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The Influence of Artificial Intelligence Tools on the Study
Habits and Academic Performance of Grade 12 Humanities
and Social Sciences Students in Arellano University Jose
Rizal Campus
Researchers :
Arizala, Andrea
De Leon, Rizza Mae O.
Garganta, James
Giray, Althea Ma
Hobayan, Piolo
Lejos, Ejay
Operario, Ann Margarett
Pincas, Jarred
Saavedra, Dave Adrian
Santiago, Marl Alexis
Research Advicer :
Ms. Jilien Mariz A. Oblena
January 15, 2025
BACKGROUND OF THE STUDY
This research focuses on The Influence of Artificial Intelligence Tools on the Study Habits and
Academic Performance of Grade 12 Humanities and Social Sciences Students. By analyzing how
students integrate AI technologies into their academic routines, the research seeks to determine
whether these tools serve as effective learning aids or contribute to reduced independent
learning. The findings will provide valuable insights for educators and policymakers to establish
guidelines that balance technological assistance with the development of essential academic and
critical thinking skills.
The integration of Artificial Intelligence (AI) tools has significantly shaped the study habits and
academic performance of Humanities and Social Sciences students. By providing quick access to
information, personalized learning experiences, and efficient study aids, AI enhmances students’
ability to understand complex concepts and manage their academic tasks more effectively (Basu
& Nair, 2024; Ismail & Rahim, 2024). However, its influence is not without challenges, as
overreliance on AI may hinder critical thinking and creativity.
Many HUMSS students now use AI tools like ChatGPT, Grammarly, QuillBot, and Notion AI.
These tools help with writing, checking grammar, making summaries, and organizing ideas. For
HUMSS students who do a lot of essays and presentations, AI tools make schoolwork easier and
faster (Andriani & Putra, 2023; Rahman, Abdullah, & Noor, 2023). AI in education provides
personalized learning experiences, instant feedback, and increased accessibility to knowledge.
However, while these tools offer academic support, their growing influence also raises questions
about dependency, authenticity, and the potential decline of independent critical thinking skills
(Zawacki-Richter et al., 2019).
Because of AI, students now study in new ways. Some use AI to take notes, translate lessons, or
get ideas for projects. This can help students learn better, but if they use AI too much, they might
stop thinking deeply or doing work on their own (Santos, 2024). This study looks at how AI
changes how students review, study, and do tasks, particularly in the HUMSS strand.
STATEMENT OF THE PROBLEM
This study aims to investigate the relationship between artificial intelligence tools and the study
habits and academic performances of grade 12 Humanities and Social Sciences Students at
Arellano University Jose Rizal Campus during the Academic Year 2025-2026. The findings of
this study will provide insights into how artificial intelligence tools influence students learning
behaviors and outcomes.
Specifically, the study seeks to answer the following questions:
1. What is the demographic profile of the respondents
1.1 Name
1.2 Grade and Section
1.3 Age
1.4 Gender
1.5 Commonly Used Aritificial Intelligence.
2. How frequently do Grade 12 Humanities and Social Sciences students use artificial
intelligence tools in their academic tasks?
3. What challenges or risks do Humanities and Social Sciences students encounter in using AI
tools for their studies?
4. How do AI tools influence the study habits of Humanities and Social Sciences students?
5. How do students believe AI tool usage influences their academic performances.
Scope and Delimitation
This study focuses on The Influence of Artificial Intelligence Tools on the Study Habits and
Academic Performance of HUMSS Students. use artificial intelligence (AI) tools like ChatGPT,
Grammarly, Quillbot, and other learning apps and how these tools affect their study habits and
academic performance. It looks at how often students use these tools, what they use them for
(like writing, reviewing, or studying), and how it helps or changes the way they learn. The study
will cover selected senior high school HUMSS students during the school year 2025–2026.
This research is limited to HUMSS students only. It does not include students from other strands
like STEM, ABM, or TVL. The study will not cover all AI tools, only the ones commonly used
by students for schoolwork. Also, it will not measure long term effects only the current impact
on study habits and grades during the time of the research.
Significance of the Study
The results of this study are significant to various stakeholders who are directly or indirectly
affected by the growing use of Artificial Intelligence tools among HUMSS students.
For students, this research may help them understand how AI applications influence their study
habits, time management, and academic performance, guiding them toward responsible and
productive usage.
For parents and guardians, the study can provide awareness of how AI affects their children’s
learning behavior and academic outcomes, enabling them to offer proper supervision and support
at home.
For Teachers and School Administrators, may benefit from the findings by gaining insights that
can inform the creation of policies, teaching strategies, and programs that promote academic
integrity while maximizing the positive impacts of AI in learning. In the context of markets and
businesses, especially those developing educational technologies, the study can reveal student
needs, usage patterns, and potential areas for improvement, helping companies design AI tools
that better support academic work.
Lastly, for future researchers, the results can serve as a foundation for further studies on AI in
education, contributing to the development of literature, comparisons across other strands, and
exploration of long-term effects on learning and performance.
DEFINITION OF TERMS
Artificial Intelligence (AI) Tools – Refer to computer programs or systems that simulate human
intelligence processes such as learning, reasoning, and problem-solving. Examples include
ChatGPT, Grammarly, QuillBot, and other AI-based educational applications used to assist in
studying and academic tasks.
Study Habits – Refer to the behaviors, routines, and methods that students regularly use when
studying, such as time management, note-taking, reviewing lessons, and using learning resources
effectively.
Academic Performance – Refers to the measurable outcomes of students’ learning, typically
indicated by grades, test scores, or overall school performance.
