SMART ASSISTANT: THE INFLUENCE OF CHATGPT USAGE ON SENIOR HIGH

SCHOOL STUDENTS’ RESEARCH SKILL PROFICIENCY

A Quantitative Research Presented to The Faculty of Senior High School

Department Of San Pedro College-Basic Education Department

In Partial Fulfillment of The Requirements For

Applied Subject Practical Research 200 (APP 5)

Abarca, Franz Albert

Auditor, Florence Nicole

Cole, Genevieve

De Vera, Czarina Angela

Elizan, Elvic Liana Kuule

Grumo, Camille Engrid

Justol, Sean Michael

Magno, Christine Bianca

Nierras, Kristine Nichole

February 2025
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

The use of ChatGPT significantly impacts the research skills proficiency of the
Senior High School Students of San Pedro College-Basic Education, particularly in
problem identification and conceptualization skills, information and evidence seeking
skills, information and data evaluation skills, communication and language skills, and
writing and reporting results skills. As technology improved over the last decade, this led
to the rise of AI applications in the current generation in the course of making life easier
for the users of technology. ChatGPT has been a tool for students in the academic field
due to its accessibility and cognitive-efficient nature, resulting to the increasing
dependency of students to ChatGPT in constructing academic writing, particularly in
research, which may negatively affect their academic performance and future
professional preparation. The reliance on ChatGPT influences students' ability to engage
in critical thinking, evaluate information, and write academic writing effectively. As
educational institutions strive to foster independent learning and critical thinking,
depending on these technologies may be a significant limitation in the ability of students
to develop and prepare themselves in preparation for future academic responsibilities.

Extensive usage of ChatGPT in education poses threats to the cognitive abilities

of the students. According to the research study conducted by Zhai, Wibowo, and Li
(2024) entitled, The effects of over-reliance on AI dialogue systems on students’
cognitive abilities: a systematic review, although AI dialogue systems offer significant
benefits in efficiently making research tasks and improving academic productivity, it also
highlights the potential decline of essential cognitive skills that a student must possess in
academic writing, particularly in decision-making, critical thinking, and analytical
reasoning, resulting to ethical issues and academic dishonesty such as misinformation,
transparency issues, and plagiarism. ChatGPT tempts students to submit AI-generated
output as their own due its easy accessibility and usage. Furthermore, relying on AI for
decision-making can diminish individuals’ motivation to think and analyze independently,
potentially weakening vital cognitive skills and fostering automation bias. As AI systems
provide pre-formulated answers, this practice can limit students’ ability to express their
own thoughts and perspectives. This excessive use could hinder creativity among
students, potentially diminishing the quality of education.

The utilization of artificial intelligence in academic sectors has largely increased

as society develops. As mentioned in a study by Dela Rosa, Dacuma, Ang, Nudalo,
Cruz, & Vallespin (2024), the heavy usage of artificial intelligence amongst students
resulted into plagiarism and dishonesty for reasons that influence their mental and
personal well-being. Students opted to use Al in completing their coursework, which
implies their rapid dependence on Al, impacting their oral performance and their writing
abilities as they depend most on Al. The students’ reliance on artificial intelligence
greatly diminished their cognitive and analytical abilities as they only use these
technologies to complete their work instead of understanding the course material.
Furthermore, class exercises may determine a student’s knowledge on the topic and as
well as the adverse effects of being dependent on artificial intelligence.

According to a study conducted at the University of Mindanao Tagum College, it

is shown that the dependency that comes with AI tools has a negative impact, which
slows down student’s capability to learn and think independently and solve problems on
their own. It is also pointed out in the study that although there are advantages of using
AI in an academic setting, over-reliance from it can form academic dishonesty such as
plagiarism. Since ChatGPT can write good text and content, it becomes easier for
students to replicate work from ChatGPT, which is not their own. This over reliance can
lessen the potential of the students to think and formulate thoughts and ideas on their
own (Genelza, 2024). The extensive usage of AI tools can trigger the spread of
misinformation, in which it cannot provide complete accuracy that it relies on data for
decision making. This over-reliance may reduce students' critical thinking and affect the
quality of their education.

In the light of the concepts mentioned above, the aim of the study is to test the
proficiency of the students’ research skill while also determining their usage of AI tools
such as ChatGPT in conducting traditional research processes. The researchers seek to
find out the influence of ChatGPT on San Pedro College-Basic Education Senior High
School students’ research skill proficiency and whether the students of the said
institution are in fact dependent on the usage of ChatGPT when conducting their
research studies. While it is known that AI tools can help generate ideas and provide
quick information, it is still being determined how this reliance might weaken students'
ability to do traditional research and think critically. This study can be beneficial for the
educational institution, most notably teachers as well as students. Through this study,
teachers may strengthen the rules regarding the usage of AI, encouraging a responsible
environment for students to lessen its usage and instead conduct a traditional research
process free of dependency on AI tools.

Literature Review
In this section, the literature of other researchers related to the current study was
discussed. The following paragraphs revealed several ideas relevant and similar to the
current study, which were drawn upon as frameworks and basis for this research.

Smart Assistant as the Nature of AI. According to [Link] (2023), smart assistant
provides a detailed analysis of AI assistants, focusing on how they automate tasks
through machine learning and natural language processing. These tools are used across
industries to streamline scheduling, enhance productivity, and reduce human error. Key
features include adaptability, learning from interactions, and personalizing user
experiences. The article highlights the growing relevance of AI assistants in optimizing
workflows in business, healthcare, education, and personal life, offering significant
benefits such as time management and improved efficiency.

As stated by Kumar and Sharma (2023), ChatGPT is an artificial intelligence

model created by OpenAI designed for conversations. It uses a transformer-based
neural network to generate human responses in real time, enabling human-machine
dialogue in natural language. Because ChatGPT is trained on a lot of data collected
online, it is informed about a wide range of subjects, including news and entertainment,
sports and politics, and education. This enables it to produce contextually appropriate
answers to questions and assertions, making the conversation's perceived relevance
accurate. Applications for the paradigm include virtual assistants, personal assistants,
and customer service. ChatGPT features demonstrated encouraging outcomes when
producing creative stuff, including poems and jokes, demonstrating its adaptability and
future potential applications.

The advanced features of intelligent assistants, like speech recognition and

natural language processing, allow effective user interactions. It draws attention to their
educational advantages, especially in offering individualized learning experiences
adapted to human tastes. It also discusses moral issues with data security and privacy,
highlighting the necessity of user information protection frameworks. As a whole, it
advances knowledge of the effects of artificial intelligence across a range of industries
by demonstrating how Smart Assistants may boost productivity and crucial moral
debates about how it should be incorporated into daily life. (Terzopoulos, George,
Satratzemi, & Maya, 2020).

Definition and Role of ChatGPT and Similar AI Tools in the Society. The
development of society has led to the creation of various tools to make our lives easier.
Among these tools, ChatGPT is commonly used in numerous fields, namely in
education, content creation, and coding. As mentioned in an article by Gregersen
(2024), ChatGPT is a software tool that allows individuals to ask questions to the
software through the use of conversational language. Moreover, the model was trained
through a large amount of database information (Kramer, 2022). Although ChatGPT
offers a multitude of uses, it also has its limitations. As described by Hughes (2023), the
software can become confused if the prompt is too complicated. Additionally, the
software also cannot discuss nor cover topics that are recent.

ChatGPT is a versatile tool that can be used across different sectors in the
society. As cited by Nooreen (2023), the main purpose of ChatGPT is to provide
informative responses that are relevant to the given questions or prompts. ChatGPT
serves its purpose in the business field by handling customers, supporting market
research, and data analysis (Christiano, 2023). On the other hand, it can serve its
purpose in the medical field by providing useful support and patient empowerment
(Issom, Hardy-Dessources, Romana, Hartvigsen, & Lovis, 2021) and improve an
individual’s health literacy (Mokmin & Ibrahim, 2021). ChatGPT, although has numerous
applications and usage, also has its own limitations. As mentioned by Dave, Athalur, and
Singh (2023), the use of ChatGPT in the medical field has both ethical and legal
concerns. This means that individuals should not be over reliant on the application.

