​Academy of Saint Andrew​​Caloocan (ASAC) Inc.

​The Positive Impact of Using Artificial Intelligence in Relation to the Academic Performance of​
​Grade 12 STEM Students in Academy of Saint Andrew Caloocan Inc.​
​Basis: Performance Tasks and Written Works​

​10 Local RRL​

​1.​ D​ epartment​​of​​Education​​(2023),​​recognizes​​that​​Artificial​​Intelligence​​(AI)​​can​​improve​
​the​ ​quality​ ​of​ ​education​ ​by​ ​providing​ ​personalized​ ​learning​​experiences​​and​​supporting​
​students​ ​in​ ​completing​ ​academic​ ​tasks.​ ​AI-powered​ ​educational​ ​tools​ ​help​ ​learners​
​understand​ ​difficult​ ​concepts​ ​through​ ​adaptive​ ​instruction​ ​and​ ​immediate​ ​feedback,​
​which​ ​contributes​ ​to​ ​improved​ ​performance​ ​in​ ​written​ ​works​ ​and​ ​classroom​ ​activities.​
​The​ ​integration​ ​of​ ​AI​ ​in​ ​the​ ​Philippine​ ​schools​ ​is​ ​also​ ​encouraged​ ​through​ ​responsible​
​use of technology and digital literacy.​

​2.​ C​ ommission​ ​on​ ​Higher​ ​Education​ ​(2024),​ ​stated​ ​that​ ​AI​ ​has​ ​become​ ​an​ ​important​
​education​ ​technology​ ​that​ ​enhances​ ​students’​ ​research,​ ​writing,​ ​and​ ​problem-solving​
​skills.​​Studies​​conducted​​in​​Philippine​​higher​​education​​institutions​​revealed​​that​​students​
​who​​use​​AI​​tools​​appropriately​​demonstrated​​better​​academic​​outputs,​​particularly​​written​
​assessments​​and​​project-based​​learning.​​However,​​CHED​​also​​emphasizes​​the​​importance​
​of ethical AI use to maintain academic integrity.​

​3.​ U​ niversity​​of​​the​​Philippines​​Open​​University​​(2023),​​they​​reported​​that​​AI​​applications​
​such​ ​as​ ​intelligent​ ​tutoring​ ​systems​ ​and​ ​generative​ ​AI​ ​assist​ ​students​ ​in​ ​learning​
​independently.​ ​These​ ​technologies​ ​increase​ ​engagement,​ ​improve​ ​critical​ ​thinking,​ ​and​
​provide​​timely​​academic​​support.​​Students​​who​​used​​AI​​responsibly​​were​​able​​to​​produce​
​higher-quality written outputs and complete performance tasks more efficiently.​

​4.​ A​ rtificial​ ​Intelligence​​in​​the​​Philippine​​Educational​​Context:​​Circumspection​​and​​Future​

​Inquiries​​Carie​​Justine​​P.​​Estrellado​​and​​John​​Christian​​Miranda​​(2023)​​In​​their​​literature​
​review,​​the​​authors​​explained​​that​​AI​​can​​revolutionize​​the​​Philippine​​academic​​landscape​
​by​​providing​​personalized​​learning​​pathways,​​automating​​heavy​​administrative​​tasks,​​and​
​utilizing​​data-driven​​analytics​​to​​predict​​student​​success.​​However,​​they​​emphasized​​that​
​its​ ​deployment​ ​requires​ ​deep​ ​circumspection,​ ​warning​ ​that​ ​aggressive​ ​integration​​could​
​worsen​ ​the​ ​digital​ ​divide​ ​and​ ​compromise​ ​data​ ​privacy​ ​in​ ​low-resource​ ​schools.​
​Ultimately,​​they​​argued​​that​​AI​​must​​only​​serve​​as​​an​​augmenting​​tool​​that​​keeps​​human​
​mentorship and equitable access at the center of education.​

