
readiness, ethicality, and perceived threat to professional identity. By analyzing recent research findings and real-
world implementations, this paper provides insights into the evolving landscape of education empowered by AI
and underscores the importance of responsible AI adoption to optimize students' academic outcomes in the digital
era. AI in education provides different benefits in academic writing, such as enhanced efficiency, accuracy, and
accessibility, alongside the challenges posed by lack of subjectivity, bias in algorithms, and overreliance on
technology. Ethical considerations surrounding AI use in academic writing, including plagiarism detection, data
privacy, and fairness, are also discussed. The study contributes to the existing literature by providing a
comprehensive analysis of the implications of AI technology on academic writing processes and ethical practices,
highlighting the need for collaboration, education, and responsible technology use in promoting academic integrity
and innovation. Future research avenues are suggested further to explore the impact of AI on critical thinking,
develop ethical guidelines for AI use in academia, and examine the effectiveness of AI tools in diverse writing
genres. This study underscores the importance of navigating the complexities of AI technology in academic writing
to harness its benefits while upholding ethical standards and fostering a culture of responsible technological
innovation. AI has so many benefits or positive impacts. However, when it comes to negative effects of artificial
intelligence in education, concerns arise regarding data privacy, as AI systems handle sensitive student
information. The potential for algorithmic biases in AI assessments raises ethical considerations. Overreliance on
technology may also hinder the development of essential non-cognitive skills and human interactions crucial for
social and emotional development. Ultimately, whether AI is considered good or bad for students depends on
responsible implementation, ethical considerations, and a balanced approach. When utilized thoughtfully, AI can
enhance the learning experience, providing valuable support and personalized instruction. Yet, vigilance is crucial
to address potential risks and ensure that AI serves as a positive force in education, promoting equitable access,
student well-being, and the cultivation of diverse skills essential for success in the digital age. Despite its significant
potential, the deployment of AI in education comes with its own set of challenges and potential drawbacks. It’s
important to shed light on these less-discussed aspects to ensure that we leverage AI’s capabilities ethically and
responsibly. One of the most significant concerns with the deployment of AI in education is the potential for bias in
AI models. Algorithms are trained using data sets and if these data sets contain biased information, the AI system
can inadvertently perpetuate and exacerbate these biases. For instance, an AI-based grading system might be
trained using a dataset that reflects the unconscious biases of the teachers who originally graded the assignments.
This could lead to an unfair disadvantage for certain groups of students. Similarly, AI platforms recommending
courses or career paths could be biased towards certain demographic groups if the training data reflects societal
prejudices and stereotypes. This introduces an element of inequality into the teaching and learning process, which
is fundamentally against the egalitarian ethos of education. Therefore, it’s crucial to ensure that the data used to
train AI systems in education is representative and neutral to avoid perpetuating existing biases. Another
significant issue is the potential infringement on data privacy and security associated with AI tools in education.
These tools often require access to students’ personal data to function effectively. However, if not properly
safeguarded, this data could be vulnerable to breaches, leading to unauthorized access and potential misuse. This
is a particularly pressing concern given the sensitive nature of educational records, which often include
performance metrics, personal identifiers, and other confidential information. The introduction of AI in the
classroom might inadvertently minimize human interaction, which is a crucial part of the learning process. This
reduction in face-to-face communication can negatively affect the development of social skills in students.
Furthermore, AI significantly impacts the loss of human decision-making and makes humans lazy. According to the
screening criteria, out of the 434 initially identified articles for the period between 2011 and 2020, 32 articles are
included for the final synthesis. Results find that: the functions of AI applications in online higher education include
prediction of learning status, performance or satisfaction, resource recommendation, automatic assessment, and
improvement of learning experience; traditional AI technologies are commonly adopted while more advanced
techniques (e.g., genetic algorithm, deep learning) are rarely used undermine; effects generated by AI applications
include a high quality of AI-enabled prediction with multiple input variables, a high quality of AI-enabled
recommendations based on student characteristics, an improvement of students' academic performance, and an
improvement of online engagement and participation. Enhancing learners’ critical thinking skills with AI-assisted
technology provides a unique opportunity for both students and faculty to improve the learning experience
focusing on developing critical thinking skills. A current major concern among employers today is that many
graduates are not able to apply critical thinking to solve practical problems in their workplace.