The use of ChatGPT in the academic field has grown as technology further
improved. According to a journal by Mondal, H., & Mondal, S. (2023), ChatGPT has
become a profound tool for academic writing as it can help writers with accuracy and
efficiency. Moreover, it enables students to have conversations where they can explore
new concepts, similar to interacting with a human (Fortman, Udvaros, & Avornicului,
2023). Furthermore, the use of ChatGPT has improved students’ time management
skills by reducing the time of creating an output (Al-Zubaidi, Jaafari & Touzani, 2024)
and improve a student’s writing quality in terms of organization and grammar (Maghamil
& Sieras, 2024). However, the use of ChatGPT in an academic setting could lead to
dishonesty and cheating. As discussed by Valenzuela (2024), a decrease in critical
thinking, differences in performance across various subjects, poor decision making, and
loss of ideas were the drawbacks pointed out in using ChatGPT in an academic setting.
In addition to that, Duhaylungsod and Chavez (2023) argued that the overreliance on
ChatGPT resulted in being complacent and a decline in intellectual curiosity and the
overall academic standard.

Introduction to Research Skills. Research skills are essential for locating, processing,
and understanding information. Serrano (2022) emphasizes that strong research skills
enhance critical thinking and reasoning, which are crucial for academic success and
daily problem-solving. These skills involve asking the right questions, identifying reliable
sources, and effectively analyzing gathered insights. Similarly, Lacson and Dejos Jr.
(2023) highlight that research skills extend beyond data collection to evaluating and
applying information. Developing research skills enables students to present information
clearly and logically and fostering problem-solving and decision-making abilities,
cultivating responsibility in academic settings and preparing them for future educational
and career challenges.

Huizingh (2023) further elaborates essential research skills to help students

successfully carry out academic studies, including structuring research projects, clearly
setting objectives, and prioritizing tasks. Note-taking is crucial for recording and
communicating key information, while critical thinking and organization aid in problem-
solving. Additionally, interviewing techniques play a significant role in collecting primary
data for research. Broadly speaking, good research skills allow individuals to deal with
and reason out even the most complicated of issues.

Gardiner (2023) emphasizes that research skills involve various methods for
gathering and interpreting information. Similarly, Vieno, Rogers, and Campbell (2023)
highlight how these skills help students assess sources, navigate diverse information,
and ethically cite sources. Likewise, research fosters a mindset of continuous learning
by encouraging curiosity, adaptation to evolving methodologies, and consistent practice
supported by reflection and instructor feedback.
 The use of artificial intelligence tools in the professional sectors or in a working
environment have been greatly utilized as of late. As cited by Upadhyay (2024), the use
of artificial intelligence allows individuals to focus more on complex tasks since the basic
or repetitive tasks such as data entry and customer interactions can be automated.
Moreover, Karl (2024) mentioned that artificial intelligence can be an avenue for large
companies to produce and test new ideas which lessens the time and cost for
innovation. However despite these advantages, the heavy usage of artificial intelligence
in the workplace raises concerns regarding job security like lowering the job
opportunities and labor demand ,as AI does basic tasks performed by humans
(Georgieva, 2024,) which leads to having fear of job loss that caused stress, anxiety,
and job insecurity to workers (Clark, 2023). Furthermore, the loss of jobs could also lead
to the increase of the annual value of goods (Talmage-Rostron, 2024).

Review of Related Studies

Impact on Research Skill Development. A recent study titled The impact of students’
use of ChatGPT on their research skills: The mediating effects of autonomous
motivation, engagement, and self-directed learning revealed that the use of ChatGPT
has no statistically significant direct impact on students' research abilities, but it does
have an indirect impact that is mediated by student involvement, autonomous
motivation, and self-directed learning (Li, Sadiq, Qambar, & Zheng, 2024). According to
the study, incorporating ChatGPT into education facilitates student communication of
research concerns, offers tailored information, and boosts motivation and engagement. It
supports students in talking through their first concepts and honing them into a clear
research question. ChatGPT not only improves research skills directly but also impacts
other intermediary factors, thereby affecting students' overall learning development.

Rahman, M. M., Terano, Rahman, M. N., Salamzadeh, and Rahaman (2023)

stated on their research study entitled ChatGPT and Academic Research: A Review and
Recommendations Based on Practical Examples that ChatGPT, an AI chatbot, can be
an effective research assistance instrument to researchers, generating new and
innovative outputs. It can enhance researchers’ productivity and allows them to focus on
other areas of their research including new idea generation, literature summarization,
and writing assistance. Though these posits potentialities, it may compromise research
quality and transparency, altering the autonomy of human researchers. The researchers
of the study revealed that ChatGPT provides fake made-up citations in writing literature
review, misleading researchers in composing their research problems, questions, and
gaps. It can also produce well-structured and coherent text, but it is unable to produce
original and creative ideas—two qualities that are vital in academic research where
originality and creativity are highly valued. Thus, the study recommends improving
research skills and prioritizing human control when writing a research study. ChatGPT
only serves as an e-research assistant, improving the work efficiency of the researcher
and not the sole tool and author of the entire output.

Impact on Information Retrieval Skills. ChatGPT is often discussed as a revolutionary

tool that assists users in retrieving relevant information and responding to inquiries on
nearly anything available in the contemporary digital environment based on the dataset it
has been trained on. As Javaid, Haleem, Singh, S. Khan, and I. H. Khan (2023)
emphasized, ChatGPT helps improve students’ skills by fostering their ability to ask
questions and formulate them precisely, which is essential for finding the most relevant
information. ChatGPT also expands students’ knowledge by giving instant responses or
quick ideas that may direct further exploration of a subject. However, its real value lies in
encouraging students to evaluate the accuracy, reliability, and quality of the information
it provides. Through continuous interaction with ChatGPT, students can become
proficient thinkers and make decisions on the problem by selecting and evaluating the
information given.

Various research findings show that ChatGPT is instrumental in improving

information retrieval skills. ChatGPT is much faster than the best conventional search
engines since it is more interactive and provides direct responses instead of just
sourcing from a list. As indicated by Cascella, Montomoli, Bellini, and Bignami (2023),
ChatGPT can quickly pinpoint and summarize relevant information, making it easier for
students to access detailed information quickly. Moreover, ChatGPT’s conversational
format aids users by enabling real-time refinement of queries, leading to more precise
results (Deng & Lin, 2022). This capability simplifies the process of obtaining
information, reducing the need for students to search manually through multiple sources.
In a fast-paced world, where deadlines and quick decision-making are common,
ChatGPT’s ability to offer immediate, plausible answers has become highly beneficial.

Several studies have also examined how ChatGPT has influenced students’
search strategies when gathering information. Xu, Feng, and Chen (2023) found that
ChatGPT users tend to formulate considerably longer and more elaborate requests in
the search. This is likely because ChatGPT is designed to engage in natural language
conversations with users. The exchange of natural conversation allows users to give the
AI their details and ongoing connections, thereby presenting multiple senses of the
queries. This shift not only enhances the search experience but also promotes deeper
engagement with the material, as users can interact with the AI in a way that mimics
human dialogue. As AI-powered tools like ChatGPT become increasingly integrated into
educational settings, students are finding them to be essential for more efficient and
user-friendly searches.

Although ChatGPT can expedite information retrieval, it may inadvertently

weaken students’ traditional research skills. Lo (2023) showed in a recent study that the
most common setbacks when using ChatGPT in educational contexts are accuracy and
reliability. Students, who often rely on ChatGPT, may forget to select manual search
methods like academic databases or fail to verify the credibility of sources. This over-
dependence can be counterproductive to the development of critical thinking and
problem-solving skills, eventually leading to a narrow perspective, as students often
accept the information provided by AI without cross-referencing it with authoritative
sources. Furthermore, the tendency to bypass traditional research processes can narrow
students’ perspectives, potentially leading to a superficial understanding of topics.

