CHAPTER 3

RESEARCH METHODOLOGY

This chapter discusses research design, research locale, respondents

of the study, sampling procedure, research instrument, data gathering

procedure, ethical consideration, scoring procedure, and statistical

treatment.

Research Design

The descriptive correlational research design will be used in this

study to examine the relationship between students’ attitudes toward

Artificial Intelligence (AI) applications—measured through behavioral,

cognitive, and affective/emotional components—and their academic

performance. The descriptive aspect summarizes the socio-demographic

profile of the respondents and their overall perceptions of AI tools, while

the correlational aspect investigates whether these perceptions are

significantly related to academic performance. This design is appropriate

because it enables the researchers to describe current conditions and test

the degree and direction of relationships between variables in a real-world

academic environment.

Research Locale

The research will be carried out in the city of Cagayan de Oro, where

various higher education institutions are located. The city serves as a hub
for both private and public universities, providing a diverse student

population with varying levels of access to technology. The locale was

selected for its accessibility, relevance, and the increasing adoption of AI

tools among students.

Sampling design

The study used the simple random sampling method, whereby the

group of subjects for study was randomly selected from the total

population. Each individual in the group was selected randomly, and each

student in the larger group had the same chance of selection and inclusion

in the sample. The total population of 130 college students, as shown in

Table 1, was drawn from various year levels of the Business Administration

program of selected higher education institutions in Cagayan de Oro City.

Based on the computed sample size using a margin of error of 15.85% and

a confidence level of 95%, a total of 30 respondents were selected to

participate in the study.

To determine the appropriate sample size, an analysis was

conducted using a sample size calculator from [Link],

which is based on population mean. This method ensures that the sample

is statistically valid and reflective of the overall student population in the

target locale. The respondents in this study consist of college students

who have experience using Artificial Intelligence (AI) tools and applications
such as ChatGPT, Gemini, Poe, CiCi, and Brainly, which are the main focus

of the study.

As presented in Table 2, the respondents were distributed according

to year level: 4 from first-year, 12 from second-year, 12 from third-year,

and 2 from fourth-year students. This distribution provides a fair

representation of students from different academic standings and learning

experiences.

In this study, the respondents are the 30 selected students enrolled

in different year levels and courses. These respondents serve as the

primary sources of data used to determine and evaluate their behavioral,

cognitive, and affective/emotional attitudes toward Artificial Intelligence

and its influence on their academic performance. These participants are

considered reliable and informed sources, as they are currently active in

academic environments where AI tools are increasingly used for learning

and research.

Table 1
Computation For Sample Size

Total Margin of Error Level of Sample Size

Population Confidence
150 5 95% 109

Table 2
Distribution of Respondents
Year Level Population Sample size
Public
Private
 Total 150 109

Selection of respondents was based solely on the following criteria:

first, respondents must be currently enrolled as college students at the

time of the data collection; second, respondents must have prior

experience using at least one AI application (ChatGPT, Gemini, Poe, CiCi,

or Brainly); third, respondents must be willing and available to participate

in the study; and lastly, respondents must give informed consent to

participate by signing the consent form.

Research Instrument

There are two (2) variables of the study: the independent variable

and the dependent variable. The independent variable is the use of

Artificial Intelligence (AI) applications, specifically ChatGPT, Gemini, Poe,

Brainly, and CiCi, which were measured through three sub-dimensions of

student attitudes toward AI: behavioral, cognitive, and affective/emotional

components. These constructs were adapted from the study of Valle et al.

(2024) and Katsantonis & Tzafilkou (2024), which explored the role of AI

attitudes in shaping learning engagement and technology adoption.

The dependent variable is the students’ academic performance,

which was measured using self-reported Grade Point Average (GPA) and

perceived improvement in learning outcomes due to AI utilization. This

component was based on the framework used by Gonzales & Nabua

(2025) and supported by Deng et al. (2024), who examined the effects of

AI integration on conceptual understanding and learning efficiency.

Validity and Reliability of Research Instrument

A pilot testing phase will be undertaken with a small group of

students to ensure the reliability and validity of the questionnaire prior to

the main study. This pilot test will reveal ambiguities or flaws within the

instrument, facilitating appropriate revisions and refinements based on

participant feedback. Subsequent to the pilot testing, the internal

consistency of the questionnaire will be assessed utilizing Cronbach's

alpha. This statistical measure will assess the instrument's reliability, with

a target alpha value of 0.70 or greater signifying satisfactory reliability.

The validation method will include a panel of experts to ascertain the

content validity of the instrument. The validators will comprise three

expert individuals. Their experience will offer essential comments on the

questionnaire's structure, content relevancy, and general efficacy in

assessing the intended constructs.

Validators Affiliation Credentials

(Internal Validator) Bachelor’s Degree:
BSBA Academic Master in Business
1. V1
Head/Principal, SHS, STI Administration, Bukidnon
College CDO State University
(Internal Validator) Registered Psychometrician
School Guidancee, STI (RPm) & Certified Human
College CDO Resource Associate (CHRA
2. V2
Bachelor’s Degree: BS
Psychology 2020, Holy
Cross of Davao College
 (External Validator) Graduate Studies:
Student Activity Masters of Arts in
Coordinator, Liceo de Education, Major in
Cagayan University Teaching English
Communication Arts at
3. V3 Lourdes College
Bachelor’s Degree:
Bachelor of Science in
Education, Major in English
at Central Mindanao
University

Data Gathering Procedure

The data collection process for this study will be conducted

through the administration of an online and paper-based survey

questionnaire to ensure accessibility and wide participation from students.

