Ai-Generator Websites and Its Impact On The Academic Performance of Senior High School Students of Usant

UNIVERSITY OF SAINT ANTHONY
(Dr. Santiago G. Ortega Memorial)

City of Iriga
SENIOR HIGH SCHOOL DEPARTMENT
AI-GENERATOR WEBSITES AND ITS IMPACT ON THE ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF USANT
A Quantitative Research presented to the
Faculty of Instruction of the Senior High School Department
University of Saint Anthony,
City of Iriga, Camarines Sur
In partial fulfillment of the requirements in
Practical Research 2
School Year 2023-2024
AVENGOZA, KIM MEZZIEL D.
GUADALUPE, JUN DHEO
MARMOL, LESTHER E.
PINEDA, SHANIA KRIZZEL E.
(12 – JACINTO)
JANUARY, 2024
City of Iriga
SENIOR HIGH SCHOOL DEPARTMENT ii
This research entitled: AI-GENERATOR WEBSITES AND ITS IMPACT ON THE

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF
USANT, in partial fulfillment of the requirements in Practical Research 2
(Quantitative Research) prepared and submitted by AVENGOZA, KIM MEZZIEL
D., GUADALUPE, JUN DHEO, MARMOL, LESTHER E., PINEDA, SHANIA
KRIZZEL E., is recommended for acceptance and approval for Final Oral
Examination.
MS. LIEZEL B. PRAXIDES
Research Adviser
PANEL OF EVALUATORS
______________________ _______________________
______________________________________________________________________
APPROVAL SHEET
Approved by the Committee on Oral Examination on ________________.
with a grade of ______%
MS. LIEZEL B. PRAXIDES
Research Adviser
PANEL OF EVALUATORS
______________________ _______________________
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SENIOR HIGH SCHOOL DEPARTMENT iii
ACKNOWLEDGEMENT
The researchers would like to extend their deepest and sincere gratitude to
the following individuals who assisted in the completion of this study, particularly:
Ms. Liezel B. Praxides, for being considerate and allowed the researchers
to work on this research. Also, for guiding the researchers in the development and
improvement of this study.
The Respondents of the Study, who actively participated during the data
gathering and willingly answered the questionnaires given, providing the
researchers the information needed in order to complete the study.
The Family and Friends of the Researchers, for being there for the
researchers of this study and showing them endless support ever since the first
day of making and accomplishing this study until this point.
To the significant other of one of the members of the group, Denzille Reign
G. Sales, for being a great help and serving as her strength to keep on moving
forward with this research paper and being consistent on showing love and endless
support to her since day one which was also what motivated her to finish the study.
The Students of Grade 12 STEM – Jacinto, who also contributed as the

respondents of the study, giving the researchers the help that they needed and the
support especially in completing the paper.
Above all, to our Almighty Father, who become the backbone of the
researchers during their struggles when finishing the study and did not let them or
the people who were part of this study be harmed.
The Researchers
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SENIOR HIGH SCHOOL DEPARTMENT iv
AI-GENERATOR WEBSITES AND ITS IMPACTS ON THE ACADEMIC

AVENGOZA, KIM MEZZIEL D., GUADALUPE, JUN DHEO, MARMOL,

LESTHER E., PINEDA, SHANIA KRIZZEL E., University of Saint Anthony, Iriga
City
Keywords: AI-Generator websites, AI tools, Senior High School Students,

Academic Performance
ABSTRACT
AI-generator websites are part of the development of technology especially
now that the society is already entering a modern era where advancements and
innovations are made to ensure the people of an easier way to life. These tools
are now popular as an aid to people doing activities regarding their work, people
especially students are undeniably one of the users of such technological creation.
Students tend to use AI-generator websites academically in doing the following:
1.) Doing assignments, 2.) Studying lessons, 3.) Error checking/Improving outputs,
4.) Generating ideas, and so much more which may influence them or encourage
them to use these tools.
The study is scoped on the Senior High School Department at USANT,
particularly the Grade 11 and Grade 12 students coming from the different strands
that they are taking (ABM, GAS, HUMSS, STEM, and TVL). The study was
conducted at University of Saint Anthony, San Miguel, Iriga City, Camarines Sur,
where the respondents of the study are to be located.

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This study aims to create an output that may share and spread awareness
about AI-generator websites. The researchers are to create an article containing
information gathered from the respondents about AI-generator websites, and its
impacts on the academics of students. The output will also contain the
recommendations of the respondents as well as the researchers about the use AI-
generator websites.
The goal of this research is to determine why students use AI tools
and identify the impacts of AI-generator websites on the student's academic
performance by finding answers to the following questions: 1.) What is the profile
of the student in terms of: a.) Grade Level, b.) Strand, c.) AI Tool Preferences, 2.)
What are the factors that affect the preference of students of using AI-generator
websites in terms of the following: a.) Use, b.) Accessibility c.) Effectivity, 3.) What
are the impacts of AI websites on students’ academic performance?, 4.) What
recommendations can be developed based on the findings of the study?
The findings of the study are the following: 1.) Grade 11 and Grade 12
students from ABM, GAS, HUMSS, STEM, and TVL strands have different
preferences when it comes to the AI tools that they use in performing school-
related activities. 2.) The students of Grade 11 and Grade 12 have agreed that
some factors that contributed to accessibility and effectivity of AI tools are what
influenced them to use AI-generator websites in doing paperwork and other
academic requirements of the students. Also, students of both grade levels from
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the different strands have also agreed that their reasons for using these tools are
what influenced them to use AI tools in their academics. 3.) There are various
impacts that are brought to them by AI-generator tools regarding the way they
perform academically. Majority of the grade 11 and grade 12 students have agreed
that when they are using AI tools there academic performance tend to enhance as
well. 4.) Recommendations of the students were made which includes the
recommendations about how AI tools are great tools when the students want help
in doing their tasks but it was also mentioned that students must be careful and
not to overuse and rely on it too much.
Based on the findings and conclusions of the study, recommendations were
made by the researchers: 1.) Respondents have diverse preferences for AI tools,
suggesting that implementing AI-generator websites in education could allow
students to explore other AI tools. 2.) Factors influencing students to use AI-
generator websites should not lead to academic dishonesty or unethical behavior
when using AI tools, especially academically. 3.) Understanding the impact of AI
websites on students' academic performance can help them understand when to
use AI tools effectively. 4.) An article highlighting AI tools' impact on student
performance will educate students and the general public, offering
recommendations based on the study's findings and providing information about
AI tools.
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TABLE OF CONTENTS
PAGE
TITLE PAGE ................................. i
APPROVAL SHEET ................................. ii
ACKNOWLEDGEMENT ................................. iii
ABSTRACT ................................. iv
TABLE OF CONTENTS ................................. vii
BACKGROUND OF THE STUDY
Introduction ................................. 1
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Assumptions of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Hypothesis of the Study ........................... 13
Scope and Delimitations ........................... 13
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Definition of Terms ............... ................ 16
Review of Related Literature and Studies . . . . . . . . . . . . . . . 17
Synthesis of the State of Art . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Research Gap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
RESEARCH METHODOLOGY
Research Design ................................. 37
Respondents/ Key Informants . . . . . . . . . . . . . . . . . . . . . . . . . 38

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Data Gathering Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Statistical Tools ........................... 40
DATA ANALYSIS AND INTERPRETATION
Presentation of Data, Analysis and Interpretation. . . . . . . . . . . . . . . . . . 43
OUTPUT
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings ...................... ......... 112
Conclusions .................................... 119
Recommendations ................................ 122
BIBLIOGRAPHY ....................................... 124
APPENDICES ............................... 129
CURRICULUM VITAE ............................... 133
LIST OF FIGURES
Figure 1 – Theoretical Paradigm ............................... 9
Figure 2 – Conceptual Paradigm ............................... 11
Figure 3 – Grade 11 Strands ............................... 45
Figure 4 – Grade 12 Strands ............................... 46
Figure 5 – AI-generator websites used by ABM students ............. 47
Figure 6 – AI-generator websites used by GAS students ............. 48
Figure 7 – AI-generator websites used by HUMSS students . . . . . . . . . . . . 49
Figure 8 – AI-generator websites used by STEM students . . . . . . . . . . . . . 50
Figure 9 – AI-generator websites used by TVL students . . . . . . . . . . . . . . . 51
Figure 10 – Reasons of ABM students for using AI-generator websites . . . . . 52

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Figure 11 – Reasons of GAS students for using AI-generator websites . . . . . 53
Figure 12 – Reasons of HUMSS students for using AI-generator websites . . 54
Figure 13 – Reasons of STEM students for using AI-generator websites . . . . 56
Figure 14 – Reasons of TVL students for using AI-generator websites . . . . . 57
LIST OF TABLES
Table 1 – Demographic Profile of Students .................... 43
Table 2 – Factors that affect the preference of ABM students in using

AI-generator websites .................... 58
Table 3 – Factors that affect the preference of GAS students in using

Table 4 – Factors that affect the preference of HUMSS students in using

Table 5 – Factors that affect the preference of STEM students in using

Table 6 – Factors that affect the preference of TVL students in using

Table 7 – Impact of AI-generator websites on ABM students’ academic

performance .................... 83
Table 8 – Impact of AI-generator websites on GAS students’ academic

performance .................... 87
Table 9 – Impact of AI-generator websites on HUMSS students’ academic

performance .................... 90
Table 10 – Impact of AI-generator websites on STEM students’ academic

performance .................... 94
Table 11 – Impact of AI-generator websites on TVL students’ academic

Performance .................... 97
Table 12 – Enhancement on ABM students’ overall academic performance . . 100
Table 13 – Enhancement on GAS students’ overall academic performance . . . . 101

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Table 14 – Enhancement on HUMSS students’ overall academic performance . 101
Table 15 – Enhancement on STEM students’ overall academic performance . . . . 102
Table 16 – Enhancement on TVL students’ overall academic performance . . . . . 102
Table 17 – Recommendations about the use of AI-generator websites on

academics . . . . . . . . . . . . . . . . . 103
LIST OF APPENDICES
Appendix A – Questionnaire . . . . . . . . . . . . . . . . . 129

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Chapter 1
THE PROBLEM
Introduction
Over the past few decades, technology has advanced significantly,
influencing every aspect of the world. Artificial intelligence and other technological
advancements have been put into practice all around the world, and this is
becoming more and more evident with each passing day. When it comes to the
creation of technological advances and artificial intelligence, there are some
common misconceptions. The topic is quite controversial because society must
decide whether to hasten or delay the development of artificial intelligence.
In recent years, the rapid advancement of artificial intelligence (AI)
technology has brought about significant changes in various fields, including
education. One notable development is the emergence of AI-generator websites,
which provide students with the ability to generate written content, such as essays
or research papers, using sophisticated algorithms. While these platforms offer
convenience and time-saving benefits, concerns have been raised regarding their
impact on student's academic performance and the ethical implications of using
AI-generated content.
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AI-generator websites, often known as text generators or content
generators, have grown in popularity in recent years. These websites generate
human-like content based on user prompts by using machine learning and natural
language processing algorithms. Several significant advancements in the fields of
artificial intelligence and natural language processing can be linked to the
beginning of websites that generate AI such as the evolution of machine learning,
the rise of generative models, commercialization and monetization and lastly its
user demand.
There is no doubt that most students are now dependent on using AI-
generator websites or text generators as it is one of the contributors to producing
fine and well-written text, essays, or other paper works. In the society that we live
in today, where technology and the use of AI are developing and evolving, there is
no denying that students use these AI-generator websites as a key to ease or
lessen the difficulty of creating outputs. Most of the time, these are beneficial on
the students' part but it is in no way that it should be used in academic dishonesty
and unethical behaviors, especially on their academic performance.
Students who use AI-generator websites can be found in universities and
schools, especially at the University of Saint Anthony, one of the schools in Iriga
City, Camarines Sur, Philippines. The researchers decided to conduct their study
there regarding the impacts of AI-generator websites on Senior High School
students of USANT since students in the university also use AI-generator websites.
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This study is supported by House Bill No. 7913 or The Philippine AI
Regulatory Framework Act which aims to establish a thorough legal framework to
guarantee the ethical design, implementation, and utilization of AI systems. It
creates the Philippine Council on Artificial Intelligence, designates particular
responsibilities for several government institutions, and outlines and punishes AI-
related banned behavior.
In a study entitled Role of Artificial Intelligence Tools in Enhancing Students’
Educational Performance at Higher Levels, by Abbas, N. et al. (2023) states that
the integration of Artificial Intelligence (AI) tools in students’ education has proved
a lot of improvements and benefits when it comes to the students’ academic
performance. AI tools provide a lot of opportunities and welcome students to more
academic or learning experiences. These tools are capable of shaping and
transforming education into a more improved way of learning and effective
enhancement of skills for both educators and students, this way their educational
performance is also improved.
With the statements mentioned above, it is clear that AI-generator websites
or AI tools create room for the improvement of the academic performance of
students. Forming different opportunities and providing newly found skills which
later on can be applied in real-life situations. AI tools may have impacts on students
whether it be negative or positive impacts in terms of performance under
academics which will be the focus of this study, and it is to determine the impacts
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of AI-generator websites on the academic performance of SHS students of
USANT.
The study’s purpose is to seek the impacts of AI-generator websites on the
academic performance of senior high school students of USANT. To know the pros
and cons as well as the benefits, regarding their performance at school, of AI-
generator websites on the students of USANT which will help in generating an
article about these websites.
Theoretical Framework
This study focuses on the impact of using AI-generator websites on
students' academic performance which draws upon several relevant theories and
concepts. These theories provide a foundation for understanding the potential
effects of AI generator usage on learning outcomes and academic integrity.
The following theories are commonly employed in the context of educational
technology and student performance:
The Technology Acceptance Model (TAM) developed by Fred Davis
(1989), explores individuals' acceptance and adoption of new technologies. This
model is constructed into two factors such as perceived usefulness and ease of
use. It intends to explain the way a person decides when using technology based
on their intention on using it. One of the factors is the perceived usefulness in which
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a person's intention in using technology is based on how useful it can be and how
well can it benefit them. Second is the ease of use where it shows that a person
believes that when using technology, it saves them from the effort of going through
hardships and gives them the freedom to do anything. Such factors influence the
users to easily adapt to newer and advanced technology but may also result to the
behavior of the person in using it. This model can be applied to understand
students' attitudes towards AI-generator websites and how their perception of
these tools may influence their usage patterns and subsequent academic
performance.
The Unified Theory of Acceptance and Use of Technology (UTAUT)
proposed by Ventakesh et al. (2003) was anchored on several theories that were
integrated in order to come up with a newly developed theory. This states that the
behavior and intention of a person reflects on the usage of technology, it seeks to
understand how people adapt to new changes regarding technology. According to
Ventakesh et al. (2003), this theory was divided into four key factors namely
performance expectancy, effort expectancy, social influence, and facilitating
conditions. Performance expectancy supports the perceived usefulness under the
technology acceptance model (TAM), which indicates that an individual views
technology as something beneficial in order to gain developments in his/her
performance. Effort expectancy is based on TAM’s ease of use wherein it states
that a person’s usage of technology relies on how easy it is to use and manipulate.
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Social influence is how an individual relies on what he/she thinks about how others
perceive technology and how it should be used. Lastly, facilitating conditions is
defined as “the degree to which an individual believes that an organization's and
technical infrastructure exists to support the use of the system" (Venkatesh et al.,
2003), which seeks to explain the intention of use of an individual. It is said that
these four key factors are controlled by age, gender, experience, and voluntariness
of use, which shows the effect of intentions and behavior of an individual on using
technology. Similar to the Technology Acceptance Model (TAM), the use of this
theory is significant in understanding how the intention of usage of such
technologies as AI-generator websites affects the students’ behavior, especially in
their academic performance.
Self-Regulated Learning Theory (SRL) by Zimmerman (1989),
emphasizes students' ability to actively control and monitor their learning process.
It encompasses strategies such as goal setting, self-reflection, and self-evaluation.
Self-regulated learning is the process wherein students have control over how to
manipulate and manage their own learning abilities and capacities. This term refers
to the initiative of individuals to learn at their phase and expense (Zimmerman,
1989). In this theory, Zimmerman identified three phases. First is the forethought
phase, where the students assess themselves and set goals that they need to
meet. This serves as the preparatory stage wherein an individual prepares his/her
own ability in doing tasks such as learning tasks. Second is the performance
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phase, where the students apply and unleash their own abilities in terms of
engaging and performing tasks properly. It shows the progress of a student in
terms of learning. Lastly is the self-reflection stage, focusing on how a person
reflects on how they’ve done the given tasks and how well their progress is. This
theory helps understand how students' use of AI-generator websites may influence
their self-regulated learning behaviors, such as their ability to independently
generate and evaluate content, manage their time effectively, and set appropriate
learning goals.
With these theories combined, the researchers came up with their own
theory named The Theory of Social Cognition by The Researchers. In the
modern world, websites play a crucial part in how university students learn in order
to obtain sustainable education. The impact of using AI-generator websites on
students' academic performance can vary depending on several factors, including
the specific context of usage, the individual student's approach, and the
educational goals and expectations. Through AI technology, the students can
adopt the social cognition in which people process, remember, and use information
in social contexts to explain and predict their own behavior and that of others. In
the context of AI generator usage, this theory suggests that students' academic
performance can be influenced by observing and imitating the behavior of others,
including their peers or online sources. It helps understand how exposure to AI-
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generated content may impact students' motivation, self-efficacy, and learning
strategies.
According to some research, students who tend to use AI-generator
websites are more likely to perform well academically. They can answer easily
without using their knowledge and exert their ability to solve. Using AI for academic
purposes offers several advantages for students. AI enables personalized learning
experiences by adapting to individual needs and providing tailored
recommendations. It enhances accessibility by assisting students with disabilities
or language barriers. Intelligent tutoring systems powered by AI offer adaptive
support, while efficient data analysis helps educators make data-driven decisions.
Automated grading and feedback save time for educators, and AI-generated
content enhances engagement. AI also assists students in research tasks, saving
time and providing relevant information. However, the use of AI in academic
purposes presents several disadvantages, including the lack of human interaction
and personalized instruction, ethical concerns regarding plagiarism and academic
integrity, biases and limitations in AI-generated content, technological dependence
and reliability issues, privacy and data security risks, disparities in access and
equity, and challenges in adapting to diverse learning styles. These drawbacks
highlight the need for careful consideration of ethical practices, responsible usage,
and a balanced approach that combines the benefits of AI with human teaching
and interactive learning experiences.