Despite its fluency and high accuracy, ChatGPT’s responses can often lead to
confusion due to its lack of deep understanding of the concepts behind the words it
processes (Gao, Zhao, Yu, & Xu, 2023). It recognizes patterns and generates plausible
responses, but it does not fully grasp the concepts behind the words (Bogost, 2022).
This dependence on user knowledge can result in misleading or inadequate information,
particularly for those who are unfamiliar with the topic or lack the necessary background
to evaluate the AI’s output effectively. As ChatGPT does not inherently understand
context or nuance, users may interpret its responses, leading to further misconceptions.
Thus, leading the need for a thorough understanding and the ability to think critically to
navigate the complexities of AI-generated information effectively.

Influence of ChatGPT on Critical Thinking and Analytical Skills. Several studies

have raised their concern about the potential effect ChatGPT would have on critical
thinking skills. Farrokhnia, Mohammadreza, Banihashem, Noroozi, and Walz (2023)
reported the SWOT analysis of ChatGPT, which has shown that higher-order cognitive
skills would decline using it among learners. To further expound the statement, ChatGPT
is also known for its ability to provide real-time responses, however it is also a known
fact that its responses can sometimes be unreliable as it is also reported that it
encourages plagiarism and cheating among learners. Therefore, weakening the learners
critical thinking and analytical skills resulting in a decline among the learners.

Rahman and Watanobe (2023) highlighted in their study entitled ChatGPT for
Education and Research: Opportunities, Threats, and Strategies that students' critical
thinking would be at a lower level because students themselves stopped being involved
in substantial analysis or solving various problems when AI could give answers right
away. It could generate almost correct answers to technical questions related to various
subjects and correct or partially correct code programs according to problem
descriptions, algorithms, and problem names. The mere acquisition of answers and
codes from ChatGPT will act as a barrier to improving learners' critical thinking and
solving skills.

Su and Yang (2023) also stated in their study that while ChatGPT has the
potential to assist learning, on more fundamental grounds it also raises critical concerns
regarding the erosion of critical thinking competencies. That means there is something
like a paradox: educational technologies, while designed for facilitating learning, may
undermine the development of essential cognitive competencies. They also highlighted a
personal learning experience for students.

Results by Liu et al. (2023) in the study titled Is Your Code Generated by
ChatGPT Really Correct? Rigorous Evaluation of Large Language Models for Code
Generation show that students find the critical assessment of online claims and sources
very challenging. Equally, many of the students found it hard to correctly evaluate the
reliability of the information by AI tools. This aspect has been worsened by the large
volume of information available online at times, hence making it unmanageable for
students causing them to not being able to be synthesized accurately by the students.

Research shows that while ChatGPT can be of considerable help, the

effectiveness of this tool does change a lot with the level of difficulty of the task. For
instance, Gilson et al. (2023) reported that, with increasing levels of difficulty, the
accuracy of ChatGPT in terms of questions tutored was 44%, 42%, 64.4%, and 57.8%.
Such a lowering of performance is indicative of an essential fault that is likely to be
present in ChatGPT, at least as far as some specific assessment tasks are concerned,
which may require nuanced or complex claims. Thus, hindering the students’ ability to
evaluate and synthesize information with ChatGPT support.

Impact on Academic Writing Skills. The increasing integration of AI tools like

ChatGPT in academic contexts highlights the urgent need for clear criteria regarding AI
authorship in scientific publications. According to Liebrenz (2023) identifies several
ethical concerns related to authorship, copyright, attribution, and plagiarism when AI
generates academic content. These issues are particularly pressing, as neither human
readers nor plagiarism detection software can easily identify AI-generated text.
Furthermore, Baskara (2023) notes that ChatGPT can provide immediate feedback and
guidance on vocabulary, syntax, and grammar, which can help students enhance their
language fluency. This dual role of AI both as a tool for improvement and a source of
ethical challenges calls for the establishment of comprehensive guidelines for its use in
academic writing.

Students who write clearly and simply about academic topics can achieve a
deeper understanding of complex research. By engaging critically with information and
synthesizing it, they improve their writing skills. The use of digital tools can enhance this
process, making it easier for students to produce quality work. However, these tools
must be used wisely and responsibly. Reckless use can lead to negative outcomes,
such as reduced writing practice, informal language in formal assignments, or a focus on
entertainment rather than academic rigor (Schcolnik, 2018).

According to Handoko and Ayumi (2021), the lack of innovative teaching of

writing demotivates students who struggle with writing, which leads to low student
scores. Therefore, teachers must find innovative teaching methods to motivate students.
Researchers obtained information from a pilot study using observation and interviews
with eleventh-grade Visual Communication Design students of SMKN 1 Polewali. From
the data, the researchers found that many students need to be provided with instant
feedback on their writing so that the transition to improving student writing is easier and
more flexible. Moreover, Harahap and Siregar (2022) explained that students need
feedback to improve their writing skills. Moreover, teacher feedback often only focuses
on errors in writing.

Cognitive Load and Information Processing. As AI, such as ChatGPT, becomes

more common and rampant in educational settings, it is important to understand how it
affects cognitive functions. As noted by Bai, Liu, and Su (2023), AI is useful for the
students in that teachers can use it to facilitate personalized learning of the students in
accessing information. However, there are risks associated with increased AI
engagement; individuals may become over‐reliant on AI, resulting in a reduced capacity
for critical thinking, or a decline in memory retention. Additionally, while AI has gained
significant attention in language education, there is limited research on its specific role in
teaching register knowledge during English writing. Preliminary data reveal that students
defined ChatGPT helpful for teaching them formal writing styles but not for informal
writing. Some concerns have also been raised in the effectiveness of the method in
teaching neutral registers. This research contributes to the existing knowledge base in
two ways, one being the examination of the application of AI chatbots in register learning
during writing (Hartley, Hayak, & Ko, 2024).

According to Avello Martínez, Gajderowicz, and Gómez Rodríguez (2024),

ChatGPT does not significantly enhance narrative script writing skills in the short term,
as there was no notable improvement in digital storytelling abilities between the
experimental and control groups. However, the study found a significant reduction in
germane cognitive load for those using ChatGPT, indicating that while it may not directly
improve writing skills, it helps reduce the mental effort needed to integrate and apply
new knowledge, potentially easing the learning process.

Student Engagement and Motivation Metrics. In a study conducted by Li et al. (2024)

entitled The impact of students’ use of ChatGPT on their research skills: The mediating
effects of autonomous motivation, engagement, and self-directed learning, revealed that
the students who utilized ChatGPT on their research-related activities has significantly
higher levels of research skills, motivation, engagement, and self-directed learning
behavior. In the study, ChatGPT has given comprehensive responses to the participants,
generating step-by-step instructions to students’ queries and follow-up questions about
research methodologies and data analysis. With this, the study attests to ChatGPT's
beneficial effects on students' independent motivation and participation in the classroom.
This could be explained by ChatGPT's capacity to accelerate learning by offering swift
solutions for difficult tasks. Due to ChatGPT's effectiveness, students are encouraged to
conduct independent research and remain engaged. Moreover, ChatGPT meets the
demands of students in terms of performance expectations. It encourages individuals to
make the most of their time in order to tackle big academic problems, which in turn
boosts their motivation and productivity in research. Using ChatGPT helps students stay
motivated and involved in their studies by providing them with a helpful resource to take
on difficult assignments.