​5.​ ​Benefits​​of​​AI​​Chatbots​​and​​Engagement​​of​​Senior​​High​​School​​Students​​in​​Divine​​Word​
​College​ ​of​ ​San​ ​Jose​ ​Erna​ ​Joy​ ​Valdez​ ​et​ ​al.​ ​(2024)​ ​In​ ​their​ ​study​ ​published​ ​in​ ​the​
​International​ ​Journal​ ​of​ ​Research​ ​Studies​ ​in​ ​Educational​ ​Technology,​ ​the​ ​authors​
​investigated​ ​how​ ​AI​ ​chatbots​ ​affect​ ​the​ ​learning​ ​experience​ ​of​ ​206​ ​senior​ ​high​ ​school​
​students.​​They​​explained​​that​​chatbots​​provide​​fast,​​time-effective​​academic​​support​​that​
​helps​ ​students​ ​resolve​ ​problems​ ​and​​manage​​tasks​​independently.​​The​​findings​​revealed​
​that​ ​while​ ​students​ ​see​ ​moderate​ ​direct​ ​benefits​ ​from​ ​these​ ​tools,​ ​they​ ​maintain​ ​a​ ​high​
 l​evel​​of​​classroom​​engagement.​​Ultimately,​​the​​researchers​​proved​​a​​significant​​statistical​
​relationship​ ​between​ ​the​ ​two​ ​variables,​ ​demonstrating​ ​that​ ​as​ ​students​ ​find​ ​greater​
​practical​ ​utility​ ​in​​AI​​chatbots,​​their​​active​​participation​​and​​engagement​​in​​the​​learning​
​process increase.​

​6.​ U​ se​ ​of​ ​AI-Based​ ​Learning​ ​Tools​ ​and​ ​Academic​ ​Performance​ ​of​ ​Senior​ ​High​ ​School​
​Students​ ​Jhondel​ ​P.​ ​Baranggan​​and​​Sheilla​​D.​​Yamba​​(2026)​​In​​their​​study​​published​​in​
​the​ ​International​ ​Journal​ ​of​ ​Interdisciplinary​ ​Viewpoints,​ ​the​ ​authors​ ​examined​​how​​AI​
​usage​ ​relates​ ​to​ ​student​ ​grades​ ​among​ ​senior​ ​high​ ​school​ ​learners.​ ​They​​explained​​that​
​students​ ​utilize​ ​tools​ ​like​ ​chatbots​ ​and​ ​grammar​ ​checkers​ ​to​ ​simplify​ ​complex​ ​topics,​
​organize​​ideas,​​and​​improve​​assignment​​quality.​​The​​findings​​revealed​​that​​while​​students​
​maintain​​high​​academic​​marks​​and​​submit​​better​​work,​​they​​intentionally​​avoid​​using​​AI​
​during​ ​formal​ ​exams​ ​to​ ​maintain​ ​integrity.​ ​Ultimately,​ ​the​ ​researchers​ ​demonstrated​ ​a​
​significant​ ​moderate​ ​positive​ ​correlation​ ​between​ ​the​ ​variables,​ ​proving​ ​that​ ​the​
​purposeful​ ​adoption​ ​of​ ​AI​ ​as​ ​a​ ​study​ ​supplement​ ​directly​ ​links​ ​to​ ​improved​ ​academic​
​performance.​

​7.​ ​AI​ ​Literacy​ ​and​ ​Academic​ ​Performance:​ ​A​ ​Cross-Sectional​ ​Analysis​ ​of​ ​Senior​ ​High​
​School​​StudentsCo,​​Dabu,​​and​​Sanchez​​(2026),​​established​​that​​artificial​​intelligence​​(AI)​
​literacy​ ​is​ ​a​ ​critical​ ​determinant​ ​of​ ​senior​ ​high​ ​school​​students’​​academic​​achievement.​
​Their​ ​study​​revealed​​that​​true​​digital​​literacy​​requires​​a​​balanced​​comprehension​​of​​four​
​core​​areas:​​tool​​awareness,​​practical​​usage,​​objective​​evaluation,​​and​​data​​ethics.​​Learners​
​who​ ​possess​ ​high​ ​AI​ ​literacy​ ​effectively​ ​lower​ ​their​ ​overall​ ​cognitive​ ​workload​ ​when​
​navigating​ ​complex,​ ​technology-driven​ ​learning​ ​environments.​ ​Ultimately,​ ​the​
​researchers​ ​demonstrated​ ​that​ ​a​ ​high​ ​degree​ ​of​ ​ethical​ ​and​ ​critical​ ​AI​ ​mastery​ ​directly​
​links to superior academic performance and higher grade point averages.​