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Theoretical Paradigm
Figure no. 1
THEORETICAL PARADIGM
(THE RESEARCHER’S THEORY)
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Conceptual Framework
The input-process-output model was used in the conceptual framework by
the researchers in the conduct of this study.
INPUT. The input includes the profile of the respondents. The factors that affect
their preference for using AI-generator websites. The impacts of AI-generator
websites on the academic performance of the students. The recommendations
were developed based on the results of the study.
PROCESS. The process contains how the study will be formulated. This includes
the collection of data from the chosen respondents through surveys or
questionnaires. The chosen respondents will be the Grade 11 and 12 senior high
school students of USANT who are taking up any strand. The gathered data from
the respondents will be computed analyzed and interpreted, which will later on be
used in formulating recommendations and conclusions. The results of the study
will be used in creating an output.
OUTPUT. The results of the study will be used to formulate the output of the
researchers which is a website containing an article about the impacts of AI-
generator websites, its benefits, and the pros and cons of using it.
FEEDBACK. The feedback comes from the input, process, and output of the
study. It shows the analysis of Grade 11 and Grade 12Senior High school students
of USANT and the impacts of AI-generator websites to them.

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Conceptual Paradigm
Figure no. 2
CONCEPTUAL PARADIGM
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Statement of the Problem
This research aims to determine why students use AI tools and identify the
impacts of AI-generator websites on the student's academic performance by
finding answers to the following questions:
1. What is the profile of the student in terms of:
a) Grade Level
b) Strand
c) AI Tool Preferences
2. What are the factors that affect the preference of students of using AI-
generator websites in terms of the following:
a) Use
b) Accessibility
c) Effectivity
3. What are the impacts of AI websites on students’ academic performance?
4. What recommendations can be developed based on the findings of the
study?
Assumption
This research is premised on the following assumptions:
1. The respondents’ profile varies.

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2. Some factors affect the preference of students in using AI-generator
websites.
3. There are different impacts of AI websites on their academic performance.
4. Some recommendations can be developed based on the findings of the
study.
Hypothesis
There is an impact on the academic performance of Senior High School students
of USANT when they use AI-generator websites.
Scope and Delimitation
This study will revolve around AI-generator websites, focusing on how they
influence the students' preferences when using such websites, and also their
impacts on the academic performance of the Senior High School Students of
USANT.
The target respondents are the Senior High School Students of USANT who
are currently enrolled for the academic year 2023 - 2024. Particularly, the Grade
11 and Grade 12students who are taking up any of the following strands: The
Accountancy, Business and Management (ABM) strand, General Academic
Strand (GAS), Humanities and Social Sciences (HUMSS) strand, Science,
Technology, Engineering, and Mathematics (STEM) strand, and Technical-
Vocational-Livelihood (TVL) strand. A total of 305 respondents will be given the

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chance to take part in answering the questionnaires prepared by the researchers.
All 17 sections of Grade 11 and all 15 sections of Grade 12will be selected but only
a specific number of students per section will be given the questionnaires
randomly. The method of sampling that will be used is convenience sampling
(availability sampling) wherein the surveys will be distributed not by choosing who
really are needed to answer the questionnaire but by choosing those who are
available when the surveys will be distributed. The researchers will conduct their
study within the campus of the University of Saint Anthony, San Miguel, Iriga City,
Camarines Sur, Philippines.
The study will be conducted by the researchers with the use of surveys
using questionnaires as the data gathering method and technique, containing the
questions, formulated by the researchers themselves, which will satisfy the needed
data to come up with findings and conclusions in the later part of the study which
will then be used in creating an appropriate output for the study.
Significance of the Study
This study focused on the usage of AI-generator websites and identifying
the impacts of AI-generator websites on the academic performance of Senior High
School Students of USANT.
The result of the study will benefit the following:

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STUDENTS. The result of this study will be directed first and foremost to the
students as they are the main target of this study. This will be beneficial for them
in a way that they will be aware on what are the impacts brought by AI-generator
websites and how their academic performance is affected by it. In addition, this
study may contain the recommendations when using AI-generator websites,
especially in academics.
TEACHERS. They are the ones who can monitor how a student performs in
academics. With the help of this study, they will be able to see if there are any
possibilities that AI-generator websites affect the academic performance of
students and understand how students use AI-generator websites.
SCHOOL ADMINISTRATION. The school administration must make sure that the
students are receiving quality education, are learning, and are academically
improving. With the result of this study, they will be informed on how the
implementation of AI-generator websites, such as AI tools that are used by
students, affect how a student perform academically and how it benefits them as
students.
RESEARCHERS. This study will be able to provide the researchers conducting
this study benefits and knowledge since they are also Senior High School students
who are also using AI-generator websites when needed. The result of this study
will allow the researchers to conclude how their fellow schoolmates’ academic
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performance is affected by the AI tools. They will also be able to create
recommendations on the findings that they will be able to gain from the
respondents. This way, they will also have the chance to be aware if their use of
AI generator tools also has an impact on their own academic performance.
FUTURE RESEARCHERS. The result of this study can serve as a basis for future
researchers for further study on AI-generator websites.
Definition of Terms
Academic Performance. A term used to describe a person's successes and
accomplishments in a learning environment, usually inside of an academic
institution like a school, college, or university. It’s an indicator of how good or poor
you perform a specific task.
AI-generator websites. These are AI-powered writing tools programmed to
perform the inputs or the tasks asked by the user. These sites commonly perform
tasks needed in creating paper works, schoolwork, and providing assistance to
struggling people especially students in coming up with ideas or composing
sentences.
Artificial Intelligence. Refers to the recreation of human intelligence by
computers that have been designed to reason and acquire knowledge similarly to
humans.
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Education. The act or process of instructing someone, particularly at schools,
colleges, or universities. It is also the knowledge, skill, and understanding you
acquire by enrolling in such institutions; and it is a subject of study that looks at the
difficulties and solutions related to instructing.
Technology. It is a term that involves the use of scientific knowledge, tools,
techniques, and systems for the creation, manipulation, and utilization of resources
and materials with the aim of resolving issues, enhancing operations, and
achieving certain achievements.
Websites. Is a compilation of connected web pages, electronic information, and
multimedia components that are often accessed online. Users can use web
browsers to view websites. These are used in various and complex task that has
a specific purpose.
Reviews of Related Literature
This presents the related local and foreign literature and studies
which will serve as the foundation of the study and will be used as the basis in
terms of analyzing the findings of the study.
Local Literature
An article by Antivola, M. H. L. (2023) entitled “What Filipino students are
saying about ChatGPT”, tackles how students view and use the AI tool ChatGPT.
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It highlights how the students are able to benefit from it, especially regarding their
own education. The author has found out that some students view ChatGPT as an
“invaluable tool” according to one interviewee, which aids them in doing some
paper works and school requirements. On the other hand, students also mentioned
how ChatGPT may seem to be putting them at risk because of its own drawbacks.
They’ve cited several disadvantages of the AI tool and some of these are it is
inaccurate in terms of providing pieces of information and citations, and it is a
gateway to academic dishonesty. An AI expert stressed how AI tools can improve
our way of life, education, in particular, can be one of the aspects that AI tools can
enhance as long as the proper use of such technological advances is present.
“AI in Academia: The Pros and Cons for Filipino Students” an article
written by Ebora, J. B. P. (2023), shares the pros and cons brought by AI-powered
writing tools to Filipino students. The article suggests the several benefits and
drawbacks of these tools. With the help of these tools, students are able to balance
their time considering that there are a lot of things on students’ plates nowadays.
Students are also able to easily identify their errors when it comes to the structure
of their sentences or essays. However, pros come with cons, and some of these
cons are the affected creativity of students. The author mentions that AI tools may
be of help to mankind but they shouldn’t hinder the development of the skills of
those who use AI, particularly students.

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“And now AI: How are we responding?” written by Arriola, M. S. M.
(2023), is based on how an AI tool itself recognizes its own advantages and
disadvantages, it highlights how teachers and students can adapt to the impacts
brought by AI tools on the field of education by providing ways on how to cope with
these technological advances, according to ChatGPT. Two mentioned AI tools
were ChatGPT and Google Bard AI, which are known to assist students as well as
educators in terms of doing their own respective work and tasks. Although these
are of great use to students and teachers, it was stressed by the AI tool that it is
still important to keep in mind that they shouldn’t let AI tools completely take over
human skills.
Foreign Literature
In an article written by Nunez, J. L. O. (2022), entitled How AI Text
Generators Will Impact the Writing Industry, it states that Artificial Intelligence is
flexible in any type of use. The author mentioned that AITGs or Artificial
Intelligence Text Generators started years ago and are now an essential tool for
creators, students, and even writers. As the name suggests, AITGs function
through the use of inputs from the users which can help in generating prompts,
suggestions, or even the text itself. It can also be a gateway in providing articles
for further information about the input topic. In the world of the Writing Industry,
there is a possibility that AITGs are used by writers. The effects of AI tools on their
writing are expressed on the following key points: (1) AITGs bring a positive impact
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on the writers themselves, providing them with the ease of doing and writing quality
content and letting them save an amount of time, given that they don’t have that
much time in doing such papers for business or for other purposes. (2) The user
may have control over improving the generated text or generated idea of the AI
tools used. (3) In today’s society, current trends tend to circulate online. With the
help of AITGs, it can provide the writer with specific ideas on how to make their
own writing up-to-date and interesting to the readers. This can serve as an
advantage to the writers, making their readers hooked with their paper (Nunez,
2022).
“AI vs. Students: Research on AI-Powered Academic Performance” an
article written by EduBirdie (2023), shows how Artificial Intelligence influences the
performance of students regarding their academics. The impacts of AI tools on
academic performance are divided into factors such as technology-related factors,
health factors (physical and mental health), and individual factors (motivation,
learning style, self-discipline, and study habits). These factors enable to
differentiate how AI tools are used by students and how these tools affect them.
“Understanding the Effects of AI Tools on College Students’ Academic
Performance” by an Anonymous author (2023) states that AI tools pose a lot of
advantages in enhancing the academic performance of College students
especially on Academic Tasks. AI tools assist students when organizing tasks,
giving them the opportunity to focus more on their work, which can be a way for
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them to produce a good output also affecting their grades. AI tools also help in
making complex works more manageable, saving the students’ time. These tools
are not only a way to fix sentences, generate ideas, and improve the grammar but
also it enhance the overall output as well. While these advantages give the
students the ease of doing such tasks, it is also important to be aware when using
it and not rely on it too much. This article proves that AI tools have the ability to
improve and enhance the student’s academic performance.
In an article of Llieva et al. (2023) entitled “Effects of Generative
Chatbots in Higher Education” states that a lot of students are aware of the
possibilities of AI technology since they have previously used it in the classroom.
They are happy with generative AI tools and show a great interest in adopting
chatbots powered by AI. Pupils who understand and appreciate AI's advantages
are more likely to use it frequently and to say they want to keep using it. This
highlights how crucial it is to convince educators of the benefits of artificial
intelligence (AI) in order to facilitate a smooth curriculum. By creating an
environment where teachers are more inclined to accept and smoothly incorporate
AI technology into school curricula, we can better match educational practices with
students' preferences and expectations integration.
According to Zhang, D., Zhao, J., & Zhou, L. (2020) in "The Impact of
Artificial Intelligence on Education: A Systematic Review", the impact of AI in
education across various domains, including personalized learning, intelligent

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tutoring, assessment, and student engagement. The study highlights the positive
effects of AI in enhancing learning outcomes and providing personalized support.
It also discusses challenges related to data privacy, biases, and the need for
proper integration of human teachers and AI technologies.
"Artificial Intelligence in Education: A Systematic Review" by Taneja,
A., Sharma, A., & Sharma, G. (2020), explores the impact of AI in education,
focusing on intelligent tutoring systems, adaptive learning, and educational data
mining. It discusses the benefits of AI in providing personalized learning
experiences, improving student engagement, and enhancing assessment
processes. The study also addresses concerns related to ethical considerations,
privacy, and the importance of teacher-student interactions in AI-supported
education.
Bostan, B., & Ozdamli, F. (2020) in their systematic review “The Role of
Artificial Intelligence in Education: A Systematic Review” investigates the role
of AI in education, emphasizing its impact on personalized learning, intelligent
tutoring, and assessment practices. The study highlights the advantages of AI in
adapting to individual student needs, improving learning outcomes, and providing
timely feedback. It also discusses challenges such as ethical concerns, biases,
and the need for human guidance and support in AI-enabled educational
environments.
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An article by Mallow, J. (2023) entitled “ChatGPT For Students: How AI
Chatbots Are Revolutionizing Education”, highlights the benefits of the AI tool
ChatGPT on the education of students. It was stated that ChatGPT serves as the
guide of students in order to produce good quality outputs but aside from that there
are also numerous advantages that this tool can offer. These advantages include
giving the students a hand when doing homework, it can give students suggestions
and answers about the topic that they want to know and expand their knowledge
about, letting students be engaged with learning, and making the access to a lot
of sources and information more convenient and easy. The article clearly
demonstrates how ChatGPT can enhance the academic performance of students
and somehow succeed in learning.
“AI-Enabled Chatbots Can Boost Academic Outcomes” by Bresnick,
P. (2022), highlighted an AI tool piloted by Georgia State University (GSU) that
connects with their students. This AI tool serves as a virtual teaching assistant that
contributes to the improvement of the students in terms of academics by ensuring
that they are able to comply with their academic requirements, letting students be
aware of their progress in academics, and providing other things in order for the
students to keep up with their learning process.
In the article “From chatting to self-educating: Can AI tools boost
student learning outcomes?” by Boubker, O. (2023) states a number of artificial
intelligence resources have been developed in recent years. As an open artificial