HUMSS Strand – Stands for Humanities and Social Sciences strand students under the Senior
High School (SHS) curriculum. They focus on subjects related to communication, social studies,
politics, and the arts.
AI-Assisted Learning – Refers to the process of using artificial intelligence tools to support,
enhance, or personalize a student’s learning experience.
Technology Integration – The process of incorporating digital tools and technologies, such as AI
applications, into educational activities to improve learning and teaching outcomes.
RESEARCH DESIGN
This study uses a descriptive–quantitative research design to examine the participants’ responses
related to the research topic. This approach is appropriate because it focuses on numerical data,
measurable variables, and statistical analysis to describe existing conditions and trends.
Structured questionnaires with close-ended questions are used to collect data that can be
quantified and analyzed objectively. The method aligns with the research objectives and
questionnaire, as it helps identify patterns, relationships, and trends among variables. To ensure
the validity and reliability of the findings, expert validation and appropriate statistical procedures
will be applied.
RESEARCH INSTRUMENT
A survey questionnaire administered through Google Forms was chosen as the primary research
instrument because it allows for the efficient and systematic collection of data from a large
number of Grade 12 Humanities and Social Sciences students at Arellano University Jose Rizal
Campus. This method is cost-effective, easy to distribute, and accessible to students who are
already familiar with digital platforms and artificial intelligence tools. The use of Google Forms
also ensures confidentiality and anonymity of responses, encouraging honest and accurate
answers. Moreover, the survey method enables the researchers to gather quantifiable data on
students’ study habits, use of AI tools, and academic performance, which is essential for reliable
statistical analysis.
RESEARCH PARADIGIM
INPUT PROCESS OUTPUT
1. What is the demographic
profile of the respondents
1. Data gathering through: The study will have two
1.1 Name (Optional) a. Survey Questionnaire outputs:
1.2 Grade and Section 2. Statistical tools using: Short-term:
a. Percentage Seminar on orientation on
1.3 Age b. Weighted Mean responsible use of AI tools
for study habits.
1.4 Gender 3. Analysis and Interpretation
of the Data Long-term:
Publication of a blog or
1.5 Commonly Used digital resource guide on AI’s
Aritificial Intelligence. influence on academic
performance.
2. How frequently do Grade
12 Humanities and Social
Sciences students use
artificial intelligence tools in
their academic tasks?
3. What challenges or risks do
Humanities and Social
Sciences students encounter
in using AI tools for their
studies?
4. How do AI tools influence
the study habits of
Humanities and Social
Sciences students?
5. How do students believe
AI tool usage influences their
academic performances.
The variables in the study that are used as the input include the demographic profile of the
students, the influence of Artificial Intelligence tools on their study habits and academic
performance, and the advantages and challenges of using AI in their academic life.
The process involves gathering data through surveys and interviews, applying statistical tools
such as percentage and weighted mean, and analyzing and interpreting the results.
The output of the study is divided into short-term and long-term. In the short term, seminars will
be conducted to guide students on the responsible use of AI tools. In the long term, a blog or
digital resource will be created to document and share the findings on how AI influences study
habits and academic performance.
TREATMENT OF DATA
This study collected data using Google Forms by administering an online survey to selected
senior high school students from Arellano University–Jose Rizal Campus. The responses
gathered from the participants will be analyzed and utilized to address the research questions of
the study. Moreover, Likert scale interpretation will be applied in analyzing the data, including
the computation of percentages and weighted means using the appropriate formulas.
1. Percentage:
P = fn X 100
Where:
f = frequency (total number of responses)
n = total number of respondents
2. Weighted Mean:
WM = fn
Where:
wm = weighted mean
ΣF = summation of a total number of respondents
n = total number of respondents
3. Likert Scale:
Numerical Interpretation Indicators Verbal Interpretation
5 4.21 - 5.00 Strongly Agree
4 3.41 - 4.20 Agree
3 2.61 - 3.40 Nuetral
2 1.81 - 2.60 Disagree
1 1.80 - 1.00 Strongly Disagree
MATERIALS
The researchers used a survey questionnaire to gather data on the influence of Artificial
Intelligence (AI) tools on the study habits and academic performance of Grade 12 Humanities
and Social Sciences (HUMSS) students of Arellano University Jose Rizal Campus. The
questionnaire, created using Google Forms, employed a five-point Likert scale. The survey link
was distributed through the Messenger application. Collected responses were exported to
Microsoft Excel and analyzed using IBM SPSS to generate frequencies, percentages, weighted
means, and tables.
PROCEDURES
The researchers first obtained permission from the concerned teacher and respondents. After
approval, the Google Form survey link was distributed via Messenger. Once the responses were
collected, the data were reviewed, organized in Microsoft Excel, and analyzed using IBM SPSS.
The results served as the basis for the study’s conclusions and recommendations
References
Andriani, R., & Putra, M. A. (2023). The impact of artificial intelligence tools on student writing
performance. Journal of Educational Technology and Innovation, 11(2), 45–58.
Basu, S., & Nair, V. (2024). Artificial intelligence in education: Enhancing learning through
adaptive technologies. International Journal of Digital Learning, 9(1), 22–36.
Ismail, H., & Rahim, M. (2024). AI integration and academic performance among senior high
school students. Asian Journal of Educational Research, 15(3), 77–90.
Rahman, A., Abdullah, S., & Noor, H. (2023). Exploring student reliance on AI-powered writing
assistants: Implications for higher education. Journal of Learning and Teaching Research, 8(4),
105–118.
Santos, L. (2024). AI-assisted learning and the decline of student autonomy. Philippine
Educational Review, 20(1), 33–47.
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of
research on artificial intelligence applications in higher education. International Journal of
Educational Technology in Higher Education, 16(1), 1–27.
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