​8.​ U​ tilization​ ​of​ ​Artificial​ ​Intelligence​ ​(AI)​ ​Tools​ ​among​ ​Senior​ ​High​ ​School​ ​Students:​
​Inputs​ ​for​ ​Policy​ ​Recommendations​ ​Brigola​ ​(2025),​ ​discovered​ ​that​ ​senior​ ​high​ ​school​
​students​​display​​a​​moderate​​level​​of​​engagement​​with​​AI​​tools,​​using​​them​​primarily​​for​
​essay​ ​writing,​ ​research,​ ​and​ ​presentations.​ ​Her​​study​​indicated​​that​​while​​platforms​​like​
​ChatGPT​ ​and​ ​Grammarly​ ​are​ ​highly​ ​favored,​ ​specialized​ ​educational​ ​AI​ ​remains​
​underutilized​ ​due​ ​to​ ​weak​ ​internet​ ​connectivity​ ​and​ ​baseline​ ​knowledge​ ​gaps.​ ​The​
​findings​​revealed​​that​​actual​​gadget​​ownership​​dictates​​usage​​frequency,​​while​​structural​
​and​ ​skills​ ​barriers​ ​limit​ ​equitable​ ​adoption.​ ​Ultimately,​ ​the​ ​researcher​ ​emphasized​ ​that​
​these​​patterns​​create​​an​​urgent​​need​​for​​localized​​institutional​​policies​​and​​digital​​literacy​
​programs to safely guide AI integration in schools.​

​9.​ T​ he​​Use​​of​​AI​​Tools​​in​​Enhancing​​Student​​Learning​​De​​Silva,​​Ramos,​​and​​Santos​​(2025),​
​discovered​ ​that​ ​integrating​ ​artificial​ ​intelligence​ ​(AI)​ ​tools​ ​into​ ​education​ ​significantly​
​improves​ ​student​ ​learning​ ​experiences.​ ​Their​ ​study,​ ​published​ ​in​ ​the​ ​Philippine​
​EJournals,​ ​examined​ ​676​ ​learners​ ​from​ ​a​ ​private​ ​Catholic​ ​institution​ ​to​ ​measure​
​engagement,​ ​satisfaction,​ ​and​ ​performance.​ ​The​ ​findings​ ​revealed​ ​that​ ​AI​ ​applications​
​enhance​ ​classroom​ ​involvement​ ​by​ ​encouraging​ ​active​ ​peer​ ​collaboration​ ​and​ ​deeper​
​interactions​​with​​academic​​material.​​While​​students​​showed​​a​​strong​​intention​​to​​continue​
​using​ ​these​ ​platforms,​ ​the​ ​researchers​ ​emphasized​ ​that​ ​challenges​ ​like​ ​unequal​ ​digital​
​access​ ​and​ ​software​ ​over-reliance​ ​must​ ​be​ ​managed​ ​to​ ​secure​ ​long-term​ ​learning​
​outcomes.​
 ​10.​​Artificial​​Intelligence​​Consumption​​and​​the​​State​​of​​Learning​​Engagement​​among​​Grade​
​11​ ​Senior​ ​High​ ​School​ ​Learners​ ​in​ ​Malaybalay​ ​City​ ​Capio​ ​(2026),​ ​discovered​ ​that​
​Artificial​ ​Intelligence​ ​(AI)​ ​consumption​ ​serves​ ​as​ ​a​ ​positive​ ​supplementary​ ​support​
​mechanism rather than a primary determinant of student learning engagement.​

​10 International RRL​

1​ .​ ​UNESCO​ ​(2023),​ ​stated​ ​that​ ​Artificial​ ​Intelligence​ ​has​ ​significant​ ​potential​ ​to​ ​transform​
​education​ ​by​ ​providing​ ​personalized​ ​instruction,​ ​improving​ ​learning​ ​outcomes,​ ​and​ ​supporting​
​teachers.​ ​AI​ ​enables​ ​students​ ​to​ ​receive​ ​immediate​ ​feedback,​ ​adapt​ ​learning​ ​materials​ ​to​ ​their​
​individual​ ​needs,​ ​and​ ​strengthen​ ​academic​ ​performance​ ​in​ ​various​ ​subjects.​ ​UNESCO​ ​also​
​highlights that AI should be used responsibly and ethically in educational settings.​