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intelligence platform, ChatGPT is able to deliver text in reply to users' questions,
claims, and information requests (Choi et al., 2023, Stokel-Walker, 2022). The tool
provides many possibilities for students to learn through a variety of self-teaching
activities, such as homework preparation, translation, coding, and new languages.
To be even more precise, artificial intelligence and its resources are important tools
for education and training, but they do not replace the role of teachers or their
capacity to support students in a specific learning process.
Local Studies
The study conducted by Estrellado, C. J. and Miranda, J. C. (2023), titled
“Artificial Intelligence in the Philippine Educational Context: Circumspection
and Future Inquiries”, discusses about the integration of AI in the Philippine
educational context offers a multitude of opportunities for enhancing the overall
learning experience. Among these precursor factors are the development of new
assessment methods, new upskilling, and the intensification of assessment
software, which can provide more precise and timely feedback to both students
and educators. This may also drive curriculum designers into figuring out
something about the matter and may, inferentially, lean the education culture in
the country either spectrum of good or for worse. But these AI-driven tools are
seen as augmenting educators at large, particularly to better understand students'
learning progress and tailor teaching strategies accordingly. With all the
possibilities articulated, we think that the only thing that summarizes the concerns
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is digital ethics. As AI technologies become increasingly integrated into education
ecosystems, it is vital to establish ethical guidelines that govern the use of these
technologies. Also, the widening of the digital divide and exacerbating existing
inequalities must not only be acknowledged but also must be addressed. Thus,
this paper put forward educators and policymakers for an academic dialogue
ensuring that the human aspect of teaching and learning remains central to the
process, because in relevance, technology continues to play a prominent role in
education.
The study conducted by Llego, M. A. (2022), titled “The Impact of Artificial
Intelligence (AI) on the Future of Education”. Says that the potential of artificial
intelligence (AI) to transform the field of education is both vast and largely
untapped. AI has the potential to revolutionize how we teach and learn, customize
educational content and experiences to meet the needs of individual students, and
support educators in making real-time decisions to improve student outcomes. In
the coming years, AI will increasingly be used to personalize learning experiences,
create new collaboration and social interaction opportunities, and provide real-time
feedback to educators and students. As AI-powered educational tools and
resources become more widely available, it is essential to consider how these
technologies can be used to support equity and excellence in education. The
potential of AI in education is great, significant challenges also need to be
addressed. These include ensuring that AI technologies are designed and used to
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protect student privacy, promoting digital literacy and responsible use of AI, and
ensuring that AI does not exacerbate existing educational inequalities. Despite the
challenges, the potential of AI in education is too great to ignore. With careful
planning and implementation, AI can be used to support the creation of more
equitable, effective, and efficient education systems.
The study conducted by Indias (2023), titled “AI at work: ChatGPT and
reflections on automation, states that even before we became aware of
ChatGPT”, the presence of AI or Artificial Intelligence in our daily life was already
inevitable. For example, virtual assistants like Siri and Alexa use AI to understand
and respond to voice commands, making it easy for people to perform various
tasks without having to physically interact with their devices. AI powers our
personalized newsfeed or playlists, and even the way digital interfaces like online
forms and emails can auto-complete what we are thinking to write through AI. The
conversations around these tools, especially in an academic setting, mostly
revolve around authorship and plagiarism. We ask how to ensure that the papers
submitted are produced by students and not by an AI. We are being called to
remain flexible in our encounters with these AI tools. For us in design education,
this means we must be more intentional about curating pedagogical experiences
that highlight the process and not simply the product.

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Foreign Studies
In a study entitled “Role of Artificial Intelligence Tools in Enhancing
Students’ Educational Performance at Higher Levels”, by Abbas, N. et al.
(2023) states that the integration of Artificial Intelligence (AI) tools in students’
education has proved a lot of improvements and benefits when it comes to the
students’ academic performance. AI tools provide a lot of opportunities and
welcome students to more academic or learning experiences. These tools are
capable of shaping and transforming education into a more improved way of
learning and effective enhancement of skills for both educators and students, this
way their educational performance is also improved.
According to a study by Alshater, M. (2022) entitled “Exploring the Role
of Artificial Intelligence in Enhancing Academic Performance: A Case Study
of ChatGPT”, as Artificial Intelligence branched out into different aspects, one of
these aspects is the NLP or Natural Language Process wherein the website itself
generates humanized text and prompts revealing the capabilities of AI to create
paragraphs, essays, or even appropriate responses and information. One example
of this NLP is the ChatGPT, which has the capacity to provide whatever the user
needs. It has been stated that there are different benefits and functions ChatGPT
can provide but there are also limitations that need to be considered.
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The study conducted by Seo, K. et al. (2021), titled “The impact of
artificial intelligence on learner-instructor interaction on online learning”,
tells us about Artificial intelligence (AI) systems offer effective support for online
learning and teaching, including personalizing learning for students, automating
instructors’ routine tasks, and powering adaptive assessments. However, while the
opportunities for AI are promising, the impact of AI systems on the culture of, norms
in, and expectations about interactions between students and instructors are still
elusive. In online learning, learner–instructor interaction (inter alia, communication,
support, and presence) has a profound impact on students’ satisfaction and
learning outcomes. Thus, identifying how students and instructors perceive the
impact of AI systems on their interaction is important to identify any gaps,
challenges, or barriers preventing AI systems from achieving their intended
potential and risking the safety of these interactions. To address this need for
forward-looking decisions.
The study conducted by Carstens et al. (2021), titled “Effects of
Technology on student learning”, discusses about the ever-changing world of
technology, classrooms are gaining more technology and having to incorporate it
into student learning. Although technology can benefit student learning, it can also
be detrimental to the educational process. Technology enhances many learning
opportunities and allows for student comfort but it can also be a tool that is too
heavily relied on and can potentially affect student fine motor development and
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problem-solving skills. In this research study, the researchers surveyed to K-12
educators to get feedback on how technology affects their classrooms. This
research helped determine how technology affects student learning. The findings
showed that more training for teachers and students is necessary to better
implement technology in the classroom. Furthermore, this research pointed out
that students are more engaged and comfortable with technology, yet they can
become a management concern.
Imran, A. A. and Lashari, A. A. (2023), in their study entitled “Exploring
the World of Artificial Intelligence: The Perception of the University Students
about ChatGPT for Academic Purpose” suggests that the use of AI tools may
have impacts on the writing skills of the students. It was stated that there are
negative and positive effects on how a student writes providing them with
advantages and disadvantages when formulating paper works or academic
papers. While being fed with a lot of opportunities when using AI tools such as
ChatGPT and other websites, there is a risk that their own cognitive development
may experience slow growth and their cognitive function may also experience a
reduction of capabilities such as decision-making, and critical thinking and may
have them fully rely on the usage of these tools with the mindset of it providing
them with ease of creating their own papers and works. The findings of the study
show that the students see these AI tools as something convenient and beneficial
for them in terms of English writing, but there are also some that says whenever
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they use AI tools like Grammarly, it gives them the impression of it being the work
of someone else. It is important to remember that the use of AI text generators
should be balanced and limited in order for it not to overpower the use of the mental
thinking of the students.
The findings in the study of Yu, E. (2023) entitled “Intelligent enough?
Artificial intelligence for online learners”, suggests that in an online learning
environment, students' writing practice benefited from AI-generated feedback.
Underachieving students expressed a desire for AI to help them even more with
their content generation and source-use abilities. Even though the majority of AI
feedback was text-based, the students with various learning preferences agreed
that it helped them develop their writing abilities, metacognitive abilities, and self-
confidence but not their creative abilities. Student-generated ideas show their need
for AI assistants to give online learners relevant feedback that is tailored to their
requirements and intended to help them take responsibility for their learning.
A study entitled “The impact of AI writing tools on the content and
organization of students’ writing: EFL teachers’ perspective” by Marzuki et
al. (2023) shows how artificial intelligence writing tools affect the writing of
students. It states that AI writing tools have the potential to provide negative and
positive impacts with regard to how a student creates his/her own paper. Such
positive impacts include the strengthening of sentence structure, and improving
the grammar and punctuation of students. However, AI writing tools are no doubt,
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the way for students to be reliant on tools in order to make their life easy. For this
reason, it may lead students to not realize their own mistakes about what they are
doing and not learn enough about what should really be done. Their own learning
process and understanding may be put into a critical situation as it may hinder their
own skills to grow and expand. According to Marzuki et al. (2023), they have found
out that regarding the content writing of students, teachers view AI writing tools as
somehow essential and beneficial, however, some teachers also view AI tools as
a barricade on generating unique and creative ideas. On the other hand, when it
comes to vocabulary and language use, the teachers have noticed that with the
use of AI writing tools, students are prone to using such sophisticated and deep
words which can lead to their own writing being a bit complicated to understand
but some also argue that AI writing tools enhance a student’s vocabulary.
“Impact of ChatGPT on Academic Performance among Bangladeshi
Undergraduate Students” a study by Tanvir, K. et al. (2023), focuses on how
ChatGPT and AI tools influence the academic performance of students in
Bangladesh, especially under four (4) factors namely: (1) Plagiarism (2) Creativity
(3) Motivation and (4) their interconnections. These four factors are proven to be
connected with each other by the usage of ChatGPT. Plagiarism, when committed
by students when using ChatGPT, can possibly lead them to rely on it especially
when creating written outputs, potentially hindering the development of their
creative abilities. This underlines the importance of encouraging moral AI tool

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usage and encouraging students to think creatively on their own. A correlation
between creativity and motivation was found among students. Those who possess
stronger creative skills tend to exhibit higher levels of academic motivation which
can cause their higher academic performance (Tanvir et al., 2023). This study
highlights how the proper use and misuse of AI tools can pose risks to a student’s
abilities when learning. Moderation and direction are required to guarantee that
students continue to develop their creative abilities and keep their distinctiveness
as writers. AI tools can be immensely helpful in education.
The findings in the study by Chan, C. K. Y and Hu, W. (2023) entitled
“Students Voices on Generative AI: Perceptions, Benefits, and Challenges
in Higher Education” This study suggests that Generative AI improves the
learning experience for students by responding to user commands and producing
extremely creative results. Students, especially international students, might
benefit from writing aids from AI generators by using tools like ChatGPT to
brainstorm ideas and receive comments on their writing. Generative AI tools are
regarded as valuable research tools as well for creating concepts, combining
knowledge, and distilling a huge volume of text material to assist researchers with
data analysis and writing. Mizumoto and Eguchi's (2023) investigation of the
validity and results demonstrate the efficacy of ChatGPT as an automated essay-
scoring method. Reduced the amount of time needed for grading, ensured that
scores were consistent, and was able to provide instantaneous evaluations and
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comments on kids' writing abilities. This type of research shows that the teaching
and learning process could be transformed by Generative AI, and student
performance could also improve the results of higher education.
In the study of Sanchez et al. (2023) entitled “Educational Artificial
Intelligence: Application of AI to improve teaching effectiveness, provide
instant feedback, and identify student difficulties” states that students can
improve more precisely and comprehend their areas of strength and weakness
more fully when they receive feedback tailored to their performance and learning
style. AI also improves student engagement tracking. It accomplishes this by
instantly alerting teachers to any problems that kids might be having. The study
also states that Students receive timely assistance when facing obstacles in their
learning journey. As a result, AI technology equips teachers to take initiative in the
classroom and promotes a culture where students' achievement and welfare come
first.
Synthesis of the State of Art
There are several literature and studies that display similarities with the
study of the researchers. Authors of different cited articles and studies determined
the different impacts of AI-generator websites on how a student performs
academically.
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The article of EduBirdie (2023) “AI vs. Students: Research on AI-
Powered Academic Performance” determined that the use of Artificial
Intelligence influences the academic performance of students. It was also stated
by Anonymous (2023) in “Understanding the Effects of AI Tools on College
Students’ Academic Performance” that AI tools positively impact how students
enhance their academic performance. When using AI tools, there are a lot of
opportunities or chances that the output a student will generate is improved.
Mallow, J. in his article “ChatGPT For Students: How AI Chatbots Are
Revolutionizing Education” states that AI tools like ChatGPT serve as the
backbone of students when doing written academic output, providing advantages
in order to improve their own papers. “AI-Enabled Chatbots Can Boost
Academic Outcomes” by Bresnick, P. (2022), says that aside from AI tool being
a tool, it can also serve as a companion and a teaching assistant to students
making their academic journey easier. It was also mentioned by Llieva et al.
(2023) in their article “Effects of Generative Chatbots in Higher Education” that
students who are more accustomed to the use of technology prefer to use AI tools’
advantages which highlights how AI tools are now essential to the education of
students.
Studies mentioned by the researchers are also in connection with the study
at hand like the study “Effects of Generative Chatbots in Higher Education” by
Abbas, N. et al. (2023), where it was stated that AI tools are capable of
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transforming the educational achievement of students in a way that it is more
enhanced and improved. In their 2023 study titled "Exploring the World of
Artificial Intelligence: The Perception of University Students about ChatGPT
for Academic Purposes," Imran and Lashari investigate the impact of AI tools
on students' writing skills. They identify both positive and negative effects on
students' writing abilities when using AI tools, such as ChatGPT. While these tools
offer convenience and opportunities for students, they also pose a risk to their
cognitive development. Chan, C. K. Y and Hu, W. on their study “Students
Voices on Generative AI: Perceptions, Benefits, and Challenges in Higher
Education” said that AI tools are considered valuable tools as they improve the
academic experience of students, bringing them assistance, and producing fine
outputs. Tanvir, K. et al. mentioned in their study, “Impact of ChatGPT on
Academic Performance among Bangladeshi Undergraduate Students”, that
there are impacts of AI on students and one of these is students’ creativity is more
likely to be negatively affected by the use of AI tools since their creativity may be
decreased due to the reliance on the ideas generated by the tool. Another study is
the study of Marzuki et al. entitled “The impact of AI writing tools on the
content and organization of students’ writing: EFL teachers’ perspective”,
which mentions how the teachers themselves view how AI tools affect their
students, citing positive and negative impacts towards students’ writing and skills
in creating written works.

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Gap Bridge by the Study
There have been numerous studies conducted on the impact AI when it
comes to the academic performance of students, but there are still some research
gaps that remain to be addressed. Students have diverse learning styles, abilities,
and backgrounds. It is important to understand how AI impacts the academic
performance of various student profiles. This study explores whether the AI usage
of Senior High School Students have differential impacts on different groups of
students that belong to two grade levels under the Senior High School Department
and to what strand the students are taking. This descriptive study aims to seek
how the students, belonging to the different strands of the Senior High School
Department, perceive the use of AI-generator websites. To identify the factors that
may affect their own preference when using AI-generator websites, and their
attitude toward the impacts of AI-generator websites on their own academic
performance.
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Chapter 2
RESEARCH METHODOLOGY
This chapter presents the research methodology including the research
design, respondents of the study, and its data-gathering instruments.
Research Design
The integration of artificial intelligence (AI) technologies in various sectors,
including education, has become increasingly prevalent in recent years. AI tools,
such as virtual assistants, online learning platforms, and AI-based educational
software, offer new possibilities for enhancing the learning experience and
improving academic outcomes. However, the impact of AI usage on academic
performance, particularly among senior high school students, remains an area that
requires further exploration.
This research aims to investigate the impact of using AI-generator websites
on the education achievement of senior high school students. With the increasing
integration of AI technologies in educational settings, it is crucial to understand
how these advancements affect students' learning outcomes. This study will
employ a descriptive quantitative design which is a non-experimental research
where the only purpose is to observe the behavior and attitude of the respondents
towards a specific topic or situation without the need to change or control any
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variable. This is used to describe how the respondents perceive something based
from their own understanding. This study aims to gather data from the respondents
about their experiences and attitude regarding the usage of AI tools and its
influence towards the Senior High School students. The researchers are to analyze
and interpret the data gathered in order to formulate conclusions and
recommendations about the use of AI-generator websites.
Respondents of the Study
The respondents of the study are Senior High School Students, particularly
the Grade 11 and 12 students of the University of Saint Anthony, San Miguel, Iriga
City, Camarines Sur who are currently enrolled for the academic year 2023-2024
and are taking up the following strands: The Accountancy, Business and
Management (ABM) strand, General Academic Strand (GAS), Humanities and
Social Sciences (HUMSS) strand, Science, Technology, Engineering, and
Mathematics (STEM) strand, and Technical-Vocational-Livelihood (TVL) strand.
All sections under each strand of Grades 11 and 12 will be given questionnaires.
There will be a total of 305 respondents who will be asked to participate in the
process of gathering the data for the study. 164 respondents in Grade 11 will be
selected to answer the prepared questionnaire of the researchers, while there will
be 141 respondents in Grade 12 who will be selected to also answer the
questionnaires. The ABM strand is consist of 18 (Grade 11) students and 13
(Grade 12) students, a total of 31 ABM respondents. The GAS strand is consist of
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7 (Grade 11) students and 11 (Grade 12) students, a total of 18 GAS respondents.
The HUMSS strand is consist of 28 (Grade 11) students and 20 (Grade 12)
students, a total of 48 HUMSS respondents. The STEM strand is consist of 105
(Grade 11) students and 89 (Grade 12) students, a total of 194 STEM respondents.
The TVL strand is consist of 6 (Grade 11) students and 8 (Grade 12) students, a
total of 14 TVL respondents. The data gathered will be used to analyze and
interpret the gathered data from the respondents.
The respondents are selected with the use of one sampling method.
Researchers of the study chose the respondents with the use of convenience
sampling (also known as availability sampling) which is a non-probability sampling
that is done by choosing respondents who are convenient for the researchers or
those who are available at the time of the distribution and answering of the
questionnaires. During the data gathering process, the researchers will distribute
the surveys to the sections of Grade 11 and Grade 12. The questionnaires will not
be given to the students who are really the specific students to answer the
questions, but will be given to the students who will be around during the time of
the distribution and will also be given to those who want to answer the survey. With
the use of this method, the researchers will not have a hard time choosing specific
students who can answer the questions provided.

