THE EXTENT OF USING ARTIFICIAL INTELLIGENCE TOOLS AND ITS PERCEIVED

EFFECTS ON CLASSROOM PERFORMANCE: BASIS FOR PROPOSED AI

REGULATION

An Undergraduate Thesis
Presented to the Faculty of College Of Teacher Education
Ramon Magsaysay Memorial Colleges-Marbel Inc.
Koronadal City

In The Partial Fulfilment of the Requirements for the degree

Bachelor of Elementary Education-Generalist

GEMPEROSO, OSCARJAY C.
JUNE 2025
 CHAPTER I

INTRODUCTION

Rationale

Artificial Intelligence tools nowadays alters many students thinking capabilities to

find solution in themselves because students nowadays rely too much on AI tools and not

relying on their learnings and critical thinking skills. Artificial tools can be used as

paraphraser and a great tool as a companion for a great essay and other writing things

that needs to be improved but potentially leading to students poor relying on their

capabilities in improving their vocabularies and reading books because of this AI tools.

The problem of too much using AI tools could make students loose the capability on

learning by themselves affecting their critical thinking skills, problem-solving skills and

efforts in regard to their performance inside the classroom because most students only

use AI for easy answers and sometimes just rely on AI’s answers even though it’s not

correct or reliable.

Globally, according to Cozens (2025), during the conference, Mistral AI and Apple

took the opportunity to point out the key differences in how AI models are trained. Mistral

made it clear that their model is designed to be multilingual from the get-go, instead of

being initially trained in English and then translated later. This approach will change the

learning experience for students and highlights how even small changes in training data or

methods can lead to significant differences in educational results. Educational institutions

around the globe need to carefully evaluate which tools will best support their students'

needs and learning styles, rather than rushing into adopting new technologies that might

not align with their core values.

While Nationally, The Philippines, with the rise of AI creating incredibly realistic

digital content, even young people who are usually seen as digital natives and pretty

savvy when it comes to technology and media aren't immune to falling for AI-generated
misinformation. TikTok has gained a reputation for its AI-enhanced videos and deepfakes,

like that altered scene from the 1998 film about José Rizal. Many users in the comments

were completely unaware that the clip had been edited to make the actors resemble their

historical figures more closely (Marcelino, 2023). This is alarming since nowadays

students cannot determine whether the content of their reading or viewing is factual and

not AI generated which are most common in the Philippines.

Additionally, a college school within Koronadal City, highlights the lack of

awareness and understanding of Artificial Intelligence tools will lead to a gap in their digital

literacy skills. Most likely, students with high awareness on Artificial Intelligence tools will

most likely to use theses AI tools and also potentially affects their classroom performance

especially with natural language generation tools like chatGPT, Gemini and etc. The

findings showed that students generally lack awareness and understanding of AI

concepts, pointing to a possible gap in their digital literacy (Diaz, 2025).

According to Villarino (2025), stated that the use of AI is becoming universal, with

ChatGPT leading the way. Students have found AI to be user-friendly and helpful for their

studies, but there is a gap about misinformation, its effects on critical thinking, and the

potential for cheating. Interestingly, many students aren’t even aware of their school’s AI

policies. Moreover, educators hold contrasting views on AI's impact, with some believing it

can alleviate stress through automation, while others worry about increased anxiety and

social isolation due to fewer personal interactions. The study bridges the gap of consistent

institutional AI policies, prompting some educators to create their own rules, especially

concerning data privacy and plagiarism. This inconsistency underscores the need for clear

institutional guidelines to address the ethical and practical implications of AI in education.

Bridging this policy gap is crucial for ensuring responsible and effective AI integration in

learning environments (Dellelo, 2025).

 The researcher would like to investigate more about using AI tools in the

classroom. The researcher need to look at the data, listen to the experiences of students

and teachers, and figure out how to navigate this new landscape responsibly. This isn't

about stopping progress; it's about guiding it. And ultimately, it's about ensuring that AI

serves to enhance, not diminish, the human element of learning. This exploration will

serve as the basis for proposed regulations that will help us all navigate this new

educational reality.

Research Objectives

This study sought to determine the extent of using Artificial Tools and its effects on

classroom performance.

This research specifically seeks to:

1. to determine the extent of students use of artificial intelligence tools in class.

2. to determine the perceive effects of using artificial intelligence in students

classroom performance.