2​ .​ ​Organisation​ ​for​ ​Economic​ ​Co-operation​ ​and​ ​Development​ ​(2021),​ ​they​ ​found​ ​out​ ​that​
​AI-supported​​educational​​technologies​​improve​​students'​​engagement,​​motivation,​​and​​academic​
​achievement.​ ​Adaptive​ ​learning​ ​systems​ ​allow​ ​students​ ​to​ ​study​ ​at​ ​their​ ​own​ ​pace​ ​while​
​receiving​ ​individualized​ ​instruction.​ ​Research​ ​also​ ​suggests​ ​that​ ​AI​ ​enhances​ ​students'​ ​writing​
​skills​ ​and​ ​performance​ ​in​ ​assessments​ ​when​ ​used​ ​as​ ​a​ ​learning​ ​support​ ​tool​ ​rather​ ​than​ ​as​ ​a​
​replacement for critical thinking.​

3​ . Wayne Holmes, Maya Bialik, and Charles Fadel (2019)​

​In​ ​their​ ​book​ ​Artificial​ ​Intelligence​ ​in​ ​Education:​ ​Promises​ ​and​ ​Implications​ ​for​ ​Teaching​​and​
​Learning,​ ​the​ ​authors​ ​explained​ ​that​ ​AI​ ​can​ ​improve​ ​academic​ ​performance​ ​by​ ​offering​
​personalized​ ​feedback,​ ​supporting​ ​collaborative​ ​learning,​ ​and​ ​helping​ ​students​ ​complete​
​academic​ ​tasks​ ​more​ ​effectively.​ ​They​ ​emphasized​ ​that​ ​AI​ ​serves​ ​as​ ​a​ ​learning​ ​assistant​ ​that​
​enhances students' understanding and productivity when used appropriately.​

4​ . International Society for Technology in Education (2023)​

​The​ ​International​ ​Society​ ​for​ ​Technology​ ​in​ ​Education​ ​explains​ ​that​ ​AI​ ​enables​ ​students​ ​to​
​strengthen​ ​critical​ ​thinking,​ ​creativity,​​collaboration,​​and​​problem-solving​​skills.​​AI​​also​​assists​
​learners​ ​in​ ​completing​ ​academic​ ​tasks​ ​more​ ​effectively​ ​while​ ​encouraging​ ​responsible​
​technology use.​

5​ .​ ​Chan​ ​and​ ​Hu​ ​(2023),​ ​stated​ ​that​ ​Artificial​ ​Intelligence​ ​tools​ ​may​ ​provide​ ​students​ ​with​ ​a​
​tailored​ ​learning​ ​experience​ ​by​ ​allowing​ ​them​ ​to​​study​​on​​their​​own​​and​​customize​​learning​​to​
​their​​preferred​​learning​​style.​​With​​AI​​tool's​​immediate​​feedback,​​learners​​can​​get​​involved​​in​​the​
​learning​​process​​and​​be​​encouraged​​to​​seek​​clarification​​and​​recommendation​​when​​necessary​​to​
​better understand what they are learning.​

6​ .​ ​The​ ​implementation​ ​of​ ​AI​ ​tools​ ​has​ ​recently​ ​taken​ ​a​ ​major​ ​turn,​ ​particularly​ ​after​ ​open​ ​AI​
​introduced​ ​ChatGPT​ ​in​ ​2022​ ​(Caldarini​ ​et​ ​al,​ ​2022)​ ​The​ ​emergence​ ​of​ ​ChatGPT​ ​prompted​
​interest​ ​among​ ​businesses​ ​and​ ​individuals​ ​alike,​ ​particularly​ ​students​ ​who​ ​wanted​ ​to​ ​use​ ​its​
​features​ ​for​ ​rapid​ ​and​ ​efficient​ ​answers​ ​to​ ​a​ ​range​ ​of​ ​difficulties​ ​such​ ​as​ ​discussions,​ ​music​
​production,​​narrative​​authoring,​​and​​assignment​​explanation.​​This​​technology,​​based​​on​​cognitive​
​retrieval​ ​and​ ​learning​ ​algorithms,​ ​produces​ ​human-like​ ​writing​ ​by​ ​analyzing​ ​and​ ​interpreting​
​ assive​​volumes​​of​​data,​​including​​linguistic​​patterns​​and​​structures​​(Grassini,​​2023,​​Haleem​​et​
m
​al., 2022).​