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Data Gathering Instruments
The researchers used a survey as the data-gathering instrument for the
data needed by the study. A survey is a method used by researchers to gather the
information needed for the study. This survey includes the use of a questionnaire
that contains a set of standardized or structured questions regarding AI-generator
websites and their understanding of how AI tools and websites affect their
academic performance which is to be answered by the selected Senior High
School student respondents. The questionnaires offer limited questions to be
answered. The survey is conducted by the researchers face-to-face or in person
by handing out papers with questions to each section of the Grade 11 and 12 under
every strand, letting the respondents answer and provide information that will be
needed for the interpretation of data.
Statistical Tools
After gathering the information and data needed, the researchers will then
proceed to tabulating and calculating the responses of the respondents in order to
come up with the needed results using the following appropriate statistical tools:
Frequency Count. This statistical tool is used when calculating the total
tally of the responses or the data gathered under every variable and is also used
in calculating how often the event occurs.

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Percentage Technique. This statistical tool is a calculation that will be
using the frequency distribution from each of the categories then dividing it by the
overall respondents and multiply it by 100 to get the percentage of how many
responded to each of the categories.
𝒇
𝑷= 𝒙 𝟏𝟎𝟎
𝑻𝑷
Where: P = Percentage
f = Frequency
TP = Total Population
Slovin’s Formula. This statistical tool is used for calculating the sample
size, total number of the population, and the margin of error. This is also used to
determine the total number of respondents needed in the population.
𝑵
𝒏=
𝟏 + 𝑵𝒆𝟐
Where: N = Number of Population
n = sample size
e = margin of error
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Likert scale. A 5-point Likert scale which consists of choices including the
neutral option. It is used to measure the respondent’s attitude or view toward a
specific situation or question. The study used a 5-point Likert scale of agreement
in order to get the level of agreement of the respondents towards the given
questions.
The scale of each points were computed by subtracting the highest point to
the lowest point and then dividing the difference or the answer to the highest point.
The answer will then be added to the following scale in order to get the specific
range of each point.
Point Scale Explanation
5 4.24 – 5.00 Strongly Agree
4 3.43 – 4.23 Agree
3 2.62 – 3.42 Neutral
2 1.81 – 2.61 Disagree
1 1.00 – 1.80 Strongly Disagree

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CHAPTER 3
AI-GENERATOR WEBSITES AND ITS IMPACT ON THE ACADEMIC
This chapter presents the data gathered and the analysis and interpretation
of the data gathered from the respondents. This study aims to see how AI
generator websites impact senior high school students in terms of their academic
performance. The data was gathered through the use of questionnaires given to
grade 11 and 12 students who were able to provide the needed data.
I. Demographic Profile of the Students
FREQUENCY PERCENTAGE
PROFILE
DISTRIBUTION DISTRIBUTION
GRADE
Grade 11 164 54%
Grade 12 141 46%
TOTAL 305 100%
STRAND
ABM 18 6%
GAS 7 2%
Grade 11
HUMSS 28 9%
STEM 105 34%

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TVL 6 2%
TOTAL 164 53%
ABM 13 4%
GAS 11 4%
Grade 12 HUMSS 20 7%
STEM 89 29%
TVL 8 3%
TOTAL 141 47%
GRAND TOTAL 305 100%
Table 1
The table above shows the profiles of the grade 11 and 12 senior high
school students and their respective strands.
There are a total of 305 respondents that were randomly selected to answer
the given questionnaire. In Grade 11, there were 54% of respondents, which is
equivalent to 164 students, while 46% of respondents were Grade 12 students,
which is equivalent to 141 students.

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Strand
GRADE 11 TVL, 6 ABM, 18

2% 6%
GAS, 7
2%
HUMSS, 28
9%
STEM, 105
34%
Figure 3
Figure 1 shows the different strands taken by the Grade 11 students and
how many students were chosen per strand. The Grade 11 students are divided
into 5 strands: Accountancy, Business, and Management (ABM), General
Academic Strand (GAS), Humanities and Social Sciences (HUMSS), Science,
Technology, Engineering, and Mathematics (STEM), and Technical-Vocational-
Livelihood (TVL). In Grade 11, there are 164 students. Under the ABM strand, 6%
of the students were chosen, which is equivalent to 18 students. The GAS strand
consists of seven students, which makes up 2%; the HUMSS strand consists of 28
students, which makes up 9%; the STEM strand consists of 105 students, which
is 34%; and lastly, the TVL strand consists of 6 students, which is 2%.
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GRADE 12 TVL, 8 ABM, 13

3% 4% GAS, 11
4%
HUMSS, 20
7%
STEM, 89
29%
Figure 4
Figure 2 shows the different strands taken by the Grade 12 students and how
many students were chosen per strand. The Grade 12 students are divided into 5
strands: Accountancy, Business, and Management (ABM), General Academic
Strand (GAS), Humanities and Social Sciences (HUMSS), Science, Technology,
Engineering, and Mathematics (STEM), and Technical-Vocational-Livelihood
(TVL). Under the ABM strand, 13 students were chosen, which is equivalent to 4%.
The GAS strand consists of 11 students, which makes up 4% of the 141 students
in Grade 12. The HUMSS strand consists of 20 students (7%) the STEM strand
consists of 89 students (29%); and lastly, the TVL strand consists of eight students
(3%).
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AI generator websites used by students
This section presents the data gathered from the respondents about the AI
generator tools that they use regarding with their academic requirements and
activities.
ABM
10
9
8
7
6
5
4
3
2
1
0
ChatGPT Google Bard Others Grammarly Open AI Quillbot
GRADE 11 GRADE 12
Figure 5
Figure 3 presents the types of AI generator websites that are used by both
Grade 11 and Grade 12 Accountancy, Business, and Management (ABM) students
at the University of Saint Anthony (USANT). As seen in the data presented, the AI
generator website, which is ChatGPT, was used by three students in Grade 11,
while there were five students in Grade 12. Only one student from Grade 11 uses
Google Bard, and none from Grade 12. Under Grammarly, the majority of students
that use this come from Grade 11, with a total of nine students, while only seven
from Grade 12 use this website. Two students from Grade 11 use the website
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OpenAI, while only one student from Grade 12 does. The majority of the QuillBot
users in ABM come from grade 12, consisting of nine students, while only three
students from grade 11 use this. Four students said that they use other AI tools;
three came from grade 11, while the other one is from grade 12.
GAS
6
0
GRADE 11 GRADE 12
Figure 6
Figure 4, as shown above, presents the AI generator websites used by the
Grade 11 and Grade 12 General Academic Strand (GAS) students. ChatGPT is
used by the majority of the five students coming from both grade levels. Google
Bard is somehow only used by three GAS students in grade 12. Grammarly is also
only popular in grade 12, with a total of five students using it, while only one student
uses it in grade 11. OpenAI has three users, with two students coming from grade
12 and the remaining one from grade 11. Quillbot is also popular with grade 12
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GAS students, having four users from grade 12 and only one from grade 11. One
student in grade 12 uses other websites as AI tools.
HUMSS
14
12
10
8
6
4
2
0
GRADE 11 GRADE 12
Figure 7
Figure 5 shows the AI generator websites used by the Grade 11 and Grade
12 Humanities and Social Sciences (HUMSS) students at the University of Saint
Anthony (USANT). As shown above, Grammarly and QuillBot are the most used
tools by the students coming from both grade levels. There were 12 students in
Grades 11 and 12 who used Grammarly. QuillBot is used by seven students in
grade 11 and 12 students in grade 12. ChatGPT and OpenAI, however, have a
low number of users in Grade 12. Eight students in grade 11 use ChatGPT, while
only three students in grade 12 use it. Open AI is used by four students in grade
11, while only one student uses it in grade 12. The data also shows that Google
Bard and other AI websites are not utilized by the grade 12 HUMSS students. Four
students from grade 11 use Google Bard, while none of the students from grade
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12 are said to have been using it. Other AI-generator websites are also used by
five students in grade 11.
STEM
60
50
40
30
20
10
0
GRADE 11 GRADE 12
Figure 8
The figure above presents the AI generator websites or tools used by the
grade 11 and 12 students in the Science, Technology, Engineering, and
Mathematics (STEM) Strand. It has been found out that most students in STEM
use ChatGPT, Grammarly, and QuillBot the most. There are 54 students in Grade
11 that use ChatGPT, while 42 students in Grade 12 do not. The website,
Grammarly, has 51 users from grade 11, while 44 users are from grade 12.
Quillbot, being the third most used AI tool among STEM students, has 31 users
from grade 11, while 52 are from grade 12. Open AI, Google Bard, and other AI
tools have been found to be the least used by STEM students. Open AI is used by
13 students in grade 11, while there are 14 students in grade 12 that use it. Google
Bard, on the other hand, has 11 users in grade 11, while 7 students in grade 12
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have been using it. There are other websites that are used by 4 students in grade
11 and 3 students in grade 12.
TVL
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
GRADE 11 GRADE 12
Figure 9
The data presented in Figure 7 shows the AI-generator websites used by
both grade 11 and grade 12 students from the Technological-Vocational-
Livelihood (TVL) strand. According to the data, most of the grade 11 students use
other websites and Grammarly. Four students in grade 11 are said to use other AI
tools, while only one in grade 12 is found to be using it. Two students in grade 11
use Grammarly, while there are three students in grade 12 that use the same AI
tool. ChatGPT, Google Bard, Open AI, and QuillBot are the only AI tools that are
not utilized by the grade 11 TVL students. ChatGPT has two users from grade 12,
Google Bard and Open AI are used by only one student, respectively, and QuillBot
is said to be used by three students from grade 12.

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II. What are the factors that affect the preference of students in terms of
using AI-generator websites?
Reasons for using AI generator websites academically
Under this section are the reasons of the students for using AI generator
websites when they are dealing with academic papers and other academic
ABM
12
10
8
6
4
2
0
GRADE 11 GRADE 12
Figure 10
The data above shows the reasons why Accountancy, business, and
Management (ABM) students in grades 11 and 12 use AI generator tools
academically. Among the following reasons, error checking or improving output is
why most grade 11 ABM students use AI tools, as well as grade 12 students. Two
students from grade 11 said that they use AI tools for doing assignments, while
seven students from grade 12 said the same. Four students from grade 11 use AI
tools for self-assessment, and three students from grade 12. When studying
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lessons, four students from grade 11 said that they use AI websites, while only one
student in grade 12 said that they also use AI tools. Under generating ideas, three
students from grade 11 and five students from grade 12 said that they use such
tools. When writing paperwork, three students from grades 11 and 12 were found
to be using AI tools. For projects, PTs, and activities, five students in grade 11 use
the AI tools, while only four students in grade 12 do the same. In the process of
error checking and improving outputs, 10 students from grade 11 use the AI tools,
while seven students from grade 12 use AI tools. Two students from grade 11 and
only one student from grade 12 said that they have other reasons for using AI tools.
GAS
9
8
7
6
5
4
3
2
1
0
GRADE 11 GRADE 12
Figure 11
Figure 9 shows the reasons why General Academic Strand (GAS) students
use AI-generator websites academically. The data shows that most of the grade
12 GAS students use AI tools for writing paperwork, while most grade 11 GAS
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students use AI tools for doing assignments and studying lessons. There are three
students from grade 11 and six students from grade 12 that use AI tools for doing
assignments; one student from grade 11 and three students from grade 12 do their
self-assessment using their preferred AI tools; three students in grade 11 and two
students in grade 12 study their lessons through the use of AI tools or websites;
two students in grade 11 and seven students in grade 12 use AI tools for
generating ideas; and another two students in grade 11 and eight students in grade
12 use AI tools when they are writing their paperwork. When doing projects, only
2 students in grade 11 said that they use AI tools, while 5 students in grade 12
also said the same. Error checking and improvement of outputs are said to be done
by two students in grade 11 and three students in grade 12 through the use of AI
tools.
HUMSS
16
14
12
10
8
6
4
2
0
GRADE 11 GRADE 12
Figure 12
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Figure 10 above shows the reasons why Humanities and Social Science
(HUMSS) students use AI-generator tools. Doing assignments and projects is the
main reason why grade 11 students use AI tools, while error checking or improving
output and also doing assignments are the main reasons why grade 12 HUMSS
students use such tools or websites. 14 students in grade 11 use AI tools when
doing their assignments, and nine students in grade 12 also use AI tools. Self-
assessment is done by five students in grade 11 and two students in grade 12.
Studying lessons is done via AI tools by four grade 11 and one grade 12 student
in HUMSS. For generating ideas, five students in grade 11 use AI tools, while four
students in grade 12 do not. Four students in grade 11 and six students in grade
12 write their paperwork with the help of AI tools. In doing projects, PTs, and
activities, 14 students in grade 11 and eight students in grade 12 use AI tools. Error
checking or improving outputs is done by seven grade 11 students and 10 grade

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12 students with the use of AI generator websites. Three grade 11 students have
other reasons for using AI generator websites.
STEM
60
50
40
30
20
10
0
GRADE 11 GRADE 12
Figure 13
Figure 11 above shows why Science, Technology, Engineering, and
Mathematics (STEM) students use AI-generator websites. According to the data
shown above, 49 grade 11 students in STEM and 41 grade 12 students use AI-
generator websites when doing their assignments. When doing a self-assessment,
21 grade 11 and 14 grade 12 students use AI tools. Studying lessons is done by
15 grade 11 students and 14 grade 12 students with the use of AI-generator tools.
In generating ideas, 44 students in grade 11 and 33 students in grade 12 have
agreed that they use AI tools. Projects are accomplished by 35 and 27 students in
grades 11 and 12, respectively, with the use of AI tools or websites. In error
checking or improving outputs, 41 in grade 11 and 43 in grade 12 STEM use AI

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tools in order to accomplish this action. Four students from Grade 11 have other
reasons why they use AI tools academically.
TVL
3.5
3
2.5
2
1.5
1
0.5
0
GRADE 11 GRADE 12
Figure 14
The figure above contains the data gathered from Grade 11 and 12
Technological-Vocational-Livelihood (TVL) students about the reason why they
use AI generator websites in academics. It has been found out that two students
in grade 11 and three students in grade 12 use AI tools whenever they are doing
their assignments. Only one student from grade 12 and none from grade 11 use
AI tools when they are doing a self-assessment, studying lessons, or for other
reasons. One student from grade 11 and three students from grade 12 use AI tools
in writing paperwork, while in doing projects, one student from grade 11 and two
students from grade 12 use AI tools. When generating ideas, two students in grade
12 utilize AI generator tools. Error checking is done with AI tools by 2 students in
grade 11 and 1 student in grade 12.