As Caratiquit, K. and Caratiquit, L. (2023) stated in their study ChatGPT as an

academic support tool on the academic performance among students: The mediating
role of learning motivation, ChatGPT, a tool that provides tools, guidance and interactive
features, boosts students' interest and motivation to learn. This leads to increased
participation, effort, and initiative in completing academic assignments. When used
correctly, ChatGPT can significantly support students' academic progress, resulting in
better results and a constant drive to learn. However, the study also emphasized the
ethical utilization of ChatGPT as an academic assistant despite its positive benefits. It is
still crucial to uphold the values of transparency, objectivity, and fostering critical thinking
in integrating ChatGPT in academic-related activities.

Students used ChatGPT as an instrument in enhancing their assignment and

research drafts and generating ideas, based on the study The influence of ChatGPT on
student engagement: A systematic review and future research agenda by Lo, Hew, &
Jong (2024). The study concluded that in the aspect of behavioral engagement, though
using ChatGPT could enhance the students’ punctuality in the submission of their
learning tasks, application of ChatGPT was also associated with plagiarism and
cheating. This behavior is often attributed to their inclination towards laziness due to
over-dependency in ChatGPT, misusing the tool often rooted from insufficient literacy,
knowledge, and understanding of proper usage.

According to Jindal et al. (2023), students expressed their excitement about the
use of tools such as ChatGPT, which significantly improved their learning experiences.
The ability to provide personalized help for the students, its ability to be easily accessible
24/7, and how easy it is to adapt to the material of different learning styles were all highly
valued by participants. A lot of them saw the potential to improve educational outcomes
and support students along their academic journey. Using it in general has changed the
learning process itself, and due to all the benefits, that are provided, this mechanism can
be really beneficial to student engagement in doing research processes.

Pedagogical Strategies for Integration. As AI technology becomes prevalent in

educational settings, schools are increasingly exploring the role that tools like ChatGPT
can foster in enhancing interactive learning experiences. Studies suggest that ChatGPT
can serve as a versatile tool in education, offering personalised assistance, answering
queries, providing feedback, and facilitating access to study resources (Tang, Chang, &
Hwang, 2021). Its integration into educational environments has the potential to facilitate
access to study resources, making learning more engaging and tailored to individual
needs. Moreover, according to Sánchez-Ruiz, Moll-López, Nuñez-Perez, Moraño-
Fernández, and Vega-Fleitas (2023), ChatGPT adoption in blended learning
methodologies reflects its capacity to enhance student confidence and engagement.
However, concerns have been raised about its impact on developing core competencies,
suggesting that careful implementation is necessary to avoid over-reliance on
technology.

When integrating AI tools like ChatGPT into curricula, educators can benefit from
its intelligent capabilities to enhance their instructional practices and create
transformative learning experiences for their students. Educators can also foster
collaboration and critical thinking skills among students (Carr, 2023). In addition,
according to Ali Zafer and Sebatian Thrunn (2024), ChatGPT is to revolutionize
education and is becoming more evident, it presents unique opportunities for developing
interactive, personalized, and adaptive learning experiences. Generative AI includes
addressing diverse learning needs, promoting critical thinking, and supporting creative
problem-solving. The discussion also addresses challenges in AI integration, such as
ensuring data privacy, maintaining educational equity, and balancing AI with traditional
teaching methods.

Moreover, by leveraging the conversational capabilities of AI, educators can

develop engaging learning experiences that foster curiosity and enhance
comprehension. The advantages of ChatGPT go beyond offering personalized tutoring
and interactive exercises. Generative AI can assist teachers by streamlining routine
tasks, such as grading and providing initial feedback, enabling educators to concentrate
more on interactive and personalized teaching. Additionally, AI tools can analyze data to
provide insights into student performance, helping educators identify trends and areas
needing further support. However, the integration of AI in education presents challenges,
including concerns about data privacy, algorithmic bias, and finding the right balance
between AI and traditional teaching methods. It is crucial to ensure that AI tools function
transparently and fairly to maintain trust and effectiveness in educational environments.
 The future of education will depend on leveraging AI while also emphasizing
unique human qualities. Educators are essential in connecting research with practical
application, which is vital for fostering a positive and thriving society in an AI-influenced
world. (Lunkin, 2024). Moreover, current education systems do not effectively promote
critical thinking and creativity. Professional development programs need to be created to
provide teachers with the skills required to effectively use AI tools and enhance their
instructional practices. According to Umair Ijaz and Steven Robbins (2024), by
harnessing AI's capabilities, educators can provide personalized learning experiences
that cater to the individual needs and preferences of each student. Traditional teaching
methods often fall short in meeting diverse learning needs and delivering effective,
individualized instruction. In contrast, AI offers a transformative opportunity to enhance
educational practices and student outcomes. Generative AI tools like ChatGPT enable
personalized learning by providing tailored content and feedback that cater to each
student's unique needs and learning style.

Ethical Considerations and Academic Integrity. According to Sætra and Fosch-

Villaronga (2021), the innovation of AI introduces opportunities and possibilities for
people to solve their problems faster and with better quality. While AI offers hope and
potential for change, it also raises concerns and resistance. Unfortunately, society's
understanding of AI's implications are not keeping pace with its rapid development.
While mechanisms to anticipate, control, and guide AI development to avoid negative
consequences seem important, the current power dynamics surrounding this
development are causing significant confusion. The AI advancements must be
regulated, adapted, or restricted according to what would correspond in terms of legal,
ethical and societal impacts.

Furthermore, AI has the potential to enhance various components of information

systems (IS) at the individual, organizational, and societal levels. However, problems for
researchers and practitioners are likely to be resultant in maintaining their practice
considering the advancement of AI oriented technologies. Therefore, it is important to
understand the AI perspective from its developers to ensure and improve its efficient
application in IS. (Bawack, Fosso Wamba, & Carillo, 2019.) Rawas (2024 on the other
hand argues that Technologies based on artificial intelligence (AI) have the power to
change how we teach and learn in higher education completely. One such tool that can
improve student learning outcomes, encourage greater collaboration and
communication, and offer personalized recommendations to students is ChatGPT, an
OpenAI language model. However, there are still issues to overcome, like
implementation barriers and ethical considerations. With an emphasis on ChatGPT and
its potential uses in higher education, this study examines relevant research on the use
of AI in education. It also looks at implementation tips and the advantages and
disadvantages of ChatGPT in higher education.

Based on the study conducted by Casal & Kessler (2023), there has been
significant interest in using large language model-powered AI chatbots, such as
ChatGPT, in research and education. However, most studies have focused mainly on
the general capabilities and applications of these tools for language teaching. This study
broadens the discussion and looks more into issues related to human judgment,
accuracy, and research ethics. While many researchers agree that AI tools can ethically
assist research processes, there is still some disagreement about their use. Future
research directions are discussed involving AI tools and academic publishing. Zhai,
Wibowo, and Li (2024) also noted the ethical dilemmas surrounding the use of AI that
affect students, such as bias, privacy, overreliance on technology, and lack of
accountability or transparency. Furthermore, the students may rely excessively on AI in
completing their academic tasks or assignments which can hinder their ability to think
independently and solve problems on their own. To overcome these problems, the
educational institutions must put in place adequate measures in order to ensure honesty
in the use of artificial intelligence (AI) systems and in protecting the users, especially the
students. Also, teachers ought to guide the students about issues such as the accuracy
and realism of artificial intelligence, so that the students are not only critical thinkers but
do not simply rely on technology. Knowing more about the functioning of the AI as well
as the use of it, students are likely to develop interest and participate more in the
learning process.