7​ .​ ​Aniella​ ​Mihaelu​ ​Vieriu​​and​ ​Gabriel​​Petrea​​(2025)​​stated​ ​AI​​positively​​citing​​its​​capacity​​to​

​enhance​ ​learning​ ​efficiency​ ​and​ ​academic​ ​performance—there​ ​remain​ ​important​ ​challenges,​
​particularly​​regarding​​the​​accuracy​​of​​AI​​outputs,​​the​​risk​​of​​over-dependence,​​and​​the​​potential​
​erosion of critical thinking skills.​

8​ .​ ​Ying​​Dong​​(2026)​​had​​concluded​​that​​Through​​the​​meta-analysis​​and​​systematic​​review,​​this​
​study​ ​concludes​ ​that​ ​GenAI​ ​technologies​ ​may​ ​have​ ​the​ ​potential​ ​to​ ​improve​ ​academic​
​achievements,​ ​higher-order​ ​thinking​ ​abilities,​ ​and​ ​writing​ ​skills​ ​compared​ ​with​ ​traditional​
​technologies;​ ​GenAI​ ​feedback​ ​may​ ​cause​ ​significantly​ ​higher​ ​educational​ ​outcomes​ ​than​
​non-GenAI​ ​feedback;​ ​Game-assisted​ ​GenAI​ ​may​ ​fail​ ​to​ ​cause​ ​significantly​ ​higher​ ​educational​
​outcomes​ ​than​ ​non-game-assisted​ ​GenAI;​ ​GenAI​ ​technologies​ ​may​ ​cause​ ​significantly​ ​higher​
​educational​ ​outcomes​ ​than​ ​the​ ​non-GenAI​ ​technologies​ ​in​ ​China​ ​and​ ​Pakistan,​ ​rather​ ​than​ ​in​
​Korea​ ​and​ ​Turkey;​ ​GenAI​ ​technologies​ ​may​ ​cause​ ​significantly​ ​higher​ ​educational​ ​outcomes​
​than non-GenAI technologies at both university and secondary levels.​

9​ .​​Cecilia​​Ka​​Yuk​​Chan​​and​​Wenjie​​Hu​​(2023)​​study​​explores​​university​​students'​​perceptions​​of​
​generative​ ​AI​ ​(GenAI)​ ​technologies,​ ​such​ ​as​ ​ChatGPT,​ ​in​ ​higher​ ​education,​ ​focusing​ ​on​
​familiarity,​ ​their​ ​willingness​ ​to​ ​engage,​ ​potential​ ​benefits​ ​and​ ​challenges,​ ​and​ ​effective​
​integration.​​A​​survey​​of​​399​​undergraduate​​and​​postgraduate​​students​​from​​various​​disciplines​​in​
​Hong​ ​Kong​ ​revealed​ ​a​ ​generally​ ​positive​ ​attitude​ ​towards​ ​GenAI​ ​in​ ​teaching​ ​and​ ​learning.​
​Students​ ​recognized​ ​the​ ​potential​ ​for​ ​personalized​ ​learning​ ​support,​ ​writing​ ​and​ ​brainstorming​
​assistance, and research and analysis capabilities.​

1​ [Link]​ ​Economic​ ​Forum​ ​(2024),​ ​the​ ​World​ ​Economic​ ​Forum​ ​highlighted​ ​that​ ​AI​ ​is​
​transforming​ ​education​ ​by​ ​providing​ ​intelligent​ ​tutoring​ ​systems,​ ​personalized​ ​instruction,​ ​and​
​data-driven​ ​learning​ ​support.​ ​Students​ ​who​ ​effectively​ ​use​ ​AI​​demonstrate​​improved​​academic​
​engagement and better learning outcomes.​