Related Studies
In the study of Chartterjee & Bhattacharjee (2020), The prospect of use of AI includes investigation of
educational implications as to how teachers would enrich them, how students would learn, and how accurate and
prompt decisions can be taken in the institutes of higher education. This is important since the workload has been
multiplied due to massification of higher education. Such being the scenario, help of AI is highly essential.
According to Schiel, Bobek & Schnieder (2023), There is growing interest in artificial intelligence (AI) tools,
especially high-profile tools like ChatGPT, and these tools now appear to be part of the education experience for
many high school students. To investigate students' use of AI tools for school assignments, their impressions of
how using the tools might affect them cognitively and academically, and their thoughts on using AI tools to write
their college admissions essays, ACT developed a survey in June 2023 which was administered to a large
nationwide sample of students in Grades 10 through 12. In this study, almost half of the participating students
reported that they had used AI tools, and the most common tool they used was ChatGPT. Among students who did
not use AI tools, the top reason for not using them was having no interest in them. About two thirds of students
also reported that they did not trust the information provided by AI tools, and a little over half indicated that they
did not know enough about AI tools to use them. Students with higher academic performance were significantly
more likely to use AI tools than were students with lower academic performance. Findings show that these tools
appear to have much potential to enhance student learning, but there are concerns about appropriate use and
potential negative outcomes.
In the study conducted by Wang, Youmei & Liu (2021), Owing to the rapid advancements in artificial
intelligence (AI) technologies, there has been increasing concern about how to promote the use of AI technologies
in school settings to enhance students' learning performance. Teachers' intention to adopt AI tools in their classes
plays a crucial role in this regard. Therefore, it is important to explore factors affecting teachers' intention to
incorporate AI technologies or applications into course designs in higher education. In this study, a structural
equation modeling approach was employed to investigate teachers' continuance intention to teach with AI.
According to Choi, Jang & Jang (2021) in their study, The Advancements in artificial intelligence (AI) have
stimulated the development of educational AI tools (EAIT). EAITs intelligently assist teachers in formulating better
pedagogical decisions or actions for their students. However, teachers are hardly integrating EAITs, and little is
known about their perceptions of EAITs.
In the study of Bilques, Ibrahim & Salhieh (2023), The study explores factors affecting university students’
behavioural intentions in adopting an academic advising chatbot. The study focuses on functional, socio-emotional,
and relational factors affecting students’ acceptance of an AI-driven academic advising chatbot. The research is
based on a conceptual model derived from several constructs of traditional technology acceptance models, TAM,
UTAUT, the latest AI-driven self-service technologies models, the Service Robot Acceptance (sRAM) model, and the
intrinsic motivation Self Determination Theory (SDT) model.
According to Esch & Black (2019), Recruiting talent has moved from a tactical HR activity to a strategic
business priority. This has been driven by shifts in the source of firm value and competitive advantage and the
critical role of human capital in those shifts. Technological advances have moved digital, AI-enabled recruiting from
a peripheral curiosity to a critical capability. However, we know little about candidates' reactions to AI-enabled
recruiting.
In the study conducted by Strzelecki (2023), AI-powered chat technology is an emerging topic worldwide,
particularly in areas such as education, research, writing, publishing, and authorship. This study aims to explore the
factors driving students' acceptance of ChatGPT in higher education. The study employs the unified theory of
acceptance and use of technology (UTAUT2) theoretical model, with an extension of Personal innovativeness, to
verify the Behavioral intention and Use behavior of ChatGPT by students.
The application of artificial intelligence chatbots is an emerging trend in educational technology studies for
its multi-faceted advantages. However, the existing studies rarely take a perspective of educational technology
application to evaluate the application of chatbots to educational contexts. This study aims to bridge the research
gap by taking an educational perspective to review the existing literature on artificial intelligence chatbots,
According to Lin & Yu (2023).

Synthesis of the State-of-the-Art

Information and communication technologies (ICT), e-learning, mobile learning hypermedia have
considerably improved education, but today artificial intelligence offers us a
variety of possibilities that we were previously unaware of and leading us to a new revolution known as Education
4.0. This article presents a literature review of journal and research articles in artificial intelligence in the field of
education (AIEd) published between 2019 and 2021 on the scientific database ScienceDirect. Through a
bibliometric selection based on selective criteria, we were able to highlight the most requested AIEd technologies
and their applications. We also talked about real-world examples of how AIEd tools can be used in many
educational contexts and disciplines. This research can serve as a starting point for future research to be aware of
trends in AIEd applications and future directions.

Gap to the Bridge of the Study

Based on the aforementioned review of related literature and studies, studying the factors that influence
academic performance in Grade 11 GAS student thought the use of Artificial Intelligence (AI) is a complex because
of its positive and negative benefits. The positive benefits of it is AI-powered systems can analyze vast amounts of
data on student performance, preferences, and learning styles to create tailored educational content and adaptive
learning paths. This personalization allows students to learn at their own pace, focus on areas where they need
more support, and engage with content that is relevant and interesting to them.A negative effect of AI in
education is the potential for ethical and privacy concerns. AI systems collect and analyze a significant amount of
data on students, including their performance, behavior, and personal information. There is a need to ensure that
this data is handled securely, with appropriate privacy safeguards in place.

Theoretical Framework
This framework explores how students perceive and accept AI technology for academic purposes. It
considers factors such as perceived usefulness and ease of use in influencing their intention to use AI. SCT
examines how students' interactions with AI influence their academic performance. It looks at factors such as
observational learning, self-efficacy, and outcome expectations in the context of using AI for learning. This model
focuses on the integration of AI technology into educational settings. It considers factors such as teacher support,
infrastructure, and curriculum alignment in facilitating the effective use of AI for academic purposes. This theory
examines the adoption and spread of innovations, such as AI technology, within a social system. It considers
factors such as relative advantage, compatibility, complexity, trialability, and observability in influencing the
adoption of AI among grade 11 GAS students.

Conceptual Framework
The conceptual framework of this study is important to visualize and interpret objectively the process
involved in this present research. This study entitled The Factors Influenced by Using AI on the Academic Purposes
of Grade 11 GAS Students in Banquerhohan National High School is directed by a qualitative method of research,
which will be guided by the survey questionnaire. This study will focus on what is being asked in the statement of
the problem which also applies in the ratification of the survey questionnaire.

Definition of terms
Factors. This refers to a circumstance, fact, or influence that contributes to a result or outcome.
Influence. This refers to the capacity to have an effect on the character, development, or behavior of
someone or something, or the effect itself.
Using. This refers to take, hold, or deploy (something) as a means of accomplishing a purpose or achieving
a result; employ.
AI. This refers to computer systems capable of performing complex tasks that historically only a human
could do, such as reasoning, making decisions, or solving problems.
Artificial. This refers to made or produced by human beings rather than occurring naturally, especially as a
copy of something natural.
Intelligence. This refers to the ability to acquire and apply knowledge and skills.
Academic. This refers to relating to education and scholarship.
Purpose. This refers to the reason for which something is done or created or for which something exists.
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