According to Nguyen et al. (2023), the rise of artificial intelligence in education

(AIED) has the potential to greatly change the educational landscape and affect all
stakeholders. Recently, AIED applications have been gradually integrated to improve the
understanding of students in learning and enhancing their performance and experiences.
However, this adoption has raised ethical issues, particularly concerning personal data
protection and learner autonomy. Despite new guidelines for ethical and trustworthy
AIED, there are ongoing debates about the fundamental principles that should guide
ethical practices. While AI chatbots have raised concerns with the authenticity of student
work, the authors suggest a more positive outlook. They believe that teachers can use
AI tools like ChatGPT to create supportive learning environments for students who
demonstrate good character. These students can use ChatGPT responsibly to enhance
their learning. They also highlight the existing discussions on plagiarism and academic
integrity and point out the importance of leadership, character development, and fair
assessments in using AI in education. However, Ajanthaa Lakkshmanan, Amudhan,
Gaikwad, and Amit Kumar Tyagi (2024) also argues that there are disadvantages and
ethical dilemmas in using AI in education, it is impossible to ignore the significance and
opportunities that the AI tools can offer to students. It can improve learning outcomes,
adapt to the learner’s needs, and provide information within a short time. However,
students who do not have access to these tools may have disadvantages that may affect
their learning. This digital divide can create inequalities in the opportunities that are
available to students and hinders some of them. Thus, it is crucial to look for strategies
to make AI tools available for all learners as this would contribute to achieving a fairer
learning environment. They urged us to pay attention to these accessibility concerns so
that everyone can reap from the AI developments in learning.

Hagerty and Rubinov (2019) claim that important ethical problems are raised by
the use of artificial intelligence (AI) in research and that these issues need to be
resolved. Their focus is also on the fact that AI may have bias which may affect the
results of various studies, mostly because the data used to train these systems reflects
current social inequalities. Moreover, other issues such as privacy concern where AI can
exploit and make use of people's information without their approval. It was underlined
that researchers and the media should have access to AI to observe the decision-
making process and who makes it. They concluded that moral principles ought to be
followed in order to guide AI appropriately and prevent any unfavorable effects on
society. López & González (2022), also highlights moral dilemmas when students use AI
systems that gather personal data, such as privacy and security concern and highlights
how important it is for teachers to give pupils the necessary tools and training to
overcome these obstacles and optimize the advantages of AI in the classroom, therefore
resulting in guidance for students of the usage of AI technology.

Although there are advantages to using AI in education, students are likely to

encounter difficulties, particularly when it comes to the outputs of the technology
because of bias and false information. To address these issues, educators must verify
that the content produced by AI is accurate before distributing it to students. Students
will have the ability to see past the findings of an AI system and comprehend the biases
that are frequently present, along with their repercussions, by using these programs. By
focusing on these problems, it creates a more credible learning environment, which
benefits students' research and learning. (Hartmann, Janiesch., Feuerriegel, & Zschech ,
2023) In AI, there are different ways that can be of help to students to prevent and
combat bias and misinformation. Ferrara (2023) stated that enhancing the qualitative
aspects of the data utilized for training AI is one of the solutions. It is possible to
minimize biases by employing well-categorized, varied, and representative datasets
within AI systems. Another countermeasure is explainability; AI and automated systems
ought to be able to reference relevant sources and provide an explanation of the
reasoning and methodology used to arrive at their results. Modernizing the AI systems
also requires routinely purging them of inaccurate or out-of-date data. Furthermore, it's
important that students learn how to critically evaluate the information supplied by AI,
which will help them become fact- oriented rather than credulous.

According to Julien (2024), students relying on AI have possibly weakened

critical thinking and problem-solving abilities in students because of their excessive
reliance on AI for direction and answers. It raises issues with the declining importance of
standard methods of instruction and the possibility that students' over-reliance on
technology would leave them without a foundation. It also discusses ethical issues such
as data protection and education and how IT affects students' independence. The author
emphasizes the need for instructors to strike a balance between implementing AI and
methods that support self-directed learning and critical interaction with the material and
encourages careful consideration when implementing AI in the classroom to ensure that
the technology improves rather than lowers student learning results. Ai-Sayed and Yang
(2019) also noted that the use of artificial intelligence in research activities, especially
among students, raises major ethical issues such as plagiarism. Whereas students had
to do all the writing themselves, with AI tools taking over that aspect, the chance of
plagiarism increases for students as they may not state which information they took from
another source or inappropriately use out of proportion content provided by the ai tool.
Even though there are expectations of work that is based on critical thinking and
creativity, those requirements may not be met by the students because they can easily
work and manipulate around it.
Synthesis
AI tools such as ChatGPT are changing business, healthcare, education and
personal life by improving productivity, efficiency, and time management. AI tools come
with machine learning and natural language processing capabilities, enabling them to
automate tasks, provide personalized user experiences and learn and adapt as they
interact with people. ChatGPT is a conversational model created by OpenAI that
provides immediate responses, with its usefulness spanning sectors such as customer
service, content generation, and education. But these tools are far from perfect—they
often fail at nuanced prompts, and definitely for anything topical. In education, AI can
support students with academic writing and time management, and improve the quality
of their work; however, concerns arise that it may encourage academic dishonesty, over-
reliance on technology, and decreased levels of critical thinking and communication
skills. Despite the rapid adoption of AI comes with its own set of ethical challenges, such
as data privacy, bias, and the potential loss of jobs due to automation, responsible use
and regulation are necessary especially as AI continues to influence education and
research.
New research on ChatGPT and similar forms of artificial intelligence in
educational contexts can have pros and cons. ChatGPT can be utilized to help students
rephrase questions and clarify concepts as a self-directed learning tool, but while it can
help to motivate, engage and inspire students, students should not be using ChatGPT
for direct research help. It helps to generate ideas, summarize literature, and support the
writing process, however, the over-reliance on AI-generated content can be subjected to
inaccuracies of citations and the loss of originality, compromising the quality of scientific
research they produce. Although it improves retrieval of information, making the queries
sharper and the responses on point, the dependence on ChatGPT can impair the critical
thinking of students, as they may not even consider the traditional research methods. It
could kill the interest of approaching complex problems, suggesting that it may affect
analytical skills development to a point to where the ease of getting an answer via
ChatGPT will kill the engagement level of solving complex problems. Its use is made
even more complicated due to ethical issues like plagiarism and the challenge in
differentiating whether the content is really produced by AI. ChatGPT should be used
wisely so that students will not be deprived of the academic challenge and lose core
brain skills.
Theoretical Framework
This research study is anchored on the following theory and frameworks: (1)
Constructivist Learning Theory (1973), (2) Vitae Researcher Development Framework
(2009), and (3) Conceptualization of Research Skills of Fischer et al. (2014) and was
further developed by Lacson and Dejos (2022).

Constructivist Learning Theory

The framework for the study is based on the Constructivist Learning Theory,
primarily developed by a Swiss psychologist Jean Piaget (1973), whose work theories of
psycho development had given ground to constructivism in the early to mid-20th century.
The Constructivist Learning Theory posits that learners actively construct knowledge and
meaning from their experiences while interacting with their environments (Piaget, 1973).
It further posits that instead of passively receiving knowledge, students engage in an
individualized process of enhancing their past knowledge to create meaning through
exploration and reflection. The active construction of knowledge fully supports the notion
of learning as a dynamic process intricately tied to individual and social contexts,
reinforcing the need to provide a learning atmosphere wherein learners explore,
experiment, and reflect.
ChatGPT serves as a practical tool that aligns with how students develop their
research skills. ChatGPT facilitates the active learning process as students can interact
with research, pose questions and refine the answers using the AI. This aligns with the
core of Constructivist Learning Theory where self-directed exploration is the main way
for learners to assimilate and understand information. Rather than just passively reading
or memorizing information, students can interact with ChatGPT to ask questions, clarify
concepts, and explore new ideas. This kind of interaction encourages them to enhance
their research skills because they practice learning it by doing with the help of the AI that
can provide them feedback. The theory's emphasis on learning through experience is
clearly seen in how ChatGPT supports students in building their understanding and
improving their research proficiency in a more hands-on way.