This method allows participants to respond at their convenience while also

ensuring precise and complete data acquisition.

Prior to the administration of the survey, formal authorization will be

secured from the respective university or college administration. A written

request will be submitted, outlining the study’s objectives, significance,

and methodology. Gaining approval from the institution ensures

compliance with research protocols and fosters cooperation from the

student population.

During the survey distribution, the researchers will provide a brief

orientation about the purpose of the study and explain the importance of

sincere and accurate responses. Participants will be reminded that their

participation is voluntary and that they may withdraw at any time without
consequences. They will also be assured that their responses will remain

confidential and anonymous, and no identifying information will be

disclosed in the results.

After the data collection process is completed, the survey responses

will be encoded and securely stored for analysis. Both digital and physical

copies will be safeguarded to maintain data integrity. This systematic

procedure ensures the reliability of the findings while upholding ethical

considerations and respecting the rights and privacy of all participants.

Scoring Procedure

The scoring procedure for this study is structured to systematically

assess students’ attitudes toward Artificial Intelligence (AI) across three

components: Behavioral, Cognitive, and Affective/Emotional, utilizing a 4-

point Likert scale. This method ensures accurate quantification of

responses, enabling clear analysis and interpretation of the data. By

assigning numerical values to qualitative judgments, the study can identify

significant trends and patterns in students’ attitudes. Furthermore, scores

will be categorized into defined ranges (e.g., Low, Moderate, High) to aid

in the evaluation of the overall level of attitudes.

Table 1. Scoring Procedure for Behavioral Component

Score Description Range Interpretation

4 Strongly Agree 3.25-4.00
3 Agree 2.50-3.24
2 Disagree 1.75-2.49
1 Strongly Disagree 1.00-1.74
 Table 2. Scoring Procedure for Cognitive Component

Score Description Range Interpretation

4 Strongly Agree 3.25-4.00
3 Agree 2.50-3.24
2 Disagree 1.75-2.49
1 Strongly Disagree 1.00-1.74

Table 3. Scoring Procedure for Affective/Emotional Component

Score Description Range Interpretation

4 Strongly Agree 3.25-4.00
3 Agree 2.50-3.24
2 Disagree 1.75-2.49
1 Strongly Disagree 1.00-1.74

Statistical Treatment of the Data

To sort out the specific gap identified in this study, varied statistical

methodologies will be utilized to examine the data gathered from

respondents via the research instruments. A normality test will be

conducted to verify that the assumptions of normal distribution are

satisfied, facilitating the selection of suitable statistical methods for

subsequent investigation.

For Problem 1, descriptive statistics, including frequencies and

percentages, will be used to summarize the demographic profile of the

respondents in terms of gender, institution (public or private), year level,

and AI applications/websites used. This provides a clear demographic

overview of the study participants.

For Problem 2, descriptive statistics will be computed for each sub-

variable of AI application usage—behavioral, cognitive, and

affective/emotional components. The mean scores (M) and standard

deviations (SD) will be reported to quantify students’ assessments of their

use of AI tools across these dimensions.

For Problem 3, which seeks to determine the level of students’

academic performance as influenced by AI usage and socio-demographic

characteristics. Mean and standard deviation will serve to quantify the

performance levels across groups.

For Problem 4, regarding the significant difference in the level of

academic performance based on socio-demographic factors such as

gender, school, and year level, t-tests or ANOVA will be utilized. These

inferential tests will provide insights into whether differences in

background characteristics lead to variations in academic outcomes.

For Problem 5, which investigates the significant relationship

between the use of AI applications (behavioral, cognitive, and

affective/emotional components) and students’ academic performance,

Pearson’s correlation coefficient will be employed. This will determine the

strength and direction of the relationships between the independent and

dependent variables.
 For Problem 6, multiple regression analysis will be applied to

identify the stronger predictor of academic performance between socio-

demographic factors and AI application usage. This will help determine

which set of variables contributes more significantly to explaining

variations in students’ performance.

Ethical Considerations

To ensure the protection of participants’ rights and welfare, ethical

considerations are central to the conduct of this study. Prior to data

collection, informed consent will be obtained from all respondents. Each

participant will be provided with clear information about the purpose of

the research, the methodology to be used, and the scope of their

involvement. This will enable them to make an informed decision about

whether to participate.

Participation in the study will be entirely voluntary, and

respondents will be reminded that they have the right to withdraw at any

stage of the research process without incurring any negative

consequences. This assurance is intended to promote openness, trust, and

honesty in their responses.

 The principles of confidentiality and anonymity will be strictly

observed throughout the research process. No personally identifying

information will be collected, and all responses will be treated with the

highest level of confidentiality. Data will be securely stored and accessible

only to the research team to prevent any breach of privacy.

 APPENDIX “D”

RELIABILITY AND VALIDITY OF INSTRUMENT

Reliability and Validity of Instrument

It was pre-tested by thirty (30) individuals not participating in the

research before the final presentation of the self-made survey test

questionnaire. Using Cronbach’s alpha, a researcher determined whether

all survey questions were aimed at a single element of the population.

As a result, the tables will be shown below

Component No Items Cronbach’s M S.D

Alpha

Behavioral 8 .94 3.45 .52

Cognitive 7 .91 3.60 .48

Affective/ 10 .95 3.38 .55

Emotional