3. to determine the significant relationship between the extent of using artificial

intelligence and its effect on students classroom performance.

4. to propose a regulation of the proper use of artificial intelligence in class.

Review of Related Literature

This section contains the different reviews and discussions regarding the extent of

using AI tools and its effects on classroom performance.

Artificial Intelligence Tools

Foreign Studies by Vančová (2024) stated that AI's capacity to analyze learner

input and provide interactive guidance towards achieving communication goals sets it

apart from previous ASR technology. This interactive feature allows AI-powered tools to

effectively enhance foreign language skills across various aspects, including

pronunciation. By offering personalized feedback and adaptive learning experiences, AI

facilitates a more dynamic and engaging language acquisition process. This advancement

signifies a significant shift in language learning methodologies, leveraging AI's capabilities

to foster comprehensive language development.

However, some growing concern of academic dishonesty is fueled by AI, drawing

interesting comparisons with established crime prevention strategies. It’s important to note

that academic misconduct has been around long before AI came into the picture, so the

study taps into existing frameworks to tackle this new challenge. It looks at how traditional

crime prevention models can be applied to fight against cheating that’s made easier by AI.

The paper makes a strong case for adapting tried-and-true prevention techniques to the

digital landscape of AI-assisted cheating. It emphasizes the importance of taking a

proactive stance instead of just reacting to issues as they arise. The study also suggests

that more research is needed to create effective prevention strategies specifically for AI-

related misconduct. Additionally, it should focus on keeping an eye on and understanding

how students perceive and behave regarding AI-driven academic dishonesty. Ultimately,

the goal of this paper is to connect the dots between traditional methods of preventing

academic misconduct and the new challenges posed by Artificial Intelligence, (Birks and

Clare, 2023).

AI's rapid arrival is forcing universities to adapt. Educators and students are using

AI tools, but their views on its impact differ. While students see AI as vital for success,

educators are less unified. We need open discussions among faculty about AI's role in

teaching. Crucially, student perspectives should shape how we integrate AI into learning.

Essentially, it's about understanding and responsibly guiding AI's use in education (Perera

et al., 2025).

Additionally, Al-Jahwari & Yousif (2025), Technology is woven into today's

education, and AI, especially ChatGPT, is changing the game. This study dives into how

ChatGPT impacts learning, looking at both the good and the bad. Think of ChatGPT as a
powerful helper, offering quick answers and sparking new ideas, but it's not without its

challenges. We're exploring how it can boost understanding, critical thinking, and

creativity. However, we must also consider the ethical side, like ensuring students don't

over-rely on it. It's about using ChatGPT to enhance learning, not replace it. Ultimately, it's

about understanding how to responsibly integrate this tool into education for the best

outcomes.

Moreover, Maadu & Kryshnamurthy (2025), they stated that AI is revolutionizing

research, acting like a super-powered assistant in many fields. It helps us sift through

mountains of data, discover hidden patterns, and even predict future trends. Imagine AI as

a tireless researcher, speeding up experiments and making complex tasks easier.

However, we need to be mindful of its limitations, like potential biases and ethical

concerns. It's about using AI responsibly to push the boundaries of scientific discovery.

Ultimately, AI is a powerful tool, but humans still guide the research journey.

Local studies by Villarino (2021) stated that AI is changing education everywhere,

even in rural areas like the Philippines. College students in rural Cebu are using AI,

especially ChatGPT, and what they think about it. Students find AI easy and helpful for

learning, but they worry about wrong information, losing critical thinking skills, and

cheating. Surprisingly, most students don't know their school's AI rules, showing a need

for clear guidelines. We need to teach students how to use AI responsibly and keep their

thinking sharp.

Essentially, it's about making sure AI helps, not hinders, their education. Filipino

teachers are excited about bringing AI into their classrooms, seeing its potential to help

students learn better. Even though they have some worries, they feel ready and willing to

try it out. They believe AI can meet individual student needs and feel supported by their

schools. It's like they're eager to add a helpful, high-tech assistant to their teaching toolkit.
Essentially, they're optimistic about AI's role in shaping the future of education (Sibug et

al,. 2024).

Additionally, Sanchez (2024), discussed about figuring out how to use AI fairly and

properly in schools in Taguig City and Pateros, Philippines. Researchers want to create

rules that help students use AI without cheating, and consider the ethical side of things.

It's like finding a balance: using AI as a helpful tool, while still keeping learning honest.