Vitae Researcher Development Framework

This research is aligned with the Vitae Researcher Development Framework
developed in 2009 by Vitae, an organization in the UK that supports professional
development, guides a researcher through the different dimensions in research practice.
This structured approach to professional development in the Vitae Research
Development Framework allows researchers to plan, record, and increase their skills,
knowledge, and attributes throughout their careers. RDFs commonly have been
developed by universities or research institutions that facilitate the development of their
researchers in a multidisciplinary manner.
The framework contains 4 Domains, namely: A, B, C, and D. Domain A contains
the knowledge, intellectual abilities, and techniques to do research. Domain B, on the
other hand, contains the personal effectiveness of the researchers. It talks about the
personal qualities and approach to being an effective researcher. Domain C then
discusses research governance and organization; it covers the knowledge of standards,
requirements, and professionalism to conduct research. Lastly, there is Domain D, which
discusses the engagement, influence, and impact skills of the researcher; through
knowledge and skills of working with others, it ensures wider impact for the researcher.
In all, the Research Development Framework is a helpful guide and monitor of
growth for the researcher, giving a clear structure of skill acquisition and career
development. It ensures that not only are technical competencies developed in the
researchers, but their personal and professional competencies are also enhanced in
enabling them to be effective contributors to the academic communities besides society
in general.
The theory serves as the foundation of the study, the four domains of the theory
help the researchers in identifying the development of research skills. Furthermore, as
the theory identifies the domains, the researchers can then evaluate how the usage of AI
tools, more specifically ChatGPT, affects the 4 domains that are mentioned. Moreover,
as the researchers further integrate this theory into the study, the identification of which
individual domain that is greatly affected than the other domains by ChatGPT can also
be easily identified. Overall, the theory serves as a cornerstone for conducting the study,
in identifying how AI tools deeply affect the research proficiency skills of Senior High
School Students.

Conceptualization of Research Skills of Fischer et al. (2014) and Lacson and Dejos
(2022)
This study is also anchored upon the conceptualization of research skills of
Fischer, F., Kollar, Ufer, Sodian, Hussmann, Pekrun, Neuhaus, Dorner, Pankofer,
Fischer, M., Strijboss, Heene, and Eberle (2014). The concept introduced eight (8)
epistemic activities used in research and argumentation. First is problem identification,
where one learns to analyze a situation and its environment to perceive a shortcoming
concerning the available explanation of a particular problem. Second is questioning,
where, based on the developed problem identification, one develops initial questions for
the subsequent reasoning process. Third is hypothesis generation. During this stage,
students derive possible answers to the questions from available theoretical frameworks
and literature. Fourth is the Construction and Redesign of Artifacts, wherein the
development of prototype objects is built based on theoretical reasoning and prior
empirical evidence. Fifth is evidence generation. This includes the inductive approach of
observing, comparing, and describing phenomena to draw conclusions about structures
and functions. Sixth is evidence evaluation. This aims to assess whether a piece of
evidence can support a claim or theory. Seventh is drawing conclusions, wherein a
researcher critically analyzes data and observations from an experiment or data
collection procedure in order to come up with a conclusion. In this stage, a multitude of
data sources needs to be considered. Lastly is communicating and scrutinizing, wherein
researchers engage in conversations and discussions in work groups or peer groups.
These interactions might influence the reasoning processes and may further develop the
study.
Based on the conceptualization of research skills by Fischer et al. (2014), these
comprehensive research activities were further narrowed down into three (3) research
skills by Lacson and Dejos (2022). This includes the Research Methods and Data
Analysis Skills, Writing and Reporting of Results Skills, and Problem Conceptualization
Skills. These conceptualizations of research skills serve as the basis of the study to
specifically identify the following skills and activities that researchers perform in
conducting a research study.

Conceptual Framework
 Figure 1. Conceptual Framework of the study

Based on the literature review and theoretical framework conducted by the

researchers, the conceptual framework has been formed in Figure 1 to show the
relationship between ChatGPT usage and research skills. In this study, ChatGPT usage
is identified as the independent variable, while the research skills serve as the
dependent variable. The illustration shows ChatGPT as a supportive interactive tool that
can help the learning process and is directly related to the improvement of the students’
research skills. The use of ChatGPT corresponds to Constructivist Theory, which
emphasizes the process of learning through active engagement and interaction. By
providing immediate, individualized feedback to the students, ChatGPT encourages the
users to self-explore and reformulate their ideas about research areas.
The dependent variable of the study is the research skills, branching out into four
(4) domains. The four (4) domains mainly named as Domain A, which handles
knowledge, intellectual abilities, and research techniques, Domain B, which handles
personal effectiveness of the researcher, Domain C, which refers to the researcher’s
governance and organization, and Domain D, which deals with engagement, influence,
and impact of the researcher heavily relying on the interactive learning process that
ChatGPT provides which influences the research skills of students. In the figure shown
above, ChatGPT results in an interactive learning process which is explained by the
arrow going downwards in the “Interactive Learning Process" sector that heavily
influences the students research skills, as the “Research Skills” sector also branches out
to the four (4) domains which are its cornerstones turning the four (4) domains heavily
dependent on ChatGPT’s interactive learning process.
With the four (4) domains being introduced as the dimensions in research
practice, the study focuses more on Domain A, which tackles the intellectual, knowledge,
and research techniques. In the figure, Domain A branched out into three (3) main
research skills that students should possess to carry out and properly perform research
activities namely the Research Methods and Data Analysis skills, Writing and Reporting
of Results skills, and Problem Conceptualization skills. Aligned with this, the ChatGPT
usage, posing as the independent variable, shows great influence and impact to the
Research skills of the students, the dependent variable, particularly on their Research
Methods and Data Analysis skills, Writing and Reporting of Results skills, and Problem
Conceptualization skills.

Statement of the Problem

The study aims to explore the influence of utilizing artificial intelligence, namely
ChatGPT, to the research skill proficiency of senior high school students from San Pedro
College Basic Education Campus. By determining the impact of the usage of ChatGPT,
the researchers can understand how it influences students’ research abilities. The study
also seeks to discover both the positive and negative effects of ChatGPT usage in order
to provide valuable insights for students and educators on how to integrate technology,
especially artificial intelligence, to improve, rather than diminish, essential research
skills.

Moreover, the research seeks to answer the following questions:

1. What is the influence of the ChatGPT usage to the senior high school students?
2. What are the positive and negative impacts of ChatGPT usage to the research
skills of senior high school students?
3. What research skills do the senior high school students of San Pedro College-
Basic Education lack or excel in?
4. Is there a significant relationship between the ChatGPT usage and research
skills proficiency of the Senior High School students of San Pedro College-Basic
Education?
Hypothesis
The following null hypothesis was tested in this study:
Ho: There is no significant relationship between ChatGPT usage and the research skill
proficiency of Senior High School students.

Ha: There is a significant relationship between ChatGPT usage and the research skill
proficiency of Senior High School students.

Definition of Variables
Academic Writing. An academic writing style is carried out with a proper
structure and facts with an argument. The current research analyzes how ChatGPT aids
students in enhancing their writing acumen through adequate organization and citation.

Artificial Intelligence (AI). Technology allows machines to think and act like
humans, enabling them to perform tasks that usually require human intelligence.

Artificial Intelligence Literacy. It is the knowledge of how AI works and its

usage in different fields. This study explores whether the usage of ChatGPT impacts the
students' AI literacy as they learn the role of AI in academic work.

ChatGPT. It is an advanced AI language model developed by OpenAI, where the

user inputs a prompt to which it can provide a response that simulates human-like text.
For this study, the researchers utilized the capabilities of ChatGPT to enable high school
students to refine their research skills, which could include brainstorming ideas,
structuring content, and even improving their writing.

Critical thinking. The ability to analyze information carefully to make judgments

based on evidence as demonstrated within the study.

Digital Divide. As used in the study, it refers to the gap between people with
easy access to technology and the internet and those without easy access to it, leading
to educational and job opportunities.

Digital Literacy. This refers to the set of skills essential in finding, assessing,
and using online information effectively. The research study will delve into how this will
help develop their skills in digital literacy through research instruments and different
interfaces from the application.