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Factors affecting the preference of students in terms of using AI generator
websites
This section contains the factors that may affect the preference of students
when it comes to using the AI generator website/tools academically or in their
studies.
ABM 11
STRONGLY STRONGLY
AGREE NEUTRAL DISAGREE
AGREE DISAGREE
ACCESSIBILITY
Statement
2 6 4 4 2
1
Statement
1 8 5 4 0
2
Statement
2 6 4 6 0
3
Statement
3 4 3 7 1
4
EFFECTIVITY
Statement
2 6 2 8 0
1
Statement
0 8 4 5 1
2
Statement
0 9 2 7 0
3
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Statement
1 5 6 3 3
4
ABM 12
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
Statement
0 7 3 3 0
1
Statement
0 5 4 3 1
2
Statement
1 4 0 6 2
3
Statement
1 6 2 3 1
4
EFFECTIVITY
Statement
2 5 3 3 0
1
Statement
0 8 1 3 1
2
Statement
0 11 0 2 0
3
Statement
0 7 0 5 1
4
Table 2
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The table above shows the responses of Grade 11 and Grade 12 ABM
students to the questions about the factors that affect their own preferences when
using AI-generator websites under two categories.
As shown from the data above, for the first statement under accessibility,
which is “I can use AI generator websites wherever I go," under the 18 students in
Grade 11, there were two that answered, "strongly agree." Six answered "agree"
while four students were "neutral" on the given statement. Four students "disagree"
while two answered "strongly disagree." Under Grade 12, seven of the 13 students
"agree" with the statement. Three chose "neutral" as the answer and also three
chose "disagree" for their response. None of the students answered, "strongly
agree" and/or "strongly disagree."
The second statement was “I can use AI generator websites anytime that I
need it.” For the Grade 11 ABM students, one out of 18 students answered,
"strongly agree," while eight students "agree" with it. Five students were "neutral"
about it. Four answered "disagree," while none of the students chose "strongly
disagree." For the Grade 12 ABM students, five of the students "agree," while four
were neutral. Three students answered "disagree," while only one student
answered, "strongly disagree."
Under the third statement, “I can utilize AI-generator websites without the
need to pay for anything," for Grade 11, two students answered, "strongly agree"
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while six "agree." Four students were neutral on the statement. Six students,
however, disagree with it while none of the students answered that they strongly
disagree. For Grade 12, only one answered "strongly agree," four students were
"agree" on the statement while none answered as "neutral". Six students answered
that they "disagree" while only two students "strongly disagrees."
The last statement under accessibility was "The AI-generator websites that
I use are one click away.” The majority of the Grade 11 students answered with
"disagree." Three students said that they "strongly agree." Four students, however,
said that they "agree." Only three students were "neutral." Seven out of 18 students
answered "disagree" while one student answered, "strongly disagree." For Grade
12, there is one who answered, "strongly agree," six for "agree," two for "neutral,"
three for "disagree," and another one for "strongly disagree."
On the other hand, under the category of effectivity, the first statement is “I
perform effectively on schoolwork when using AI-generator websites.” According
to the data gathered, for Grade 11, two students answered, "strongly agree," while
six students said that they "agree" with it. Two were on the "neutral" side, while
eight of the 18 students answered that they "disagree." For Grade 12 ABM
students, two students said that they "strongly agree." Five students agreed, while
three were on the neutral side, and another three students answered disagree.
None of the thirteen students strongly disagreed.

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The second statement, “I manage my tasks properly when using AI
generator websites," was for grade 11, and the majority of the students agreed,
coming from eight students. Four students were "neutral," while five students
answered "disagree." Only one student answered with "strongly disagree." For
grade 12, the majority of the students also answered "agree," which comes from
eight of the students. Only one answered with "neutral," while three students
"disagree." One out of the 13 students answered, "strongly disagree."
The third statement, “The AI generator websites that I use provide for my
needs when it comes to academic work," was answered with agreement by the
majority of grade 11 ABM students, coming from nine out of 18 students. Two
students were "neutral" about it while seven students said that they "disagree." For
the grade 12 students, 11 out of 13 students answered with "agree" while only two
of the remaining students answered with "disagree."
The last statement under effectivity is “I can assess my academic
performance through the use of AI generator tools.” One student from grade 11
answered "strongly agree," while five said that they "agree." Six students answered
"neutral." Three students said that they "disagree" while the other three said that
they "strongly disagree." Under the grade 12 ABM, seven out of 13 students said
that they "agree" with the statement. Five students, however, disagree, while only
one answered "strongly disagree."

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GAS 11
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
Statement
0 3 2 1 1
1
Statement
1 2 3 1 0
2
Statement
1 4 0 2 0
3
Statement
0 4 2 1 0
4
EFFECTIVITY
Statement
1 3 1 2 0
1
Statement
0 5 1 1 0
2
Statement
0 2 2 3 0
3
Statement
1 3 1 0 2
4
GAS 12
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
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Statement
0 8 0 3 0
1
Statement
1 7 2 1 0
2
Statement
0 6 0 3 2
3
Statement
4 3 2 2 0
4
EFFECTIVITY
Statement
0 7 1 3 0
1
Statement
0 2 2 6 1
2
Statement
0 8 0 3 0
3
Statement
0 5 3 3 0
4
Table 3
The table above shows the answers of Grade 11 and Grade 12 General
Academic Strand (GAS) students to the questions about the factors that affect their
own preferences when using AI-generator websites under two categories.
which is “I can use AI generator websites wherever I go," under Grade 11, three
students out of seven answered "agree" while two students were "neutral" on the
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given statement, while one student answered "disagree," and another student
answered, "strongly disagree." No one answered, "strongly agree." Under Grade
12, eight of the 11 students "agree" with the statement while three chose "disagree"
as their answer. None of the students answered, "strongly agree," "neutral,” and/or
"strongly disagree."
need it.” For the Grade 11 GAS students, one out of seven students answered,
"strongly agree," while two students "agree" with it. Three of the seven students
were "neutral" about it. One answered "disagree," while none of the students chose
"strongly disagree." For the Grade 12 GAS students, one of the students
answered, "strongly agree," while seven answered "agree." There were two
students that answered "neutral," and one student answered "disagree." None of
the students chose to answer, "strongly disagree."
need to pay for anything," for Grade 11, one student answered, “strongly agree”
while four students "agree." Two students chose to answer “disagree” while none
of the students chose to answer “neutral” and/or “strongly disagree.” For Grade 12,
six students answered "agree," three answered "disagree,” and two students
chose to answer, “strongly disagree." None of the Grade 12 students answered,
“strongly agree" and/or “neutral” in this question.

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The last statement under accessibility says, "The AI-generator websites that
I use are one click away.” The four students, or the majority of the respondents
from Grade 11 students, answered "agree," two students answered “neutral," and
only one student chose to answer "disagree." No student chose to answer,
“strongly agree” or “strongly disagree.” For the grade 12 students, four out of 11
students answered for "strongly agree," three for "agree," two for "neutral," two for
"disagree," and no one answered for "strongly disagree."
Under the category of effectivity, the first statement is “I perform effectively
on school work when using AI-generator websites.” According to the data
gathered, for Grade 11, one student answered, "strongly agree," while three
students said that they "agree" with it. One was "neutral," while two of the seven
students answered that they "disagreed." No one answered, "strongly disagree."
For Grade 12 GAS students, no student answered, “strongly agree." Seven
students "agree," while one was on the "neutral" side, and another three students
answered "disagree." None of the 11 students answered, "strongly disagree."
In the second statement, “I manage my tasks properly when using AI
generator websites," for grade 11, the majority of the students agreed, coming from
five students. One student was "neutral" while another one student answered
"disagree." There were no students that answered for "strongly agree," or "strongly
disagree." For grade 12, the majority of the students also answered "disagree,"
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which comes from six students. Only two answered with "neutral," while two
students agreed. One out of the 13 students answered, "strongly disagree," and
there were no answers for "strongly agree."
The third statement, “The AI generator websites that I use provide my needs
when it comes to academic work," was answered by the majority of grade 11 GAS
students with "disagree,” coming from three out of seven students. Two students
were "neutral" about it, while two students agreed with it. No students chose to
answer, “strongly agree or "strongly disagree." For the grade 12 students, eight
out of 11 students answered "agree," while only three of the remaining students
answered "disagree." No one student answered, "strongly agree," "neutral," or
performance through the use of AI generator tools.” One student from grade 11
answered "strongly agree," while three students said that they "agree." One
student answered "neutral," no one answered for "disagree," and three students
answered, “strongly disagree." Under the grade 12 GAS, five out of 11 students
said that they agreed with the statement. Three students, however, disagreed,
while three students answered "neutral." There were no students who answered,
"strongly agree" or "strongly disagree."

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HUMSS 11
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
Statement
6 10 5 5 2
1
Statement
10 11 0 5 2
2
Statement
11 5 4 5 3
3
Statement
7 9 4 6 2
4
EFFECTIVITY
Statement
5 9 5 5 4
1
Statement
1 7 4 9 7
2
Statement
11 6 0 9 2
3
Statement
4 7 6 6 5
4
HUMSS 12
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
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Statement
2 7 4 5 2
1
Statement
4 12 0 4 0
2
Statement
2 9 5 4 0
3
Statement
3 6 3 7 1
4
EFFECTIVITY
Statement
1 10 5 3 1
1
Statement
5 6 3 6 0
2
Statement
3 8 2 5 2
3
Statement
4 7 4 4 1
4
Table 4
The table above shows the answers of Grade 11 and Grade 12 Humanities
and Social Science (HUMMS) students to the questions about the factors that
affect their own preferences when using AI-generator websites under two
categories.
which is “I can use AI generator websites wherever I go," under Grade 11, six
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students out of 28 answered "strongly agree," while 10 students were "agree” on
the given statement. Five students answered "neutral." Five students chose to
answer “disagree,” while two students answered, “strongly disagree." Under Grade
12, two of the 20 students chose to answer "strongly agree" with the statement,
while seven chose "agree" as their answer. Four students answered "neutral," five
answered "disagree," while two students chose to answer “strongly “disagree."
The second statement is, “I can use AI generator websites anytime that I
need it.” For the Grade 11 HUMMS students, 10 out of 28 students answered,
"strongly agree," while 11 students "agree" with it. Five of the 20 students were
"disagree” about it. Two answered "strongly disagree." No one answered
"disagree." For the Grade 12 HUMMS students, four of the students answered,
"strongly agree," while 12 answered “agree." Four students answered “disagree."
None of the students chose to answer "neutral" and “strongly disagree."
need to pay for anything," for Grade 11, 11 students answered, “strongly agree,”
while five students agreed. Four students were "neutral" about it. Five students
chose to answer "disagree,” while three students answered, “strongly disagree."
For Grade 12, two students answered, “strongly agree," nine answered "agree,"
and five students chose to answer "neutral." Four students answered "disagree.”
None of the Grade 12 students answered “strongly disagree" in this question.

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The last statement under accessibility says, "The AI-generator websites that
I use are one click away.” The majority of the Grade 11 students agreed. Nine
students "agree," seven students answered, “strongly agree," four students
answered "neutral," six students chose to answer "disagree,” and two students
answered, “strongly disagree.” No student chose to answer, “strongly agree” or
“strongly disagree." For Grade 12 HUMMS students, there were three students
who answered, "strongly agree," six students answered "agree," three answered
"neutral," seven students answered "disagree," and one student answered,
"strongly agree."
For effectivity, the first statement is “I perform effectively on school work
when using AI-generator websites.” According to the data gathered, for Grade 11,
five students answered, “strongly agree,” while nine students said that they “agree”
with it. Five were "neutral," and another five students answered that they disagreed
with it, while four out of 28 students chose to answer, “strongly disagree." For
Grade 12 HUMMS students, one student answered, “strongly agree," 10 students
"agree," five were on the "neutral" side, and another three students "disagree,"
while one student answered, “strongly disagree."
In the second statement, “I manage my tasks properly when using AI
generator websites," for grade 11, the majority of the students disagreed, coming
from nine students. Seven students answered, “strongly disagree," seven students
agreed with the statement, one student chose to answer, “strongly agree,” and four
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students were "neutral." For grade 12, five students answered, “strongly agree,"
six students answered "agree," and three students were "neutral" about it. Six
students answered "disagree,” while no student chose to answer, “strongly
disagree."
when it comes to academic work," was answered by the majority of grade 11
HUMMS students with “strongly agree,” coming from 11 out of 28 students. Six
students answered "agree," nine chose to answer "disagree,” two students
answered, “strongly disagree," and there was no student that answered "neutral."
For the grade 12 students, three students answered, "strongly agree," eight
answered "agree," and two were "neutral" about the question. Five students
answered "disagree," while two students chose to answer, “strongly disagree."
performance through the use of AI generator tools.” Four students from grade 11
strongly agreed, while seven students said that they agreed. Six students
answered "neutral," another six students answered "disagree,” while five chose to
answer, “strongly disagree." Under the grade 12 HUMMS, four out of 20 students
said that they strongly agreed with the statement. Seven students agreed with the
statement. Four students were neutral about it; four answered "disagree,” while
only one student chose to answer, “strongly disagree.”

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STEM 11
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
Statement
15 39 14 22 15
1
Statement
10 42 16 19 18
2
Statement
23 32 16 21 13
3
Statement
14 35 22 26 8
4
EFFECTIVITY
Statement
13 41 15 23 13
1
Statement
15 30 17 26 17
2
Statement
22 26 19 27 11
3
Statement
12 36 11 33 13
4
STEM 12
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
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Statement
11 29 15 24 10
1
Statement
14 27 21 18 9
2
Statement
8 31 18 23 9
3
Statement
21 34 9 21 4
4
EFFECTIVITY
Statement
10 28 12 30 9
1
Statement
15 26 10 32 6
2
Statement
13 30 12 25 9
3
Statement
10 32 5 34 8
4
Table 5
The table above shows the answers of Grade 11 and Grade 12 Science,
Technology, Engineering, and Mathematics (STEM) students to the questions
about the factors that affect their own preferences when using AI-generator
websites under two categories.
which is “I can use AI generator websites wherever I go," under Grade 11, 15
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students out of 105 answered "strongly agree," while 39 students were "agree” on
the given statement. There were 14 students who answered "neutral,” 22 students
chose to answer “disagree," and 15 students answered, “strongly disagree." Under
Grade 12, 11 of the 89 students chose to answer "strongly agree" with the
statement, while 29 chose "agree" as their answer. There were 15 students who
answered “neutral," 24 answered “disagree," while 10 students chose to answer,
“strongly disagree."
need it.” For the Grade 11 STEM students, 10 out of 105 students answered,
"strongly agree," while 42 students "agree" with it. There were 16 students who
chose to answer "neutral," 19 were "disagree” about it, and 18 answered "strongly
disagree." For the Grade 12 STEM students, 14 of the students answered,
"strongly agree," while 27 answered “agree," 21 answered “neutral," 18 chose to
answer "disagree," and nine answered “strongly disagree."
need to pay for anything," for Grade 11, 23 students answered “strongly agree”
while 32 students agreed. There were 16 students who were "neutral," 21 students
chose to answer “disagree” while 13 students answered, “strongly disagree.” For
Grade 12, eight students answered, “strongly agree," 31 answered “agree,” 18
students chose to answer “neutral,” 23 students answered “disagree,” while nine
students answered, "strongly disagree."