This study is important because schools everywhere are trying to understand how to

handle AI, so it's a guide for responsible use.

However, AI tools are shaking up higher education, and while we've used

translation tools for a while, these new AI models are raising big questions. Imagine AI

helping each student learn in their own way, or taking care of boring tasks, but we're also

worried about teaching skills, keeping data safe, and avoiding bias. We need to figure out

how AI changes learning and how to use it wisely. It's like teaching everyone, students

and teachers, how to use these powerful tools responsibly. Ultimately, we must ensure AI

enhances learning, not undermines it. (Denecke et al,. 2023).

Foreign Literature by Farhan et al,. (2024), discussed that the University of

Baghdad shows AI is a big win for student learning. They surveyed pharmacy students

and found AI tools significantly boosted the quality of their education. Think of AI as a

helpful upgrade, making learning more effective and responsive. Students felt the

difference, with a strong link between AI use and better services. The study suggests

schools need to invest in tech-friendly classrooms and use digital tools to address student

concerns. Basically, AI can create a better learning experience, but it needs the right

environment and support to thrive.

Moreover, Ali (2020) stated that AI is stepping in to help us learn and teach

languages, acting like a smart assistant. The study looked at how AI is being used in

language education by analyzing existing research. Think of AI as providing new ways to

personalize learning and make teaching easier. The research found four key ways AI is

being used, showing it's a helpful tool for both teachers and students. It's like AI is adding

a new dimension to how we connect with and understand languages. Essentially, AI is

making language learning more accessible and effective.

Local literature suggested by Malon et al., (2024) that English students in a

Philippine university felt about using AI to help them rewrite sentences. Researchers

talked to the students and asked them about the good and bad sides of using these AI

tools for their writing. They listened carefully to their experiences and looked for common

themes in their answers. Essentially, they wanted to understand if AI paraphrasing was

actually helping students improve their writing, or if it was causing new problems.

AI Tools in Classroom Performance

Foreign studies suggested by Khadka et al., (2025) stated that AI is changing how

English is taught in Nepal, but teachers are still figuring out how to use it best. They're

trying out things like chatbots and AI feedback, which helps students learn at their own

pace. Teachers find AI useful for creating lessons, but they face challenges like limited

internet and lack of training. Tools like Grammarly and ChatGPT are helpful, but we need

to ensure everyone has access and knows how to use them. Essentially, AI has potential,

but teachers need more support to make it truly effective. It's about empowering teachers

to use AI to enhance, not replace, their teaching.

Moreover, integrating AI-powered adaptive learning tools holds the promise of

significantly improving classroom training effectiveness. This study explores how these

resources cater to diverse student needs, serve as models for strong literacy skills, and

address educational challenges. Leveraging machine learning algorithms, adaptive

platforms can dynamically adjust content delivery based on real-time student

performance. This personalized approach aims to optimize learning outcomes by tailoring

instruction to individual student progress and comprehension (Bhatt, 2024).

 Additionally, the education community is split on AI, with concerns that its

generative capabilities could encourage cheating and hinder intellectual growth. Similar to

initial fears about computers reducing paper use, which proved untrue, effective

integration of AI in classrooms can actually foster critical thinking rather than facilitate

dishonesty. The key lies in how AI is implemented and guided, shifting the focus from

simply generating answers to using it as a tool for deeper analysis and problem-solving.

Therefore, responsible AI adoption can be a catalyst for enhanced learning rather than a

detriment to academic integrity (Cwiakala, 2024).

On the other hand, AI is making waves in Chinese university English classes,

boosting how students participate. The AI features, like personalized learning and

interactive tools and how it affects student engagement. AI can significantly increase how

students think, act, feel, and interact in class. Interestingly, students were divided into

three groups: those not engaged, those highly engaged, and those in between. AI had the

biggest impact on getting less engaged students to participate more. It's like AI is a helpful

push, especially for those who need it most (Xu & Li 2024).

On the other hand, according to Zhen and Yahaya (2024), they stated that AI can

enhance personalized learning in a music-themed flipped classroom. A pilot study was

carried out, and it uncovered a notable gap in how teachers and students view the

effectiveness of this method. This difference underscores the importance of digging

deeper into how generative AI can be practically applied in schools. The study looks at

these contrasting opinions, aiming to pinpoint the key elements that shape how valuable

generative AI tools are perceived. The results indicate that thoughtful implementation

strategies are essential for a successful integration. By grasping the diverse experiences

of both educators and students, researchers can fine-tune the application of generative AI.

