Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations
offered.
Summary of Findings
The predominance of AI-tools tools suggests that a majority of students find platforms
such as ChatGPT to be particularly relevant to their academic requirements. This is likely due to
the consistent demand for written outputs, including essays, reports, and reflections.
Furthermore, the fact that a quarter of respondents employed multiple AI tools indicates a
growing versatility and awareness of the diverse functionalities available. The smaller proportion
of individuals relying on math or research tools may imply either a limited number of tasks
necessitating those tools or challenges in accessing and comprehending their applications.
Overall, the findings indicates that AI learning tools have emerged as a significant
component of students’ academic practices, although their integration is not yet fully realized. A
majority of students utilize these tools occasionally and perceive them as moderately beneficial,
primarily for writing-related tasks.
Approximately half of the respondents believe that AI facilitates quicker task completion;
however, many remain neutral in their assessments. This neutrality may reflect an adjustment
phase as students strive to effectively incorporate AI support into their study routines.
Collectively, the findings suggest that while AI tools are viewed positively, they serve as a
complement to, rather than a replacement for, traditional learning methodologies.
Future educational strategies should prioritize the enhancement of students’ digital
literacy, the provision of training in effective AI utilization, and the responsible integration of AI
tools into academic environments. Such approaches could bolster both efficiency and critical
engagement with technology.
The study examined the relationship between the use of AI learning tools and academic
task completion time among senior high school students of Benjamin B. Esguerra Integrated
School. The majority of respondents were aged 17–18 years old, with more female students than
male students. Most participants were from the HUMSS strand, particularly Grade 12.
The findings revealed that a large proportion of students (77.5%) reported using AI
learning tools to assist with difficult academic tasks. Writing-related AI tools such as Grammarly
and ChatGPT were the most commonly used, followed by the use of multiple AI tools. In terms
of frequency, most students reported using AI learning tools sometimes rather than consistently.
Regarding academic task completion time, most students completed their tasks within 30
minutes to one hour. More than half of the respondents agreed that AI learning tools helped them
complete academic tasks faster, although a notable number of students expressed neutral
perceptions. Overall, the findings suggest that AI learning tools are commonly used by senior
high school students and are perceived to contribute to more efficient task completion, with
variations depending on frequency and type of AI tool usage.
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. AI learning tools are widely utilized by senior high school students, particularly for writing
and academic support tasks.
2. Most students are able to complete academic tasks within a reasonable time frame, indicating
that AI tools may support efficient task completion.
3. Students generally perceive AI learning tools as helpful in reducing academic task completion
time, though the level of effectiveness varies.
4. The frequency and type of AI learning tool usage appear to influence how efficiently students
complete academic tasks.
5. Demographic characteristics provide contextual information but do not solely determine task
completion time when AI learning tools are used.
Recommendations
Based on the conclusions of the study, the following recommendations are proposed:
1. Students should use AI learning tools responsibly as supplementary aids to improve
productivity while maintaining academic honesty.
2. Teachers should provide guidance on ethical and effective use of AI learning tools and
integrate AI literacy into classroom instruction.
3. School administrators should consider developing policies and training programs that promote
responsible AI use in academic activities.
4. Future researchers should conduct studies with larger samples, include multiple schools, and
explore additional variables such as academic performance, learning outcomes, and subject-
specific effects of AI learning tools.