DONT RELAY ON THIS PDF READ THE RESEARCH PAPER
📘 STUDY NOTES
Title: The Use and Impact of AI Tools on the Academic Performance of ICT Students at Leyte
National High School
🧩 CHAPTER 1 — INTRODUCTION
1. Background and Rationale
• Artificial Intelligence (AI) aims to make machines perform human-like tasks such
as writing, designing, and problem-solving.
• Students now depend on AI tools (ChatGPT, Grammarly, Canva AI, QuillBot) for
projects, writing, and coding.
• AI improves efficiency, but overuse can weaken creativity, comprehension, and
independent learning (Luckin et al., 2016).
• The study observes how ICT students at LNHS use AI and how it affects their
academic performance.
• It aims to promote balanced, responsible use of AI tools in education.
2. Statement of the Problem
1. How are AI tools utilized by ICT students in their academic projects?
2. What is the perceived impact of AI tools on the quality and efficiency of students’
academic work?
3. What challenges do students encounter when integrating AI tools into their
academic projects?
3. Scope and Delimitation
• Focuses on ICT students of LNHS (Grades 11–12, S.Y. 2025–2026).
• Covers academic use of AI tools, not personal or entertainment use.
• Does not test the technical performance of AI tools.
• Limited to short-term academic effects, not long-term results.
4. Significance of the Study
• Students: Helps them use AI to improve creativity and performance.
• Teachers: Gives strategies for integrating AI responsibly.
• Administrators: Supports policy decisions on technology use.
• Future Researchers: Serves as a foundation for future AI-education studies.
• ICT Community: Promotes innovation and responsible AI usage.
5. Definition of Terms
• AI Tools: Applications that perform intelligent tasks (ChatGPT, Grammarly,
Canva).
• AI Writing Tools: Tools that generate or edit text.
• Academic Project Quality: The grade or score based on a teacher’s rubric.
• ICT Student: Officially enrolled student under the ICT strand at LNHS.
🧠 CHAPTER 2 — REVIEW OF RELATED LITERATURE AND FRAMEWORKS
1. Related Literature
• AI Enhances Learning: Improves personalized learning and gives instant
feedback (Luckin et al., 2016).
• Technology Integration: AI creates interactive, engaging environments
(Almarashdeh & A’sharif, 2020).
• AI and Motivation: Makes learning immersive and encourages innovation
(Kizilcec & Schneider, 2020).
• Challenges: Possible overdependence, plagiarism, and loss of creativity.
• Research Gap: Few studies focus on high school ICT students in the Philippines.
2. Theoretical Framework
• Constructivism Theory (Piaget, 1952): Students build knowledge through
experience; AI encourages exploration and self-learning.
• Social Learning Theory (Bandura, 1977): Students learn by observing models; AI
gives examples and feedback.
• Technology Acceptance Model (Davis, 1989): Students use AI based on its
usefulness and ease of use.
3. Conceptual Framework
• Independent Variable: AI tool usage (type, frequency, extent).
• Dependent Variable: Academic performance (grades, project output).
• Moderating Factors: Skill development, understanding, and efficiency.
4. Hypotheses
• H₀ (Null): No significant relationship between AI tool use and academic
performance.
• H₁ (Alternative): There is a significant relationship between AI tool use and
academic performance.
⚙️ CHAPTER 3 — RESEARCH METHODOLOGY
1. Research Design
• Quantitative Descriptive-Correlational Design: Used to measure the relationship
between AI use and student performance using numerical data.
2. Research Locale
• Conducted at Leyte National High School, Tacloban City — a large public school
known for technology integration.
3. Respondents
• Population: 279 ICT students (Grade 11 = 147; Grade 12 = 132).
• Sample Size: 165 students using Slovin’s Formula (5% margin of error).
• Distribution: 87 (Grade 11) and 78 (Grade 12).
4. Sampling Procedure
• Stratified Random Sampling — ensures both grade levels are proportionally
represented.
5. Research Instrument
• Researcher-made questionnaire with four parts:
1. Respondent profile
2. AI usage and purpose
3. Benefits and impacts
4. Challenges in using AI tools
6. Validation of Instrument
• Reviewed by one ICT teacher and one Research teacher.
• Pilot-tested among 5 non-participating students.
• Reliability tested using Kuder–Richardson Formula 20 (KR-20); score ≥ 0.70 =
reliable.
7. Data Gathering Procedure
1. Request permission from school administration.
2. Secure consent from respondents (and parents if under 18).
3. Administer survey.
4. Collect and verify grades from teachers.
5. Encode and analyze data using Microsoft Excel.
8. Ethical Considerations
• Voluntary participation.
• Confidentiality and anonymity guaranteed.
• Proper citation of all references.
• No harm or stress caused to respondents.
9. Data Analysis
• Descriptive Statistics: Frequency, percentage, weighted mean.
• Inferential Statistics: Pearson’s correlation (r) to test relationship.
• Significance Level: p < 0.05 → significant.
🎯 POSSIBLE PRE-ORAL DEFENSE QUESTIONS AND GUIDE ANSWERS
A. General Questions
1. Why did you choose this topic?
→ We observed that many ICT students use AI tools heavily in school tasks. We wanted to
explore whether AI helps them learn or makes them dependent.
2. What is the main purpose of your study?
→ To determine how AI tools affect ICT students’ performance and to understand their benefits
and challenges.
3. How is your study different from other research?
→ Most research focuses on colleges or companies. Our study focuses on senior high school
students in a Philippine public school setting.
B. Chapter 1 – Introduction
4. What problems do you see with AI use in school?
→ Overdependence, reduced creativity, and less critical thinking.
5. Why focus on ICT students?
→ They are the most exposed to AI and digital tools, so they represent how technology shapes
learning.
6. What benefits can your study give to schools?
→ It guides teachers and students to use AI effectively while maintaining originality and
understanding.
C. Chapter 2 – Related Literature
7. Which theory best fits your study?
→ Constructivism Theory — students learn best when they build knowledge themselves; AI
tools can support this process.
8. What are the gaps you found in the literature?
→ Lack of local studies on AI use among Filipino senior high school students, especially in ICT
strands.
9. What risks did previous studies warn about?
→ Ethical concerns, loss of creativity, and overreliance on technology.
⸻
D. Chapter 3 – Methodology
10. Why use a descriptive-correlational design?
→ It helps determine the relationship between AI use (independent variable) and academic
performance (dependent variable).
11. How did you ensure your questionnaire was valid?
→ It was reviewed by experts, pilot-tested, and statistically checked using KR-20 for reliability.
12. Why use stratified random sampling?
→ To ensure equal representation from both Grade 11 and 12.
13. What statistical tools did you use?
→ Frequency, weighted mean, and Pearson correlation to test relationships.
E. Ethics and Results
14. How did you protect the respondents?
→ We obtained consent, kept answers confidential, and only used data for academic purposes.
15. What will you do if the results show no significant relationship?
→ We will accept the null hypothesis and recommend further research on other factors
influencing performance.
F. Interpretation and Significance
16. What if AI usage shows a positive correlation with performance?
→ It means responsible AI use enhances learning and helps students perform better.
17. What if it shows a negative correlation?
→ It may mean students rely too much on AI, which weakens understanding and originality.
18. What do you recommend after your study?
→ Schools should teach ethical and balanced AI use and encourage students to combine AI
assistance with critical thinking.