This fine-tuning will help maximize personalized learning within the flipped classroom
setup. In the end, this research adds to our understanding of how to make the most of

generative AI to improve educational outcomes.

According to Pan (2024) stated that the integration of artificial intelligence into

education, particularly for personalized learning and teaching management, has garnered

considerable interest due to its promising capabilities. Despite this potential, current

research needs further development in addressing crucial ethical and privacy concerns

surrounding AI implementation. Additionally, there are ongoing challenges related to the

potential decline in students' self-discipline as a result of AI reliance. Further investigation

is necessary to navigate these limitations and ensure responsible and beneficial AI

adoption in educational settings.

Moreover, studies explore the integration of AI tools into social media and their

effects on student engagement, behavior, and academic performance. It seeks to

understand how teachers utilize AI-driven platforms and social media to manage

classrooms and enhance student outcomes. By examining teacher practices, this

research aims to identify effective strategies and the impact of these technologies on the

educational environment. Ultimately, the study contributes to understanding the evolving

role of AI in shaping student experiences and learning outcomes in the digital age (Ullah,

2024).

Local studies by Prestoza & Banatao (2024) discussed how students feel about AI

in their education. While they're hopeful for personalized learning, they need more hands-

on experience with AI tools. AI integration seems to boost grades, especially for girls.

However, to truly benefit, students require better AI education and training. We need to

tailor AI learning experiences to address gender differences. Constant evaluation of AI

programs is crucial to keep students engaged and learning effectively. Essentially, AI

holds great promise for transforming education, but we must focus on supporting students

and ensuring fair access for all.

 Moreover, the sudden shift from in-person classes to online learning opened up

new opportunities for both students and faculty to leverage AI as a valuable resource in

navigating these changes in education. The authors pointed out that there are crucial

factors that higher education institutions need to consider before integrating AI into their

curriculum. It's important for these institutions to carefully evaluate the advantages and

potential drawbacks to develop a solid policy that governs the use of AI in the educational

landscape (Asio & Soriano, 2025).

Foreign literature by Eltahir and Babiker (2024), AI-driven personalization is really

changing the game in teacher education. By weaving AI into e-learning, we can offer

tailored instruction, intelligent tutoring, and automated assessments. This not only makes

learning more engaging and adaptable but also helps improve student outcomes.

Teachers find their workloads lightened, giving them more time to dive into meaningful

teaching. In the end, AI is paving the way for inclusive and effective learning

environments, preparing future educators with the vital skills they need.

Relatively, AI technology demonstrably improves student learning achievement in

senior high school. Teachers effectively guide students to competency through AI tools.

Students, in turn, experience enhanced learning outcomes. This study's focus was limited

to the senior high school level. Future research should expand the scope to higher

education. Exploring AI's impact across diverse educational stages is crucial. Further

investigations could reveal broader applications and benefits (Sugiarso et al., 2024).

According to Malilin (2024), AI is quite effective in personalizing learning to meet

the unique needs of each student. For instance, it helps identify and support those who

are struggling, leading to better academic results. Additionally, AI fosters a more positive

attitude towards learning by providing deeper insights. It also significantly boosts student

motivation, encouraging effective study habits. With its adaptive learning tools, AI guides

students and offers valuable feedback. Overall, this study highlights AI's ability to create
richer and more effective learning experiences, showcasing its potential to transform

educational outcomes through tailored support.

However, students generally have a neutral stance on the role of AI in academic

writing. There's a clear connection between having a positive outlook and using AI tools

frequently. Some of the most popular options out there are Grammarly, Quillbot, and

Google Docs, which help with grammar, content creation, and collaboration. AI features

like text summarization and style enhancement are highly appreciated. It's essential to

have AI literacy programs in place to effectively incorporate AI into education. Developers

should tailor AI tools to better serve the needs of Filipino students. Additionally,

policymakers need to promote responsible AI usage in educational environments. This

research provides valuable insights for educational practices and policies in the

Philippines, guiding how AI can be integrated into academic writing curricula. Future

research should build on these findings to further enhance the role of AI in education

(Fabro et al., 2024).

