Artificial Intelligence on the Learning Performance of Senior High School Students
Abstract
This study examined the use of artificial intelligence (AI)-based learning tools and their relationship to the learning performance of Senior High School students at Kibatang National High School. Specifically, it aimed to determine the types of AI-based learning tools used by students, assess the level of AI utilization in terms of frequency of use and learning purposes, identify the students' level of learning performance, and determine whether there is a significant relationship between the use of AI-based learning tools and learning performance. The study employed a quantitative descriptive-correlational research design. A total of 100 Senior High School students, consisting of 50 Grade 11 and 50 Grade 12 students, participated in the study. Data were collected through a survey questionnaire, while the students' General Weighted Average (GWA) was used to determine their learning performance. The gathered data were analyzed using appropriate statistical tools at the 0.05 level of significance. The findings revealed that ChatGPT was the most commonly used AI-based learning tool, followed by Google Gemini, QuillBot, and Brainly, while Grammarly, Perplexity AI, and Quizlet were moderately used. The level of AI utilization in terms of frequency of use obtained a mean score of 3.79 with a descriptive rating of Agree, while the level of use based on learning purposes obtained a mean score of 3.83, also interpreted as Agree, indicating a high level of AI utilization among the respondents. In terms of learning performance, most students obtained a General Weighted Average (GWA) ranging from 88 to 92. However, the results further revealed that there was no significant relationship between the use of AI-based learning tools and the learning performance of Senior High School students. The study concluded that students prefer AI applications that provide immediate, accessible, and versatile academic support across various learning tasks and subject areas.