Digital tools. It encompasses everything in the internet tools and applications

that a user applies to learn or improve his productivity. This article focuses on the study
concentration on using ChatGPT, an online tool to enhance or disrupt research practices
in a school setting.

Influence. It refers to how ChatGPT affects the student's ability to research.

According to the research, both the positive and negative impacts of using the AI tool are
supposed to be found in the learning process and outcomes for the students.

Information Synthesis. It is the process of bringing information from various

sources into a coherent understanding or argument. In this study, the paper focuses on
how ChatGPT helps students effectively synthesize information for their research.

Learning Intervention: Learning intervention is a strategy that aims to increase

the learning outcome for the students. In this context, ChatGPT can be considered an
intervention in learning that seeks to improve the research skills of high school students.

Learning outcomes. These are the skills or knowledge pupils achieve from
learning, which can be assessed or measured. This study shall determine the impact of
using ChatGPT on changing the high school student outcome of learning about research
competencies.

Plagiarism. The risk in using these writing tools, like AI, is sometimes when
someone uses someone else's work or ideas without proper credit.

Proficiency in research skills denotes the ability to search appropriately,

evaluate critically, and use information from those sources for scholarly purposes. The
research finds how this kind of proficiency is impacted by a student's use of chat GPT,
mostly when looking at source evaluation and composing college-level writing.

Research Methodology. Research methodology refers to the systematic way

research is conducted, such as data collection and analysis. In this study, particular
methods were used to analyze the impact of ChatGPT on the student's research skills.

Research Paper. A research paper is an academic document in which an

original argument has been developed based on intensive topic investigation. The study
analyzes how the presence of ChatGPT has influenced the process of writing research
papers for high school students by looking at their capacity to amass evidence and
argue their cases effectively.

Research Skills. The skills required to successfully locate, evaluate, and employ
information for academic or professional purposes, such as critical thinking and problem-
solving skills.

Self-efficacy. It is the perceived capability of doing something in given situations.

This research demonstrates the impact that the use of ChatGPT will have on a student's
self-efficacy about researching.

Smart Assistant. A computer program assists people by automatically

performing tasks, scheduling appointments, answering questions, and more.

Student Engagement. It is focused on the extent to which students are

interested in their learning activities. In this research, it will therefore be ascertained
whether the use of ChatGPT enhances a high school student's engagement in research
tasks.

Usage of ChatGPT. It refers to how students interact with ChatGPT on an

academic task. The study is supposed to find both the impact on their research
capability, ability to evaluate the sources critically, and capacity to write academically.

Scope and Limitations of the Study

This study mainly focuses on the influence of AI particularly ChatGPT usage in
Senior High School Students’ research skills of San Pedro College Basic Education for
the school year 2024-2025. It aims to increase understanding about the impacts of using
ChatGPT as an e-research assistant to the research skills of the Senior High School
students specifically in problem identification and conceptualization skills, information
and evidence seeking skills, research methodology skills, information and data
evaluating skills, communication and language skills, data analysis skills, writing and
reporting of results skills, and problem conceptualization skills. In addition, this study
focuses the understanding of students’ implementation of ChatGPT in research
proficiency.
The present study is subject to several limitations. Firstly, the study involves a
structured questionnaire with close-ended questions, preventing in-depth understanding
of the phenomena and capturing the context and subjective experiences of individuals
due to the quantitative nature of the study. Second, the study mainly relies on student
self-reported data, which could be biased or contain errors on how they perceive their
own research abilities. Third, a limited sample size and lack of demographic diversity,
consisting of only 129 participants from Senior High School Department, both Grade 11
and 12 of San Pedro College Basic Education Department could hinder the applicability
of results to a broader population. Finally, another challenge presented by the rapid
advancement of AI technology is that new developments in AI tools could quickly render
the study's findings outdated.

CHAPTER 2

METHODOLOGY

This chapter describes the steps the researchers will follow for the study. It
includes the research design, research participants, research instrument, study setting,
and all of which will contribute to determining the study’s conclusion.

Study Design

This study utilized the Quantitative Research Design, particularly the

Correlational Research Design. Quantitative research design is a systematic approach
that focuses on the collection and analysis of numerical data. This research design is
particularly effective for identifying patterns, calculating averages, making predictions,
testing causal relationships, and generalizing findings to broader populations (Bhandari,
2020). The researchers used a Quantitative Research Design, specifically a
Correlational Design, which enhances transparency and validity by examining the
relationships between variables without the researcher controlling or manipulating them.
Using a correlational design, researchers can determine the relationship between
research skill proficiency and the use of ChatGPT. In line with Sreekumar’s (2024)
statement, quantitative research designs are more scientific and rational. It relies on
quantifiable data, which leads to objectivity in the results and minimizes ambiguity. It
allows researchers to analyze numerical data systematically.

Quantitative research design, specifically correlational design, is suitable for

examining how ChatGPT usage influence the research proficiency skills of Senior High
School students. This approach allowed researchers to scrutinize the relationships
between naturally occurring variables, such as the frequency of ChatGPT usage and
various indicators of research proficiency. Correlational Design is effective for identifying
patterns and relationships, such as how different levels of ChatGPT usage relate to
aspects of research proficiency, including critical thinking and writing quality.
Additionally, the Correlational Design enables data collection in real-world contexts,
providing insights into how ChatGPT influences student outputs, particularly in the
creation of research papers.

Research Locale

The study was conducted in San Pedro College – Basic Education located at
Davao-Bukidnon Highway, Ulas 8023, Davao City, Philippines. This school emphasizes
high-quality education where academic success goes along with personal growth. The
research focused on a selected number of Senior High School students who were
enrolled for the academic year 2024-2025 and were selected due to their relevance to
the research objectives. The school has been devoted to modern teaching techniques,
providing an appropriate setting in which to conduct educational research, hence making
it a suitable location to investigate responses and behaviors of students pertinent to the
study. The researchers have also chosen this location for the study as it is more
accessible and efficient in recruiting respondents.
 Figure 2. Aerial View of San Pedro College – Basic Education Department

Subjects or Participants

This study utilized the Probability Sampling Design, specifically Stratified

Sampling. Thomas (2022) defines Stratified Sampling as a method whereby the
population is divided into distinct subpopulations, known as strata, according to specific
characteristics. This approach guarantees that every subgroup within the population is
represented, which enhances the accuracy and reliability of the statistical measures
used. Moreover, the usage of stratified sampling enables comparisons to occur with
each subgroup, making the researchers better understand each subgroup’s unique
characteristics (Bisht, 2024).

Employing Stratified Sampling is suitable for this research as it can yield a well-
organized representation of diverse student groups, thereby ensuring that the findings
encompass a variety of demographic and academic traits pertinent to the research
objectives. Subgroups were formed based on observations and as well as the
evaluations provided by each section’s research leaders, ensuring that each member
has either enough proficiency in research or others may lack research skills. This is
done in order to avoid bias and subjectivity. Furthermore, the researchers utilized three
(3) subgroups to gather the respondents. The three (3) subgroups are: research group
leaders or facilitators, students proficient in research, and students who need
improvement in research. The total sample size of the study is 129 students, the
researchers made use of the Slovin’s formula to determine the sample size needed in
the study. The researchers also ensured the confidentiality of the gathered data to
ensure the integrity of the research and protect the rights of the respondents.

Identified Strata Number of Participants

Research Group Leaders 21

Students proficient in Research 62

Students who need improvement in Research 46

Table 1. A Tabular Presentation of the Participants of the Study

Instruments

The research used Attitudinal Measures, specifically 4- Likert Scale Frequency

Questionnaires, to assess how ChatGPT usage has influenced the research skills
among Senior High School students. According to ChartExpo (2023), a 4-Point Likert
Scale Frequency is a survey technique consisting of one or more items using four
response options to know or capture how often behavior or opinion occur. Responses
range from “Always” to “Never”. This method assisted researchers to gather clear data
that can be easily analyzed to see how ChatGPT influences students’ research skills.