Synthesis

Researchers paint a complex picture of how AI tools are being integrated into

education. Both international and local studies highlight the transformative power of AI to

tailor learning experiences, boost research efforts, and increase student engagement,

while also raising important concerns. Publishers and educators are working together to

create guidelines that promote ethical AI use, focusing on transparency and proper

authorship. While students generally view AI positively, especially for its accessibility and

efficiency, educators emphasize the necessity for clear policies, training, and a balanced

approach to avoid issues like academic dishonesty and over-dependence. The literature

points out the need to adapt AI tools to fit specific educational settings, tackling challenges

such as the digital divide and cultural differences, and fostering AI literacy. In the end, the

successful integration of AI in classrooms relies on creating a collaborative atmosphere

where both students and teachers can use AI responsibly, ensuring it enhances rather

than replaces human learning and critical thinking. Prestoza & Banatao (2024) highlighted

on how students feel about AI in their education. While they're hopeful for personalized

learning, they need more hands-on experience with AI tools.

Conceptual Framework

This paper will determine the extent of using Artificial Intelligence tools and its

effect on classroom performance, Figure 2 shows the conceptual framework of this study.

The conceptual framework presents the Independent variable: Artificial Intelligence tools,

used by the students inside the classroom and Dependent variable: Effects on classroom

performance, determining the effects of extent use of AI tools inside the classroom.

Validation of Instruments, Sending of formal letters and Survey questionnaire will be the

process used in this research to determine the extent use of AI tools and its effects on

classroom performances and to proposed AI regulation.

INPUT PROCESS OUTPUT

Independent Variable

ARTIFICIAL Validation of Instruments

INTELLIGENCE
TOOLS Sending of Letters to
Conduct Research
Proposed
Survey Questionnaire
for Analysis and AI Regulation
Interpretation of the
Gathered Data from the
Dependent Variable Study

EFFECTS ON
CLASSROOM
PERFORMANCE

Figure 1: Conceptual Framework

Significance of the Study

The findings of this study will be the source of information and will be conducted to

benefit the following:

Globally, Artificial Intelligence in education is a global phenomenon. This study

contributes to the growing body of knowledge on its practical applications and impacts. It

helps to understand the benefits and risks of AI in diverse educational settings, which is

crucial for informed decision-making worldwide. Artificial Intelligence tools can contribute

to the development of innovative AI-powered educational solutions that enhance learning

outcomes. By examining the effects of AI on classroom performance, this study can

identify effective AI tools and strategies that can be adopted by educators worldwide.

Furthermore, this research can contribute to understanding how AI can either bridge or

widen educational gaps globally and will serve to the readers as their basis in terms of

using Artificial Tools by themselves and help them to improve furthermore in using AI

tools.

Locally, this study will provide valuable insights into the specific effects of AI on

classroom performance within the classrooms of BEED students. This study will help

students to identify the unique challenges and opportunities associated with AI

implementation in their classroom. The findings of this study can be used to inform the

development of local policies and regulations for AI in education. It can provide educators

with evidence-based recommendations for the effective use of AI tools in their classrooms.

In identifying the impact of AI on classroom performance, this study can contribute to the

improvement of educational outcomes in your local community. It can help to ensure that

students have access to high-quality, AI-enhanced learning experiences. This study can

provide valuable data to inform the development of regional educational plans and

initiatives in RMMC-MI. It can help to identify the specific needs and priorities of local
schools and students in relation to AI in education. Moreover, this study can inform the

development of targeted teacher training programs to equip educators in Koronadal City

with the skills and knowledge they need to effectively integrate AI into their classrooms.

This can help to ensure that teachers are prepared to use AI tools effectively and ethically.

Scope and Delimitation of the Study

This study will be conducted at the school located at Prk. Waling-Waling, Arellano

St., Zone II, City of Koronadal, South Cotabato. The school was named Ramon

Magsaysay Memorial Colleges – Marbel Inc. This study will focus on Beed students in

RMMC-MI. The respondents will be the selected Beed students and Teachers that use AI

tools in their classrooms, as they are the ones who utilize AI tools the most. The study

entitled “The Extent of Using Artificial Intelligence Tools and Its Effects on Classroom

Performance: Basis for Proposed Regulation” determine the effects of AI tools used by the

students in academic basis and its effects on student’s classroom performance. This study

is a quantitative research, and the research instruments that will be use in this study are

the survey questionnaires, which are in line with the research objectives.

Definition of Terms

To ensure better comprehension and clarity, the following concepts were hereby

defined operationally and conceptually about the problem of the study:

Artificial Intelligence Tools.