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The last statement under accessibility says, “The AI-generator websites that
I use are one click away.” The majority of the Grade 11 students agreed. There
were 35 students who said that they "agree," 14 students answered, “strongly
agree," 22 students answered "neutral," 26 students chose to answer "disagree,”
and eight students answered, “strongly disagree." For Grade 12 STEM students,
21 students answered, “strongly agree," 34 students answered "agree," and nine
students were neutral about the statement. There were 21 students who chose to
answer "disagree,” while four students answered, “strongly disagree.”
Under the category of effectivity, the first statement is “I perform effectively
on school work when using AI-generator websites.” According to the data
gathered, for Grade 11, 13 students answered, “strongly agree,” while 41 students
said that they “agree” with it. There were 15 students who were "neutral." There
were 23 students who answered "disagree," while 13 of the 105 students chose to
answer, “strongly disagree." For Grade 12 STEM students, 10 students answered,
“strongly agree," 28 students "agree," and 12 are on the "neutral" side. There were
30 students who answered disagree, while nine students answered, “strongly
disagree."
For the second statement, “I manage my tasks properly when using AI
generator websites," for grade 11, the majority of the students agreed, coming from
30 students. There were 15 students who answered, "strongly agree,” 26 students
answered "disagree," 17 students answered, “strongly disagree,” and another 17

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chose to answer "neutral." For grade 12, 15 students who answered, “strongly
agree,” 26 students who answered "agree," 10 students were “neutral,” 32
students who answered "disagree,” while six (6) students chose to answer
“strongly disagree."
The third statement, “The AI generator websites that I use provide for my
needs when it comes to academic work," was answered by the majority of grade
11 STEM students with "disagree,” coming from 27 out of 105 students. 26
students answered "agree," 22 chose to answer, “strongly agree," 19 students
answered "neutral," and 11 students answered, “strongly disagree." For the grade
12 students, 13 students answered, "strongly agree," 30 answered "agree," 12
were "neutral," 25 students answered "disagree," and nine students chose to
answer, “strongly disagree."
performance through the use of AI generator tools.” There were 12 students from
grade 11 who answered, "strongly agree," 36 students said that they "agree," 11
students answered "neutral," 33 students answered "disagree,” and 13 students
chose to answer, “strongly disagree." Under the STEM program in grade 12, 10
out of 89 students said that they "strongly agree" with the statement. There were
32 students who "agree" with the statement; five students were "neutral" about it;
34 answered "disagree,” while only eight students chose to answer, “strongly
disagree.”
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TVL 11
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
Statement
0 2 3 1 0
1
Statement
0 4 0 2 0
2
Statement
0 3 2 1 0
3
Statement
0 2 0 4 0
4
EFFECTIVITY
Statement
0 2 4 0 0
1
Statement
0 2 1 3 0
2
Statement
1 3 0 2 0
3
Statement
0 2 0 3 1
4
TVL 12
STRONGLY STRONGLY
AGREE DISAGREE
ACCESSIBILITY
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Statement
0 4 2 2 0
1
Statement
0 4 0 3 1
2
Statement
1 3 1 3 0
3
Statement
1 3 0 3 1
4
EFFECTIVITY
Statement
2 2 0 2 2
1
Statement
0 3 2 2 1
2
Statement
0 3 1 2 2
3
Statement
1 2 4 1 0
4
Table 6
The table above shows the answers of Grade 11 and Grade 12
Technological-Vocational-Livelihood (TVL) students to the questions about the
factors that affect their own preferences when using AI-generator websites under
two categories.
As shown from the data above, for the first statement under accessibility, which
is “I can use AI generator websites wherever I go," under Grade 11, out of six
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students, two were "agree” on the given statement, three students answered
"neutral,” one student chose to answer "disagree," and there is no student who
answered, "strongly agree" and "strongly disagree." Under Grade 12, four of the
eight students chose to answer "agree" with the statement. Two students
answered "disagree" as their answer, while another two students were "neutral"
about the statement. There were no students that answered for "strongly agree"
and "strongly disagree."
The second statement was “I can use AI generator websites anytime that I need
it.” For the Grade 11 TVL students, four students answered "agree," two students
"disagree," and there were no answers for "strongly agree," "neutral," or "strongly
disagree." For the Grade 12 TVL students, four of the students answered "agree,"
no students answered for "strongly agree" and "neutral," while there was one
student who answered for "strongly disagree" in this statement.
Under the third statement, “I can utilize AI-generator websites without the need
to pay for anything," for Grade 11, three students answered "agree." Two students
were neutral, while one answered "disagree." There was no student who
answered, "strongly agree" and "strongly disagree." For Grade 12, one student
answered, “strongly agree" and three answered “agree." One student answered
"neutral," while three students answered "disagree." And no one answered,
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The last statement under accessibility says, “The AI-generator websites that I
use are one click away.” The majority of the Grade 11 students disagreed. Four
students said that they "disagree," while two students agreed. No one answered,
"strongly agree," "neutral," and "strongly disagree." For Grade 12 TVL students,
one student answered, “strongly agree," and three students answered "agree."
Three students chose to answer "disagree,” one student answered, “strongly
disagree," and no one chose "neutral."
On the other hand, under the category of effectivity, the first statement is “I
perform effectively on school work when using AI-generator websites.” According
to the data gathered, for Grade 11, two students said that they “agree” with it, while
four students were "neutral." No student answered, "strongly agree," "disagree,"
and "strongly disagree." For Grade 12 TVL students, two students answered,
“strongly agree." Two students "agree." Two students answered "disagree," while
another two students answered, “strongly disagree." And there is no student that
answered "neutral."
For the second statement, “I manage my tasks properly when using AI
generator websites," for grade 11, the majority of the students disagreed, coming
from three students. Two students answered "agree,” while one student answered
"neutral." No one answered, "strongly agree" nor "strongly disagree." For grade
12, three students answered "agree," and two students were neutral about it. Two
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students answered "disagree,” while only one student chose to answer, “strongly
disagree," and no one chose "strongly agree."
when it comes to academic work," was answered by the majority of grade 11 TVL
students with "agree,” coming from three out of eight students. Only one student
answered, “strongly agree," while two students chose to answer “disagree." Also,
no students have chosen "neutral" or "strongly disagree." For the grade 12
students, three students answered "agree" and one student answered "neutral."
Two students answered "disagree,” and another two students chose to answer,
“strongly disagree." There was no student who answered, "strongly agree."
The last statement under effectivity is “I can assess my academic performance
through the use of AI generator tools." Two students said that they agreed. Three
students answered "disagree,” while only one student chose to answer, “strongly
disagree." No one chose "strongly agree" and "neutral" as their answers. Under
the grade 12 TVL, one out of eight students said that they "strongly agreed" with
the statement. Two students answered "agree." Four students answered "neutral,”
while only one student answered "disagree.” Like the others, there were no
students to answer, "strongly agree."

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III. What are the impacts of AI websites on students’ academic
performance?
Impact on Academic Performance
This section discusses how the students perceive the impacts of the use of
AI-generator websites on their performance academically. Each table contains the
same set of statements but different answers coming from the respondents from
each grade level and strand.
ABM 11
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
1 4 3 8 2
1
Statement
2 7 2 7 0
2
Statement
0 7 4 5 2
3
Statement
2 7 0 7 1
4
Statement
0 4 5 8 1
5
Statement
3 6 0 7 2
6
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ABM 12
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
2 6 3 2 0
1
Statement
2 7 0 3 1
2
Statement
1 5 1 6 0
3
Statement
1 9 0 3 0
4
Statement
0 4 2 7 0
5
Statement
0 6 4 2 1
6
Table 7
Table 7 contains the responses of the Grade 11 and Grade 12 Accountancy,
Business, and Management (ABM) students when it comes to the influence of the
use of AI tools on their own performance when doing academic work. Under
performance, the first statement is “AI websites influence my performance in
school in terms of written work." Out of 18 students in grade 11, one answered,
"strongly agree," four said that they "agree," and three said that they were "neutral"
about it. Eight of the students, however, said that they "disagree" while only two
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grade 11 students answered, "strongly disagree." Meanwhile, for the Grade 12
ABM students, out of thirteen, two of them answered "strongly agree," six of them
answered with "agree," and three of the students were "neutral." Also, two students
answered "disagree" and none said, "strongly disagree."
The second statement is “The AI generator website helps me to be more
confident in my answers.” From the grade 11 respondents, two of them answered
with "strongly agree," seven said that they "agree," two were "neutral," and seven
chose to answer with "disagree," while none of the students chose to go with
"strongly disagree." On the other hand, the grade 12 students had different
responses. Two out of the 13 students said that they "strongly agree," seven of
them answered "agree," and none of them were "neutral" about it. Three of the
grade 12 students tend to "disagree," while only 1 out of the 13 answered "strongly
disagree."
The third statement is “AI generator websites help me to perform many
tasks such as activities and homework in a short period of time.” For grade 11,
none of the 18 students said that they "strongly agree," while seven of them said
that they "agree." Four students answered "neutral," five students were on
"disagree," and two students chose "strongly agree." In grade 12, one student
answered, "strongly agree," five students out of 13 students answered "agree,"
one student was "neutral," six students responded with "disagree," and none of
them chose to answer, "strongly disagree."

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The fourth statement is “AI websites provide me with reliable information,
which makes my understanding of concepts and ideas easier.” Out of the 18
students in grade 11, two students answered, "strongly agree," seven students
answered "agree," and none of them chose to answer "neutral." Seven of the grade
11 students said that they "disagree" while only one responded with "strongly
disagree." For the grade 12 students, one out of 13 answered "strongly agree,"
nine answered "agree," none of them answered "neutral," and three of the students
went with "disagree" while none of them said that they "strongly disagree."
The fifth statement is “AI generator websites are useful whenever I want to
check my errors on paperwork that I do.” For the grade 11 students, none of them
answered with "strongly agree," but four of them answered with "agree." Five of
the 18 students responded with "neutral." Eight students said that they "disagree,"
while only one from the grade 11 ABM students answered, "strongly disagree." For
the grade 12 ABM students, none of them said that they "strongly agree" with the
statement. Four of them said that they "agree," however, two of them were
"neutral." Seven out of thirteen students answered "disagree," and none of them
answered "strongly disagree."
The last statement is “I am motivated to study whenever I use AI tools and
websites.” Out of 18 students from grade 11, only three of them answered "strongly
agree." Six of them responded with "agree," but none of them answered with
"neutral." Seven students answered "disagree" and two of them answered

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"strongly disagree." Meanwhile, for the grade 12 ABM students, none of them said
that they "strongly agree" with the statement, but six of them said that they "agree."
Four were "neutral" about it, two answered "disagree," and only one said that they
GAS 11
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
0 3 0 2 2
1
Statement
0 4 2 1 0
2
Statement
1 2 1 3 0
3
Statement
2 3 1 1 0
4
Statement
0 3 3 1 0
5
Statement
1 4 0 2 0
6
GAS 12
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
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Statement
0 4 4 2 1
1
Statement
0 5 2 4 0
2
Statement
0 5 0 3 3
3
Statement
1 4 3 3 0
4
Statement
0 3 0 6 2
5
Statement
1 5 2 1 2
6
Table 8
The table above shows how the Grade 11 and Grade 12 General Academic
Strand (GAS) students respond to the impacts of AI generator websites on their
own academic performance. For the first statement, “AI websites influence my
performance in school in terms of written work," out of seven students in Grade
11, none of them answered "strongly agree" or "neutral." Only three students
answered with "agree," two students answered "disagree," and two students also
answered, "strongly disagree." However, for Grade 12, out of 11 respondents,
none answered "strongly agree" but four students said that they "agree." Also, four
students have responded with "neutral." Two students answered "disagree," while
only one responded with "strongly disagree."

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The second statement is “The AI generator website helps me to be more
confident in my answers.” Out of seven respondents from Grade 11 GAS, none of
them answered "strongly agree," but four students went with "agree." Two were
"neutral," and only one said that they "disagree." None of them answered "strongly
disagree." In Grade 12, none also answered, "strongly agree," but five of them said
that they "agree," two responded with "neutral," and four students said that they
"disagree." None of them have also said that they "strongly disagree."
The third statement is that "AI generator websites help me perform many
tasks, such as activities and homework, in a short period of time." In Grade 11,
only one responded with "strongly agree," two were said to "agree," and only one
went with "neutral." Three students, however, said that they disagree, and none of
them tend to "strongly disagree." For Grade 12, out of the 11 students, none of
them said that they "strongly agree," but five of them answered "agree." None of
the students were "neutral." Three students answered "disagree," and three
students answered, "strongly disagree."
The fourth statement is that "AI websites provide me with reliable
information, which makes my understanding of concepts and ideas easier." For
the Grade 11 respondents, two of them went with "strongly agree," three answered
that they "agree," only one was "neutral," and one student said "disagree." No one
answered, "strongly disagree." In Grade 12, one student answered with "strongly
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agree" and four said that they "agree." Three students were "neutral" about it, and
three have "disagreed." None of them seem to "strongly disagree."
For the fifth statement, "AI generator websites are useful whenever I want
to check my errors on paperwork that I do," the Grade 11 respondents have not
answered with "strongly agree," however, three of them said that they "agree."
Three students responded with "neutral," while only one student answered with
"disagree." None of the respondents answered, "strongly disagree." For the Grade
12 respondents, none of them also answered "strongly agree," but three of them
also said "agree." None of them went "neutral." Six of the students were "disagree,"
and two were "strongly disagree."
The last statement is “I am motivated to study whenever I use AI tools and
websites.” For the Grade 11 students, only one of the seven respondents said that
they "strongly agree," but four students answered "agree." None of the students
answered "neutral" or "strongly disagree," while two of the students answered
"disagree."
HUMSS 11
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
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Statement
4 9 6 5 4
1
Statement
2 14 3 3 6
2
Statement
7 7 5 7 2
3
Statement
6 10 2 9 1
4
Statement
3 11 4 8 3
5
Statement
5 11 3 6 3
6
HUMSS 12
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
2 10 3 4 1
1
Statement
0 13 4 3 0
2
Statement
3 7 4 4 2
3
Statement
5 9 3 3 0
4
Statement
3 10 4 2 1
5
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Statement
7 6 2 5 0
6
Table 9
Table 9 contains the data gathered from the Humanities and Social Science
(HUMSS) students about the influence of AI generator websites on their academic
performance. For the first statement, four of the Grade 11 respondents said that
they "strongly agree" with the statement, while nine of them answered "agree" and
six of the students were on "neutral." Five of the 28 respondents said to "disagree,"
while four answered "strongly disagree." For Grade 12, two of them said that they
"strongly agree," 10 students responded with "agree," and three of them said that
they were "neutral." Four out of 20 grade 12 students answered "disagree" while
only one said to "strongly disagree."
In the second statement, out of 28 respondents in Grade 11, only two
students answered, "strongly agree," while 14 of them said that they "agree." Three
students answered "neutral," and three students answered "disagree." Six of the
respondents answered, "strongly disagree." For the grade 12 students, none of
them answered "strongly agree," but 13 students answered "agree." Four of them
went with "neutral," and three responded with "disagree." None of the students
answered, "strongly disagree."
For the third statement, seven students in Grade 11 answered "strongly
agree," "agree," and "disagree," while five answered "neutral," and only two
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students answered, "strongly disagree." In Grade 12, three students answered,
"strongly agree" while seven answered "agree." Four students answered "neutral"
and "disagree," while two students answered, "strongly disagree."
For the fourth statement, six students in Grade 11 have said that they
"strongly agree," while 10 students "agree." Only two students were "neutral." Nine
students answered "disagree," while only one student answered, "strongly
disagree." In Grade 12, five students answered, "strongly agree," while nine of
them chose "agree" as their answer. Three students answered "neutral" and
"disagree," while none of them chose to answer, "strongly disagree."
For the fifth statement, three students in Grade 11 said that they "strongly
agree," 11 students answered "agree," and four students answered "neutral." Eight
of the students answered "disagree," and three students answered, "strongly
disagree." For the fifth statement, three students answered, "strongly agree," while
10 students answered "agree." Four of the students answered "neutral," while two
answered "disagree" and one answered, "strongly disagree."
In the last statement, in Grade 11, there were five students who answered,
"strongly agree," while 11 students answered "agree." Three students responded
with "neutral" and "strongly disagree," while the remaining six answered
"disagree." For grade 12, seven students have answered "strongly agree," while
six responded with "agree," two are "neutral" about the statement, while five are
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said to "disagree." None of the grade 12 respondents have chosen "strongly
disagree.'
STEM 11
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
21 44 17 17 6
1
Statement
14 45 12 25 9
2
Statement
16 36 15 28 10
3
Statement
17 48 18 17 5
4
Statement
18 34 13 26 14
5
Statement
11 35 20 30 9
6
STEM 12
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
11 32 9 29 8
1
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Statement
14 30 11 27 7
2
Statement
8 34 7 33 7
3
Statement
26 25 8 20 10
4
Statement
10 36 4 31 8
5
Statement
18 38 5 22 6
6
Table 10
The table above shows the data from the responses of the STEM students
regarding how AI tools influence their academic performance. For statement one,
21 students from Grade 11 have answered "strongly agree," 44 students answered
"agree," 17 students answered "neutral," and "disagree," while six students
answered, "strongly disagree." For Grade 12, 11 students have said that they
"strongly agree," 32 students said that they "agree," nine were "neutral" about the
statement, 29 answered that they "disagree," while eight chose "strongly
disagree."
In the second statement, in grade 11, 14 students answered, "strongly
agree," 45 students chose to answer "agree," 12 students answered "neutral," 25
answered "disagree," and nine students responded with "strongly disagree." In
grade 12, 14 students said that they "strongly agree," 30 students answered
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"agree," 11 students answered "neutral," 27 answered "disagree," while seven said
that they "strongly disagree."
In the third statement, for grade 11, 16 of them answered "strongly agree,"
36 answered "agree," 15 answered "neutral," 28 answered "disagree," and 10
answered "strongly disagree." In grade 12, eight students said that they "strongly
agree," 34 students said that they "agree," seven students said that they are
"neutral," 33 of them answered "disagree," and seven of them answered "strongly
disagree."
For the fourth statement, 17 students from grade 11 answered with "strongly
agree," 48 said that they "agree," 18 said that they are "neutral," 17 students
answered "disagree," and five students answered, "strongly disagree." While in
grade 12, 26 students said that they "strongly agree," 25 students said that they
"agree," eight were "neutral," 20 students have answered "disagree," while 10 of
the remaining respondents answered, "strongly disagree."
For the fifth statement, in grade 11, 18 students have answered "strongly
agree," 34 students answered "agree," 13 of them answered "neutral," 26
responded with "disagree," and 14 answered "strongly disagree." In grade 12, 10
students answered, "strongly agree," 36 answered "agree," four answered
"neutral," 31 students answered "disagree," and eight students answered,
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For the last statement, in grade 11, 11 students answered, "strongly agree,"
35 students chose "agree," 20 students answered "neutral," 30 students answered
"disagree," and nine students answered, "strongly disagree." For grade 12, 18
students answered, "strongly agree," 38 of the students answered "agree," five
said that they were "neutral," 22 answered with "disagree," and six answered with
TVL 11
STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
0 3 2 1 0
1
Statement
0 3 1 2 0
2
Statement
0 1 0 5 0
3
Statement
0 5 0 1 0
4
Statement
0 1 2 3 0
5
Statement
0 1 0 5 0
6
TVL 12
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STRONGLY STRONGLY
AGREE DISAGREE
PERFORMANCE
Statement
1 2 0 3 2
1
Statement
0 2 3 3 0
2
Statement
0 3 1 4 0
3
Statement
4 1 1 2 0
4
Statement
2 0 0 4 2
5
Statement
0 3 1 4 0
6
Table 11
The table above shows the responses of TVL students from both grade
levels about the impacts of AI generator websites on their academic performance.
For the first statement, three students answered "agree," two students were
"neutral," and one student was "disagree." None of them answered "strongly
agree" or "strongly disagree." For grade 12, one student answered, "strongly
agree," two students answered "agree," none of them answered "neutral," three
students answered "disagree," and two students answered, "strongly disagree."