With a population of 191 Senior High School students across five sections, this
study aims to measure the influence of ChatGPT usage on students’ research skills. The
sample will include 27 students from each of 2 sections and 25 from three sections, for a
total of 129 participants. Research questionnaires is used to gather relevant insights of
the response on the topic. In evaluating the students’ ChatGPT usage and their research
skill proficiency, the respondents will use the following rating: 4 as Always; 3 as
Occasionally; 2 as Rarely; and 1 as Never.

Two standardized instruments were combined for this study. The first part
focuses on measuring ChatGPT usage among students. Questions being used came
from a study titled ChatGPT usage and attitudes are driven by perceptions of
usefulness, ease of use, risks, and psycho-social impact: a study among university
students in the UAE by Sallam, Elsayed, Al-Shorbagy, Muna, Barakat, Khatib, Ghach,
Alwan, Hallit, and Malaeb (2024). It examined how students use ChatGPT in their
academic environment. This questionnaire also included items that investigate their
views on its effectiveness in supporting their learning.

Additionally, the students’ research skills were assessed using an adapted

questionnaire on the Research Skills Scale for Senior High School Students:
Development and Validation from Emy E. Lacson, Edilberto A. Dejos Jr. (2022). The
scale goes to various aspects of evaluating research skills, including the ability to know
credible sources, synthesize information, and apply critical thinking in academic
contexts. The result from these questions can be used and combined with the broader
evaluation of how ChatGPT can influence the students’ learning experiences, specifically
their research skills in their studies.
Data Collection Procedure

Figure 4. Flow Chart of Data Collection Procedure of the study

The data collection procedure starts with the researchers fulfilling the forms
specified by the SPC-REC (San Pedro College – Research Ethics Committee) Checklist
to check whether the study is in line with Research Ethics Committee’s standards and is
appropriate for being conducted. The researchers will also then make use of pre-existing
questionnaires from previous studies, that are aligned with the study’s statement of the
problem that will be used in a survey. According to Anand (2022), a survey is a research
method used to gather information and ideas on a range of interesting topics from a
preselected sample of respondents.

Moreover, the researchers will also obtain authorization from the school’s
administration. The letters will be sent to the school’s principal (Sr. Josefa E. Dumapias,
O.P), the high school assistant principal (Mrs. Minerva R. Dinopol), and the research
instructor (Mr. Jayvee Bryan R. Amar). The participants will also receive informed
consent forms regarding this study. The data collection will be conducted through paper-
based surveys. The set date for the data collection is on January 14, 15, and 16, 2025.
As a result, the information gathered during the data collection process will be encoded
in a Microsoft Excel database. Ultimately, in compliance with Republic Act No. 10173,
also referred to as the Data Privacy act, the participants’ information will be safeguarded,
and the data will be retained for a period of six months.

Limitations of the Study

The study focused only on Senior High School students, specifically those in
grades 11 and 12. The study’s dependence on students’ self-assessment of their
research skills and use of AI tools may not accurately reflect the intricacies of their true
talents or experiences. Additionally, the research depends on students’ self-reported
data, which may be biased or inaccurate regarding their own research skills. Another
challenge is that the fast pace of AI technology could quickly make the study’s findings
outdated.

The study might not fully capture the range of viewpoints held by Senior
Highschool students, as the surveys were conducted within a limited period of time. If
the survey questions were not consistent over the study, or if the study proceeded in a
way that was bit by the results, systematic and measurement errors are also likely.
Despite the survey, the respondent’s decision making was more complex, driven through
a variety of factors such as personal interests, capabilities, and external influences which
could not be represented in the survey making it abstract. Moreover, as a quantitative
study, it might not represent the spectrum of variables influencing students’ decisions
and that is because of limited options when answering the survey and absence of
qualitative data. Even more so, the researchers also found it difficult to create a model
for interpretation because there was not enough research surrounding the topic.
Data Analysis

In this research study, the researchers used the Microsoft Excel as a medium for
data recording and data analysis. The following data analysis methods are used to
interpret the results from the gathered data acquired through a conducted survey among
Senior High School student at San Pedro College – Basic Education: (1) Descriptive
Statistics, (2) Mean, (3) Correlation Analysis specifically, Pearson r Correlation.

1. Descriptive Statistics. These are specific methods that summarize, organize,

and describe the characteristics of a data set (Bhandari, 2020). The researchers
used this method to provide a clear data overview of the key variables
particularly in levels of ChatGPT usage and research skills proficiency scores. It
also allows pattern identification using visual representations such as charts and
graphs.
2. Mean. It is also known as the average. The mean is the sum of the values in a
set divided by the number of values in the set (Hurley & Tenny, 2023). It aids in
interpreting overall trends in the data, providing insights into how ChatGPT usage
might influence research skills.
3. Correlation Analysis (Pearson r Correlation). Correlational Analysis is used to
discover the relationship between two variables (Gell, 2024). The Pearson
Correlation Coefficient is the most common statistical technique in measuring the
degree of relationship between two quantitative variables wherein it aims to
measure the strength and tells how large the linear relationship between the two
variables is (Turney, 2024). If the coefficient value is +1, it shows a total positive
correlation, where when one variable changes, the other variable changes in the
same direction. If the coefficient value is 0, it reveals no correlation at all,
signifying that there is no relationship between the two variables. If it has a value
of -1, it shows a total negative correlation, where when one variable changes, the
other variable changes in the opposite direction. This method is being used by
this study to determine and contribute to a deeper comprehension of the potential
relationship between the two variables — ChatGPT usage and research skills of
 Senior High School students at San Pedro College – Basic Education
Department.

Ethical Considerations

The researchers sought permission from the school’s administrator,

systematically working on their study legally and organizing it. All researchers must
adhere to ethical principles in conducting their work. (Rasan, Chowdhury, Dola & Rony,
2021). The following ethical issues that concern the study’s legitimacy are listed.

Rights of Ownership and Participant Consent. The study participants were

informed about the aim of the research, their rights, and the confidentiality of data
obtained. They were told about what the study was about and what the risks or dangers
might happen through participation in the study. They would be told that regardless of
the nature of the issue that they would be drawn into, it also contained some potential
benefits for them. Participant identities are always secured to assure their security and
trust in the research process. There were high rules to that data safety when the study
was undertaken.

Data security measures. Some of the steps to safeguard data included keeping
all data secure and encrypted in appropriate compartments, granting access to only
necessary personnel, and remembering to clearly plan to delete the data once no longer
of use to the research. All of these are critical to ensuring the privacy and trust of study
participants. General ethical concerns included informed involvement with the
participant, confidentiality of what is learned, the welfare of the participants, cultural
sensitivity, self-awareness of the biases of the researcher, and data handling.

Creating Benefits and Reducing Downsides. The study also assured

participants were made to benefit and were put at no or minimal risk. In this case offering
resources to assist in honing their research skills. When conducting interviews or
surveys, researchers looked for indicators of discomfort and strove to create comfortable
environment.
 Bias in Question Framing. This study is also sensitive to the fact that the way
questions or tasks are framed can shape student responses. Some research-related
queries are vague or leading, biasing the answer types to the researcher’s own views or
lenses. To reduce this, researchers need to design the study and test in the language
that is clear, neutral, so students’ response will not be guided by any intention behind the
question.

Identifying or Stigmatizing. The participants should not be identified or

stigmatized for their ability to use AI. An assessment that labels students as “good” or
“poor” in AI, for instance, could permanently damage their motivation to learn, their self-
perception, and their willingness to work with the technology in the future. Researchers
instead need to focus on growth and development, in understanding that using AI is a
developing skill.

Trustworthiness and Justice. The procedures used in the data analysis will
prioritize the responses of the participants to enhance the outcomes with respect to the
findings. In order to avoid acting objectively and putting the participants’ welfare first, the
researchers took into account their responses.
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