Conceptually, An AI tool is a software application that uses artificial intelligence

algorithms to perform specific tasks and solve problems. AI tools can be used in a variety

of industries, from healthcare and finance to marketing and education, to automate tasks,

analyze data, and improve decision-making (Synthensia Glossary). Moreover,

Operationally, Artificial Intelligence tools are what many students use to paraphrase any

paragraph to be understandable by most students. AI will make the student’s task easier
and simpler but also making task faster and efficient. Sometimes it is also the cause of

extent in using AI tools and relying on AI rather than working also.

Classroom Performance.

Conceptually, Imagine a classroom where the lesson plans are spot-on, the

assessments truly measure what students understand, and the interactions are lively and

engaging. That's what classroom performance really means. It's about teachers carefully

crafting their lessons, understanding how to check for student learning, and creating a

space where everyone feels comfortable participating. Essentially, it's a classroom that's

buzzing with learning, where students are supported and challenged, and where the

teacher is a guide who skillfully navigates the learning journey (Law Insider, 2025). On the

other hand, Operationally, classroom performance refers to the academic achievement,

engagement, critical thinking skills, problem solving skills and etc. that acquired by the

students at the end of the lesson.

Extent of Use

Conceptually, "Extent of use" refers to the measured quantity or degree to which a

resource, method, or concept is applied within a given situation. It quantifies the intensity,

frequency, or scope of utilization, highlighting the prevalence and impact of a particular

factor. This metric is crucial for understanding the significance and influence of

something's application, ultimately revealing the range and depth of its adoption or

consumption (Ludwig, 2025). While, Operationally, Extent of use means the timeframe

and the activity of how long you use a certain thing, the extended usage of something can

be both positive or negative in a given situation.

AI Regulation

Conceptually, AI regulation encompasses the rules and principles designed to

guide the creation and implementation of artificial intelligence, prioritizing ethical

considerations and public safety. 1 This discussion examines the definition and necessity
of AI regulation, weighing its potential advantages against its disadvantages, and

ultimately considering the overall value of pursuing such regulatory frameworks

(Sukhadiya, 2024). Furthermore, Operationally, AI regulation involves creating and

enforcing policies and guidelines to manage the development, deployment, and usage of

artificial intelligence, with the core objectives of promoting ethical practices, safeguarding

public safety, and addressing societal implications. It seeks to establish a framework that

ensures AI systems are developed and used responsibly, mitigating potential risks like

bias and privacy violations, and aligning technological advancements with societal values

and legal standards. Essentially, it's about establishing rules to govern AI's impact on

society.
 CHAPTER II

METHOD

This chapter presents the methodology that will be use by the researcher for this

study. It composed of research design, research locale, population and sample, research

instrument, the data gathering procedure, and statistical tools to interpret the data that will

be gathered by the researcher, and ethical considerations.

Research Design

Quantitative study was utilized in this study in order to determine the effect of AI

tools in classroom performance of Beed Students at Ramon Magsaysay Memorial

Colleges -Marbel Inc. The researchers choose quantitative approach to gather and

analyze numerical data, and also providing objectives and measurable insights into the

extent of using ai tools and its effects on classroom performance.

Descriptive correlational design investigates existing relationships between

variables while simultaneously providing a snapshot of the current situation. It aims to

describe the nature and strength of associations without manipulating variables, offering

insights into how changes in one variable correspond with changes in another. This

design is valuable for exploring relationships in natural settings, identifying patterns, and

generating hypotheses for future experimental studies. It provides a static picture of the

variables and their co-occurrence, contributing to a deeper understanding of real-world

phenomena. (McBurney & White, 2009)

Quantitative descriptive-correlational design was used to determine the effect of

Artificial Intelligence Tools in classroom Performance. This design will be beneficial to find

the relationship of the two variables of this study. Specifically, the design will be useful to

know the extent of AI tools and its effects on classroom performance.