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In the second statement, for grade 11, three answered "agree," one was
"neutral," and two were "disagree." None answered, "strongly agree" and "strongly
disagree." For grade 12, two students answered "agree," three answered "neutral,"
and three answered "disagree." None of the students also answered, "strongly
agree" and "strongly disagree."
In the third statement, for grade 11, one student answered with "agree" and
five students answered "disagree." None of them chose "strongly agree," "neutral,"
or "strongly disagree." For grade 12, three students chose "agree," one student
answered "neutral," four students answered "disagree," and none answered,
In the fourth statement, for grade 11, five students answered "agree" and
only one student answered "disagree." None of them answered "strongly agree,"
"neutral," or "strongly disagree." For grade 12, four students have answered
"strongly agree," while one answered "agree" and another one answered "neutral."
Two students answered "disagree" while none answered, "strongly disagree."
In the fifth statement, one student in grade 11 answered "agree," two
answered "neutral," and three answered "disagree." None of them chose to
"strongly agree" or "strongly disagree." For grade 12, two students have answered
"strongly agree," four students have answered "disagree," and two students have
answered "strongly disagree." None of the students answered "agree" or "neutral."

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In the last statement, in grade 11, one student answered "agree," while five
students answered "disagree." None answered, "strongly agree," "neutral," or
"strongly disagree." In grade 12, three students have answered "agree," one
answered "neutral," four students answered "disagree," and none answered,
Enhancement on overall academic performance
This section presents the responses about the enhancement of the
academic performance when using AI generator websites, according to how it is
perceived by the respondents.
ABM
Question: Does an AI website enhance your overall academic performance?
Yes % No %
Grade 11 12 67% 6 33%
Grade 12 10 77% 3 23%
Table 12
The question is, “Does an AI website enhance your overall academic
performance? "There were 12 respondents (67%) in Grade 11 ABM students who
answered "yes" and six respondents (33%) who answered “no.” There were also
10 respondents (77%) in Grade 12 ABM who answered "yes" and three
respondents (23%) who answered "no.”

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GAS
Yes % No %
Grade 11 7 100% 0 0%
Grade 12 8 73% 3 27%
Table 13
The question is, “Does the AI website enhance your overall academic
performance?" Seven respondents (100%) in Grade 11 GAS answered “yes,”
while there were zero respondents (0%) who answered "no." There were eight
respondents (73%) in Grade 12 GAS who answered "yes," and three respondents
(27%) in Grade 12 GAS who answered "no.”
HUMSS
Yes % No %
Grade 11 18 64% 10 36%
Grade 12 15 75% 5 25%
Table 14
performance? "There were 18 respondents (64%) in Grade 11 HUMSS who
answered "yes" and 10 respondents (36%) who answered “no.” There were 15
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respondents (75%) in Grade 12 HUMSS who answered "yes" and five respondents
(25%) who answered "no.”.
STEM
Yes % No %
Grade 11 81 77% 24 23%
Grade 12 65 73% 24 27%
Table 15
The question is, “Does an AI website enhance your overall academic
performance?" Grade 11 STEM has 81 respondents (77%) who answered "yes,"
and 24 respondents (23%) who answered "no." There are 65 respondents (73%)
in Grade 12 STEM who answered "yes," and 24 respondents (27%) who answered
"no.”
TVL
Yes % No %
Grade 11 4 67% 2 33%
Grade 12 4 50% 4 50%
Table 16
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performance?” Four respondents (67%) in Grade 11 TVL answered "yes," while
two respondents (33%) answered "no." Four respondents (50%) in Grade 12 TVL
answered "yes," and four respondents (50%) answered "no.”
IV. What recommendations can be developed based on the findings of the
study?
Recommendations regarding the use of AI generator tools/websites
Under this section, the recommendations of the respondents regarding the
use of AI tools academically are discussed.
Respondent Recommendation
R1 (STEM Conduct webinars or create manuals about AIs.
G12)
R2 (STEM Create social media posts raising awareness about AIs.
G12)
R3 (STEM Use AI only when needed. Too much usage will affect your
G12) academic performance negatively.

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R4 (STEM Enlighten or persuade people in using AI tools.
G12)
R5 (STEM Students can use AI website generators, but they should not
G12) be always depend on it.
R6 (HUMSS Students should know the limitations of using AI websites
G12) for them to learn to their tasks on their own.
R7 (HUMSS Be careful on the AI tools that you are using.
G12)
R8 (HUMSS The use of AI is helpful, but we need to have limit and not
G11) always rely in the AI generator tools/website.
R9 (GAS G12) We need AI to enhance our Academic performance.
R10 (GAS Students may not have enough knowledge because of
G12) relying only on AI tools
R11 (GAS 12) AI tools should also be available to be accessed offline.
R12 (GAS 11) AI tools like ChatGPT are student friendly and can help
students anytime.
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R13 (ABM 12) Be responsible and limit the use of AI tools.
R14 (ABM 12) The use of AI is just a temporary help and assistance for us
students. However, students should not rely on AI itself
because you won’t see any self-progress if you rely on it too
much.
R15 (ABM 12) Do not solely rely on the AI website generators available
online. You should also be responsible and still be ethical
when doing some paper works or academic-related stuff.
R16 (ABM 11) AI generators must be implemented as a support for
students and educational facilities.
R17 (ABM 11) Use AI only for checking errors or improving outputs.
R18 (HUMSS The use of AI is helpful, but we need to have a limit and not
11) always rely in the AI generator tools/websites.

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Output
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Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
The use of technology and other online tools have been rampant especially
now that developments regarding technology arises rapidly. One of these
developments made are the AI-generator websites or simply AI tools that come in
handy for people who are seeking for help in a short span of time. Many people
tend to use such tools especially students in order to accomplish tasks or school-
related activities, as well as, paperwork and etc. The use of these tools may not
only bring help but may also influence how a student performs academically.
As a way to determine the impacts of AI-generator tools on the academic
performance of Senior High School Students of USANT, the following statement
of the problem were made: 1.) What is the profile of the student in terms of: a.)
Grade Level b.) Strand, 2.) What are the factors that affect the preference of
students of using AI-generator websites in terms of the following: a.) Use b.)
Accessibility c.) Effectivity, 3.) What are the impacts of AI websites on students’
academic performance?, 4.) What recommendations can be developed based on
the findings of the study?
This study aims to determine the factors that push them to use AI tools and
the impacts brought by AI-generator tools on the academic performance of the
Senior High School Students of USANT. This is a descriptive quantitative study

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wherein it gives definition to the attitude, perception, and experience of the Senior
High School Students regarding how the use of AI tools have influenced the way
they perform academically.
The data gathering was done through the use of a data gathering method
which is a survey through a questionnaire containing questions needed in order to
gather the data required. The data gathered includes the profile of the
respondents, the factors leading to their use of AI-generator websites, the impacts
on their academic performance, and the recommendations about the use of AI
tools.
Summary of Findings
Based on the data gathered, it has been found that:
1. The profile of the students were divided into three categories: a.) Grade
level b.) Strand c.) AI Tool Preferences. There were a total of 305 respondents, a
number of 164 the respondents (54%) comes from the Grade 11, while there are
141 respondents (46%) coming from Grade 12. Under the strands taken by the
respondents, there was a total of 5 strands. The Accountancy, Business and
Management (ABM), General Academic Strand (GAS), Humanities and Social
Sciences (HUMSS), Science, Technology, Engineering, and Mathematics, and
Technical-Vocational-Livelihood are the strands of the respondents.

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Grade 11 students were divided into five strands, namely ABM (18 students,
6%), GAS (7 students, 2%), HUMSS (28 students, 9%), STEM (105 students,
34%), and TVL (6 students, 2%). Grade 12 students were also divided into the
same five strands: ABM (13 students, 4%), GAS (11 students, 4%), HUMSS (20
students, 7%), STEM (81 students, 29%), and TVL (8 students, 3%).
From the data gathered from the respondents, the most used AI tools or
simply the most popular tools used by the students in the Senior High School
Department were presented. Under the ABM strand, the most used AI tools for
them is Grammarly and Quillbot. The grade 11 respondents use Grammarly while
most of the grade 12 respondents use Quillbot. For the GAS strand, the most use
AI tools for them are ChatGPT and Grammarly. The grade 11 respondents mostly
use ChatGPT while the grade 12 respondents mostly use ChatGPT and
Grammarly. The HUMSS strand also have their most use AI tools for academics,
Grammarly and Quillbot are the most popular tools for them. The grade 11 use
Grammarly while the grade 12 mainly use Grammarly and Quillbot for their tasks
or activities. Under the STEM strand, there are two popular AI tools used by
students which are ChatGPT and Quillbot. The grade 11 mainly uses ChatGPT
while the Grade 12 uses Quillbot for their paperworks and school-related tasks or
activities. The TVL strand have also provided the most popular AI tools for them,
unlike other strands, the TVL students uses other AI tools for making academic
works but they also use Grammarly and Quillbot as the most popular for them. The
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grade 11 students use other AI tools aside from the provided list of AI tools while
the grade 12 students mostly use Grammarly and Quillbot.
2. The factors that may affect the preference of students when using AI-
generator websites are divided into three categories: a.) Use b.) Accessibility c.)
Effectivity. Under use, reasons of students for using AI-generator websites were
presented. The provided reasons are the following: 1.) Doing assignments, 2.)
Self-assessment, 3.) Studying lessons, 4.) Generating ideas, 5.) Writing
paperwork, 6.) Projects, PTs, activities, 7.) Error checking/Improving output 8.)
Others.
The findings under the category of use reveals the common reasons of the
students from each strand on why they use AI tools. For the ABM strand, the most
common reason why they use AI tools is for them to check for errors or improve
their outputs and when they are doing their assignments. For the grade 11, they
use AI tools for error checking/improving outputs while the grade 12 also use it for
error checking/improving outputs and doing assignments. For the GAS strand, the
most common reason for them to use AI tools are doing assignment, studying
lessons, and writing paperworks. For the grade 11, doing assignments and
studying lessons are the most common reason for them while writing paperworks
are for the grade 12. For the HUMSS strand, they use AI tools commonly for doing
assignments, projects, PTs, activities, and error checking/improving outputs. The
grade 11 uses AI tools for doing assignments, projects, PTs, activities while grade
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12 uses AI tools mostly for error checking/improving outputs. For the STEM strand,
they use AI tools mainly for doing assignments and error checking/improving
outputs. The grade 11 use AI tools when they are doing their assignments while
the grade 12 students commonly use AI tools for the sake of error
checking/improving their outputs. For the TVL strand, their most common and main
reason why they use AI tools academically is for them to do their assignments, for
error checking/improvement of outputs and writing paperworks for school. The
grade 11 students tend to use AI tools mainly for doing assignments and error
checking/improving outputs while the grade 12 use AI tools mainly for doing
assignments and also writing paperworks.
Under the accessibility were the following statements provided: 1.) I can use
AI generator websites wherever I go., 2.) I can use AI generator websites anytime
that I need it., 3.) I can utilize AI generator websites without the need to pay for
anything., 4.) The AI generator websites that I use are one click away.
The data under the category of accessibility shows the agreement of the
students on the accessibility of AI tools as a factor for preference and how the
majority of them agree that the accessibility of AI tools is what also affect their
preference when they are using such tools. According to the data gathered, the
ABM strand leans more towards "agree" with 32 agree responses from grade 11
and 24 agree responses from grade 12 which means that the ABM strand students
find accessibility as a factor on why they use AI tools academically. The GAS
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strand had also provided the same majority of responses, saying that they agree
with the statements provided with 15 agree responses from grade 11 and 29 agree
responses from grade 12. For the HUMSS strand, they have provided with agree
responses about the accessibility of AI tools with 69 agree responses from grade
11 and 45 agree responses from grade 12. The STEM strand was also positive
about the accessibility of AI tools, they have given 210 agree responses from grade
11 and 175 agree responses from grade 12. The majority of the TVL strand also
tend to agree about the questions on accessibility, providing 11 agree responses
from grade 11 and 16 agree responses from grade 12.
Under the category of effectivity the following statements were provided: 1.)
I perform effectively on school works when using AI generator websites., 2.) I
manage my tasks properly when using AI generator websites. 3.) The AI generator
websites that I use provide my needs when it comes to academic work. 4.) I can
assess my academic performance through the use of AI generator tools.
The data provided shows the overall agreement of the respondents and how
majority of the students from each strand agree that there preference when using
AI tools is affected by the factors under Effectivity. For the ABM strand, majority of
the responses given were leaning towards "agree" with 31 agree responses
coming from the grade 11 and 33 agree responses from the grade 12. Under the
GAS strand, there responses were also leaning towards agree with 15 agree
responses from grade 11 and 22 agree responses from grade 12. HUMSS strand
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were also positive when it comes to the effectivity of AI tools, majority of the
students have responded with agree to the questions with 50 agree responses
from grade 11 and 44 agree responses given by the grade 12 respondents. For
the TVL strand, most of the responses of the respondents were "agree" with 10
agree responses from grade 11 and 13 agree responses from grade 12.
3. The impacts of AI-generator websites on the students’ academic
performance were determined using the provided impacts that AI tools may bring.
These impacts are the following: 1.) AI websites influence my performance in
school in terms of written work., 2.) The AI-generator website helps me to be more
confident in my answers., 3.) AI-generator websites help me to perform many tasks
such as activities and homework in a short period of time., 4.) AI websites provide
me with reliable information which makes my understanding of concepts and ideas
easier., 5.) AI-generator websites are useful whenever I want to check my errors
on paperwork that I do., 6.) I am motivated to study whenever I use AI tools and
websites.
From the data gathered it has been found out that majority of the students
from each strand have agreed that the given situations are the impacts on their
academic performance that they experience when using AI tools. For the ABM
strand, majority of the students have responded with "AGREE". There were a total
of 43 agree responses from the grade 11 and a total of 43 agree responses from
the grade 1, However, majority of the responses from the grade 11 are disagree
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responses which means that only the grade 12 students agree about the impacts
brought by AI tools on academic performance. For the GAS strand, majority of the
grade 11 and grade 12 have responded with agree responses with a total of 23
agree responses from the grade 11 and 28 agree responses from the grade 12.
The HUMSS strand has also provided with majority of agree responses coming
from both grade levels. 89 agree responses from grade 11 and 75 agree responses
from grade 12. Under the STEM strand, there have been a majority of agree
responses from the grades 11 and 12. Having 339 agree responses from grade 11
and 282 agree responses from grade 12. Lastly, the TVL strand had provided with
responses leaning towards disagree which means that they are the only strand
who doesn't agree about the impacts brought by AI tools, having 17 disagree
responses from grade 11 and 24 disagree responses from grade 12.
With regards to the enhancement of the overall academic performance
when using AI tools, according to the data gathered, majority of the ABM students
have said "YES" and agreed that AI tools have enhanced their academic
performance. 12 out of 18 grade 11 ABM students have answered "YES" (67%)
while 10 out of 13 grade 12 ABM students have answered "YES" (77%). For the
GAS students, most of them have answered "YES" and agreed. 7 out of 7 grade
11 students have answered "YES" (100%) while 8 out of 11 grade 12 students
have answered 'YES" (73%). The HUMSS strand have also agreed and answered
"YES" that AI tools enhance their academic performance. 18 of 28 grade 11

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students said "YES" (64%) while 15 out of 20 grade 12 students said "YES" (75%).
The STEM students also had the same answer. 81 out of 105 grade 11 students
answered "YES" (77%) while 65 out of 89 grade 12 students also answered "YES"
(73%). For the TVL strand, majority of grade 11 students agreed while grade 12
students had an equal response of "YES" and "NO". 4 out of 6 grade 11 students
answered "YES" (67%) while 4 out of 8 grade 12 students said "YES" (50%) and
4 out of 8 grade 12 students said "NO" (50%).
4. The respondents have given their own recommendations about the use
of AI-generator websites when it comes to academics. Some respondents have
said that AI tools are of great help especially when doing school-related activities
but it has been found out that most recommendations of the students focuses on
how it is a temporary aid towards students. Even though it is useful, students
shouldn’t overly rely on it too much as it becomes a hindrance to the development
of being independent of students when doing tasks.
Conclusions
Based from the finding of this research, it is concluded that:
1. Under the profile of the students, it includes their grade level and strand
in order to have the specific details about their preferences and views which can
also be a way for easier differentiation on their answers. Students from Grade 11
and Grade 12 have their own preferences when it comes to the AI tools that they
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are using. Different strands of both grade levels of Senior High School students at
USANT tend to have similarities and differences when it comes to the AI tools that
they use whenever they are doing academic works. It has been determined that
the most popular AI-generator websites are the following: 1.) ChatGPT, 2.)
Grammarly and 3.) Quillbot. While there are also other provided AI tools that the
students use, based from the result of the data, almost all of the students in each
strands are using these top three AI tools especially in terms of academics.
2. The factors that affects the preference of the students in using AI-
generator websites includes their own reasons on why they are using it, the
accessibility of AI tools, and its effectiveness when it comes to the students. The
results show that under their reasons, there are five most common reasons why
the Senior High School students of USANT use AI tools academically. These
reasons, by rank, are namely: 1.) Error checking/Improving outputs, 2.) Doing
assignments, 3.) Writing paperworks, 4.) Projects, PTs, activities, and lastly 5.)
Studying lessons. These reasons mentioned are one of the factors contributing to
their preference of using their chosen AI tools academically.
The data under accessibility reveals that majority of the students from the
ABM, GAS, HUMSS, STEM, and TVL strand tend to agree about the accessibility
factor of AI-generator websites. Majority of them have answered “agree” and only
a few provided with answers of disagreement. The students among these strands
see AI tools as something that is accessible which contributes to the factors that
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lead them to using AI tools academically. With this, it is clear that majority of the
Senior High School students of USANT considers accessibility as an influence to
their preference in terms of AI tools.
When it comes to the effectivity of the AI tools that the students use, majority
of the students have agreed that the effectiveness of AI tools serve as an influence
for them to use AI-generator websites when doing their academic works.
Respondents from each strands of ABM, GAS, HUMSS, STEM, and TVL had
provided with responses leaning on towards a positive agreement in terms of the
effectivity of AI tools. This result shows that the Senior High School students of
USANT consider effectivity as a factor for their preference when they use AI tools
on their education, having the majority of responses show a positive outcome.
3. The data gathered regarding the impacts of AI-generator websites on the
academic performance of the Senior High School students of USANT resulted into
two responses coming from the respondents. The students from the strands of
GAS, HUMSS, STEM had a fully positive view or agreement towards the impacts
brought by AI tools to their academic performance, with the majority of the students
responding with a high number of agreeing responses from all of the statements
provided under impacts. On the other hand, the strands of ABM and TVL had
provided with disagreeing responses. The grade 12 ABM students had provided
with agree responses but the grade 11 students mostly disagreed with the impacts.
The TVL, however, fully provided a negative view or disagreement towards the
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impacts of AI tools, with majority of the students answering “disagree”. This result
shows that majority of the Senior High School students of USANT agree that the
use of AI tools have brought impacts to their academic performance, but a small
portion of the students tend to disagree with it.
In the enhancement of academic performance with the use of AI-generator
websites. The results show that the academic performance of the majority of the
Senior High School students of USANT is enhanced when they are using AI tools
for their academic works and activities.
4. The recommendations highlight the potential benefits of AI in enhancing
academic performance but also caution against excessive use and emphasizing
the importance of maintaining a balanced approach and personal growth in
learning.
Recommendations
Based on the summary of the findings and conclusions, the researchers
arrived with the following formulated recommendations:
1. Each of the respondents have their own preference when it comes to the
AI tools that they will be using. By implementing the use of AI-generator
websites especially in education, other students may also be able to explore
other types of AI tools which can serve as a temporary help when needed.
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2. Several factors are found out to be the lead on why students are using AI-
generator websites. However these factors should not be a way for students
to commit academic dishonesty or any other unethical behavior when using
AI tools especially academically.
3. Being aware of the impacts of AI websites towards the students’ academic
performance may serve as an advantage or a step in order for the students
to also be able to know when to use AI tools. By simply being aware, they
will be able to have a control on the way they are using these tools and not
overuse it completely.
4. The use of AI-generator websites is of help towards the students especially
when they are doing school-related works and papers, however, students
must also be responsible in terms of using such tools. It is important to
understand that despite AI tools being a handy tool, its purpose is to serve
as an assistant at times so students should have a control on using it and
not overly rely on these websites. Creating an article, containing information
about the use of AI tools that would also spread awareness about how these
tools influence the way a student perform, may serve as an eye opener not
only to the students who are using AI-generator tools but also to everyone
else. Aside from information about AI tools, the articles will also include
recommendations about the topic based on the findings of the study.

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APPENDICES
Appendix A
Greetings of Peace!
We are the student researchers from Grade 12 – JACINTO STEM of the
University of Saint Anthony, who are currently conducting a research study entitled
“AI-GENERATOR WEBSITES AND ITS IMPACT ON THE ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF USANT”. In
connection with this, we would like to ask for your permission to conduct a survey
regarding the use of AI generator websites by students from the Senior High
School Department.
We look forward to your participation and cooperation. Your approval on
this matter is highly appreciated. Thank you and God bless!
Sincerely,
The Researchers
Name (optional): ___________________________

Grade & Section: _________________
Age: ________ Sex: ________
Strand:
( ) STEM ( ) ABM ( ) HUMSS
( ) TVL ( ) GAS
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I. What AI generator websites do you use?
 ChatGPT  Grammarly  Quillbot
 Google Bard  Open AI
 Others (specify): _______________
II. What is/are the reasons why you use AI generator websites
academically?
 Doing assignments  Writing paperwork
 Self-assessment  Projects, PTs, activities
 Studying lessons  Error checking/Improving outputs
 Generating ideas  Others (specify): _____________
LEGEND:
Strongly Strongly
Agree Neutral Disagree
Agree disagree
5 4 3 2 1
III. What are the factors that affect the students’ preference for using AI
tools?
5 4 3 2 1
ACCESSIBILITY
1. I can use AI generator websites wherever I go.
2. I can use AI generator websites anytime that I

need it.
3. I can utilize AI generator websites without the

need to pay for anything.
City of Iriga

131
4. The AI generator websites that I use are one

click away.
EFFECTIVITY
1. I perform effectively on school works when

using AI generator websites.
2. I manage my tasks properly when using AI

generator websites.
3. The AI generator websites that I use provide my

needs when it comes to academic work.
4. I can assess my academic performance through

the use of AI generator tools.
IV. What are the impacts of AI websites on students’ academic performance?
5 4 3 2 1
PERFORMANCE
1. AI websites influence my performance in school

in terms of written work.
2. The AI generator website helps me to be more

confident in my answers.
3. AI generator websites help me to perform many

tasks such as activities and homework in a short
period of time.
4. AI websites provide me with reliable information

which makes my understanding of concepts and
ideas easier.
City of Iriga

132
5. AI generator websites are useful whenever I

want to check my errors on paperwork that I do.
6. I am motivated to study whenever I use AI tools

and websites.
V. Does an AI website enhance your overall academic performance?

( ) Yes ( ) No
VI. What recommendations can be suggested on the usage of AI website

generators on the academic performance of students?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_____________________________
City of Iriga

133
CURRICULUM VITAE
Name: Kim Mezziel D. Avengoza
Address: Zone 2, La Purisima, Nabua, Camarines Sur
Contact Number: 09129240616
E-mail: kimmezziel6292006@gmail.com
PERSONAL DATA
Nationality: Filipino
Sex: Female
Marital Status: Single
Date of Birth: June 29, 2006
Place of Birth: BMC NAGA CITY
EDUCATIONAL ATTAINMENT
NABUA WEST CENTRAL SCHOOL
2012-2018
ELEMENTARY
La Purisima, Nabua, Camarines Sur
2018-2022,
HIGH SCHOOL
San Miguel, Iriga City
2022-2024
SENIOR HIGH SCHOOL
City of Iriga

134
CURRICULUM VITAE
Name: Jun Dheo Guadalupe

Address: Antipolo Old, Nabua
E-mail: junguadalupe448
PERSONAL DATA
Sex: Male
Date of Birth: May 10, 2006
Place of Birth:
STA. CRUZ SUR, ELEMENTARY SCHOOL
2012-2018
ELEMENTARY
Sta. Cruz Sur, Iriga City
2018-2022,
HIGH SCHOOL
2022-2024
SENIOR HIGH SCHOOL
City of Iriga

135
CURRICULUM VITAE
Name: Lesther E. Marmol
Address: San Vicente Sur, Iriga City
E-mail: lestherepresmarmol@gmail.com
PERSONAL DATA
Sex: Male
Date of Birth: November 25, 2005
Place of Birth: Naga City
PILI CENTRAL SCHOOL
2012-2018
ELEMENTARY
New San Roque, Pili, Camarines Sur
COMPUTER SCIENCE HIGHSCHOOL OF BICOLANDIA
2018-2022,
HIGH SCHOOL
CBSUA compound, San Jose, Pili, Camarines Sur
2022-2024
SENIOR HIGH SCHOOL
City of Iriga

136
CURRICULUM VITAE
Name: Shania Krizzel E. Pineda
Address: Lourdes Young, Nabua, Camarines Sur
Contact Number: 09317042689 / 09935272602
E-mail: ayapineda872006@gmail.com
PERSONAL DATA
Sex: Female
Date of Birth: July 8, 2006
Place of Birth: Santa Maria Josefa Foundation Hospital, Iriga City
UNIVERSIDAD DE STA. ISABEL
2012-2019
ELEMENTARY – HIGH SCHOOL (Grade 7)
Elias Angeles St., Naga City, Camarines Sur
2019-2022
HIGH SCHOOL (Grade 8-10)
San Miguel, Iriga City, Camarines Sur
2022-2024
SENIOR HIGH SCHOOL
San Miguel, Iriga City, Camarines Sur

Ai-Generator Websites and Its Impact On The Academic Performance of Senior High School Students of Usant

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Ai-Generator Websites and Its Impact On The Academic Performance of Senior High School Students of Usant

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UNIVERSITY OF SAINT ANTHONY

(Dr. Santiago G. Ortega Memorial)

SENIOR HIGH SCHOOL DEPARTMENT

AI-GENERATOR WEBSITES AND ITS IMPACT ON THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS OF USANT

A Quantitative Research presented to the

Faculty of Instruction of the Senior High School Department

University of Saint Anthony,

City of Iriga, Camarines Sur

In partial fulfillment of the requirements in

School Year 2023-2024

AVENGOZA, KIM MEZZIEL D.

GUADALUPE, JUN DHEO

PINEDA, SHANIA KRIZZEL E.

SENIOR HIGH SCHOOL DEPARTMENT ii

This research entitled: AI-GENERATOR WEBSITES AND ITS IMPACT ON THE

MS. LIEZEL B. PRAXIDES

Approved by the Committee on Oral Examination on ________________.

with a grade of ______%

MS. LIEZEL B. PRAXIDES

SENIOR HIGH SCHOOL DEPARTMENT iii

The Students of Grade 12 STEM – Jacinto, who also contributed as the

SENIOR HIGH SCHOOL DEPARTMENT iv

AI-GENERATOR WEBSITES AND ITS IMPACTS ON THE ACADEMIC

AVENGOZA, KIM MEZZIEL D., GUADALUPE, JUN DHEO, MARMOL,

Keywords: AI-Generator websites, AI tools, Senior High School Students,

AI-generator websites are part of the development of technology especially

Students tend to use AI-generator websites academically in doing the following:

them to use these tools.

The study is scoped on the Senior High School Department at USANT,

where the respondents of the study are to be located.

SENIOR HIGH SCHOOL DEPARTMENT v

about AI-generator websites. The researchers are to create an article containing

The goal of this research is to determine why students use AI tools

and identify the impacts of AI-generator websites on the student's academic

are the impacts of AI websites on students’ academic performance?, 4.) What

recommendations can be developed based on the findings of the study?

influenced them to use AI-generator websites in doing paperwork and other

SENIOR HIGH SCHOOL DEPARTMENT vi

not to overuse and rely on it too much.

Based on the findings and conclusions of the study, recommendations were

suggesting that implementing AI-generator websites in education could allow

generator websites should not lead to academic dishonesty or unethical behavior

when using AI tools, especially academically. 3.) Understanding the impact of AI

websites on students' academic performance can help them understand when to

use AI tools effectively. 4.) An article highlighting AI tools' impact on student

performance will educate students and the general public, offering

recommendations based on the study's findings and providing information about

SENIOR HIGH SCHOOL DEPARTMENT vii

TITLE PAGE ................................. i

APPROVAL SHEET ................................. ii

ACKNOWLEDGEMENT ................................. iii

TABLE OF CONTENTS ................................. vii

BACKGROUND OF THE STUDY

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Assumptions of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Hypothesis of the Study ........................... 13

Scope and Delimitations ........................... 13

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Definition of Terms ............... ................ 16

Review of Related Literature and Studies . . . . . . . . . . . . . . . 17

Synthesis of the State of Art . . . . . . . . . . . . . . . . . . . . . . . . . . 33