Research Locale
 This study was conducted at Ramon Magsaysay Memorial Colleges-Marbel Inc.,

located at Prk. Waling-Waling, Arellano Street, Zone II, City Of Koronadal, South

Cotabato, 9506. Ramon Magsaysay Memorial Colleges-Marbel Incorporated is also

known as “RMMC-MI”. Ramon Magsaysay Memorial Colleges-Marbel, Inc. (RMMC

Marbel), founded in 2008 by Jose Mari R. Millado offering TESDA programs, rapidly

expanded into baccalaureate degrees starting in 2011 with CHED permits, quickly gaining

government recognition for programs like BSBA Marketing, Criminology, and Education by

2014. Under subsequent leadership, the college introduced Senior High School in 2016

and further diversified its offerings, including Accountancy, Social Work, and Tourism

Management, throughout the late 2010s. By the early 2020s, RMMC-MI achieved ISO

9001:2015 certification, demonstrated academic excellence with top licensure exam

placements, and initiated community development programs like iKAAGAPAY, while

continuing to pursue government recognition for remaining programs like Psychology and

Customs Administration. The school is also known for its tag line “Home of the Best”. The

researcher choose this school because of convenience and Beed students are present

and actively engaging in AI tools which is the goal in this research and the researcher will

be able to conduct with the all first year students of BEED. The institution is full of

dedication, goals and molding for future educators.

Figure 2: Research Locale

Population and Sample

The target respondents of this study focused on Bachelor of Elementary Education

or BEED students of Ramon Magsaysay Memorial Colleges-Marbel Inc. The researcher

will utilize total enumeration in order to gather all the 1st year students from Beed

Program.

According to Laerd (2025), total population sampling is a type of purposive

sampling technique that involves examining the entire population (i.e., the total population)

that have a particular set of characteristics (e.g., specific attributes/traits, experience,

knowledge, skills, exposure to an event, etc.). Whilst total population sampling is

infrequently used, there are specific types of research where total population sampling can

be very useful.

Research Instrument

The research instrument used by the researcher in this study was self-made survey

questionnaire. The questionnaire is a tool that will be use to conduct a survey. Moreover,
a survey is like asking a bunch of people their opinions so you can get a general idea of

what a whole group thinks. It's a way to take a small sample and use their answers to

understand a much larger crowd (Bhat, 2025). The survey questionnaire contains 20 items

for the respondents. Additionally, a Likert scale of one to four will be applied in this

research (4 – Strongly Agree, 3- Agree, 2- Disagree, and 1- Strongly Disagree).

Data Collection/Data Gathering Procedure

The data was gathered systematically by the research. The researcher followed the

following process to ensure that the study’s conclusion was orderly and systematic.

Surveys was conducted among all 1st year BEED students at Ramon Magsaysay

Memorial Colleges Marbel-Inc. to gather information about the extent use of Artificial

Intelligence and its effects on classroom performance: basis for proposed AI regulation.

Before beginning the data collection, the researcher wrote a formal letter with the note of

his adviser requesting permission from the College of Teacher Education Program

Director of RMMC-MI, to conduct the study among third-year BEED students. The letter

outlined the purpose of the study, the target respondents, and the procedures involved in

data collection. Also, the researcher will explain the significance and the importance of the

study to the respondents. Once approved, the researcher will gave the questionnaires to

the chosen respondents.

Statistical Tool

In analyzing and interpreting the results of the study, the researcher utilized statistical

tools in order to determine the extent use of AI tools and the perceived effects of proposed

AI regulation. Mean, Frequency, and pearson r will be used in determining these factors.

All of the data will be treated using the following statistical tools:

To determine the extent use of students on artificial intelligence tools in class of BEED

of Ramon Magsaysay Memorial Colleges-Marbel Inc., mean will be utilize for statistical

tools for analyzing and interpreting the raw data.

 To determine the perceive effects of using artificial intelligence in students classroom

performance. Mean will be utilized and with the help of a frequency table inanalyzing and

interpreting data.

To determine the significant relationship between the extent of using artificial

intelligence and its effect on students classroom performance, pearson r will be utilized to

find the correlation of the two variables.

Ethical Consideration

In conducting of the study, the researcher assured that the research guidelines will be

followed and certain research ethics will be considered. Students who will participate in

this study will be voluntary and will freely withdraw anytime without punishment.

Additionally, emotional and physical sensitivity about certain topics will be carefully

considered.

Cybercrime Prevention Act of 2012 or the Republic Act 10175, states that it aims to

address legal issues concerning online interactions and the Internet in the Philippines.

Among the cybercrime offenses included in the bill are cybersquatting, cybersex, child

pornography, identity theft, illegal access to data and libel. This law is relevant to

preventing data bleaching and unknown access to recorded data and to protect student’s

privacies. The answers will remain and will not be revealed and their identities will be

classified to keep the identity of students unknown. The respondents should answer the

questionnaire honestly and clearly.