THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON

ACADEMIC ACHIEVEMENT OF GRADE 12 STUDENTS OF

AMA BASIC EDUCATION

A Research Paper
Submitted to the Faculty of
AMA Basic Education of Apalit

In Partial Fulfillment of
the Requirements for the Senior High School Curriculum
TVL - ICT And TOURISM
For the subject Practical Research 2

TRINIDAD, ALJHON LERRY

TANTAMCO, CATHERINE MAE
RAMOS, RAMDINE NICOLE
MICLAT, AXL JOSH
CRUZ, MC LOURKAN

November 2023
 THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON
ACADEMIC ACHIEVEMENT OF GRADE 12 STUDENTS OF
AMA BASIC EDUCATION

TRINIDAD, ALJHON LERRY

TANTAMCO, CATHERINE MAE
RAMOS, RAMDINE NICOLE
MICLAT, AXL JOSH
CRUZ, MC LOURKAN

A Research Paper Submitted to the Faculty of AMA Basic Education of Apalit, Pampanga in

Partial fulfillment of the requirements in Practical Research 2.

INTRODUCTION

Background of the study

In today's rapidly evolving technological landscape, Artificial Intelligence (AI) stands as a

groundbreaking force that has permeated various aspects of human life. Its impact on educa-

tion, specifically on the academic performance of high school students, has become a topic

of growing interest and concern. Within this context, this research endeavors to explore the

influence of artificial intelligence academically on Grade 12 students at the AMABE.

Artificial Intelligence revolutionized data analysis and educational assistance. these

digitals companions helped students to manage administrative tasks, provided real-time per-

formance analytics, and even offered suggestions for adapting lesson plans to individual stu-

dent need. and it played pivotal role in enhancing accessibility in education. Adaptive tech-
nologies, powered by Artificial Intelligence, provided customized learning experiences for

students, ensuring that education was truly inclusive

Currently, Artificial Intelligence is being used in education in various ways, from

chatbots that provide 24/7 student support to personalized learning algorithms that adapt to

each student's needs.

The influence of artificial intelligence (AI) on academic achievement among grade

12 students is an important and evolving area of research and education. As technology con-

tinues to advance, AI tools and applications are increasingly integrated into educational set-

tings, offering both opportunities and challenges. Several studies have explored the impact of

AI on academic achievement, highlighting various dimensions of its influence.

A study by VanLehn (2011) titled "The Relative Effectiveness of Human Tutoring,

Intelligent Tutoring Systems, and Other Tutoring Systems found that some intelligent tutor-

ing systems achieved outcomes comparable to or even better than human tutors in improving

students' academic performance.

Moreover, AI can support teachers in better understanding and addressing students'

needs. Analyzing large datasets generated by AI applications can help educators identify at-

risk students and provide timely interventions. A study by Baker et al. (2010) titled "Educa-

tional Data Mining and Learning Analytics" discusses how data mining techniques and AI

can be used to predict student performance and enable proactive support.

However, it's essential to consider potential challenges and ethical implications of AI

in education. The overreliance on AI could lead to reduced human interaction and creativity

in the learning process, potentially hindering holistic development. Additionally, concerns

related to data privacy and bias in AI algorithms must be addressed to ensure equitable out-

comes for all students.

 In conclusion, AI's influence on the academic achievement of grade 12 students is a

multifaceted topic with both positive and negative aspects. While AI has the potential to en-

hance personalized learning and support educators in improving student outcomes, it must be

integrated thoughtfully and ethically to maximize its benefits and minimize potential draw-

backs.

The goal of the study is to comprehensively examine how AI influences the academic

achievement of grade 12 students, taking into account various aspects of their educational

experience, performance, and long-term prospects. This research can help inform educa-

tional practices, policies, and technologies to better serve students in the modern AI-driven

educational landscape.

Statement of the Problem

This study aims to determine the influence of artificial intelligence academic achieve-

ment in grade 12 students of Ama Basic Education.

1. Does Artificial Intelligence tech affected student learning outcome in academic insti-

tutions?

2. Are there correlation between the use of AI-driven educational tools and students per-

formance?

3. Does the integration of AI in the classroom impact teacher’s effectiveness in deliver-

ing educational content?

4. Has the adaption of AI in academic research affected the efficiency and productivity

of research processes?

5. Does the use of AI-powered recommendations systems influence students course se-

lection and academic paths?

Scope and Delimitations of the study

This study will focus exclusively on grade 12 students attending the AMA Basic Edu-

cation institution located in Apalit, Philippines. It will not include students from other educa-

tional institutions or regions.

The study will assess the impact of AI on grade 12 students' academic achievement.

This includes their performance in various subjects, such as mathematics, science, language,

and other core subjects typically taught at this level.

The research will examine the influence of specific AI technologies, such as AI-

driven educational software, virtual tutors, or AI-assisted teaching methods, on students' aca-

demic performance.

While the study will consider academic achievement broadly, it will not delve into the

influence of AI on co-curricular or extracurricular activities, social development, or non-aca-

demic aspects of student life.

The study will not extensively explore other potential factors that could affect aca-

demic achievement, such as teacher quality, classroom environment, or parental involvement,

unless they are directly related to the integration of AI in education.

Findings from this study may not be generalized to other educational institutions,

grade levels, or regions, as the impact of AI on academic achievement can vary widely de-

pending on contextual factors.

The study will be limited only to the Grade 12 students of AMA Basic Education of

Apalit for the Academic year 2023-2024.

Significance of the study

The findings of this study will contribute to the influence of artificial intelligence aca -

demic achievement in grade 12 students of ama basic education.

Specifically, the study will be beneficial to the following:

Students: will benefit from this research by better understanding how AI can influence

their learning and possibly gaining fresh perspectives on how to study and adjust to AI-as -

sisted educational technologies.

Teachers: By efficiently incorporating AI technologies into their teaching methods,

teachers can potentially improve the standard of education.

Parents: Understanding how AI affects a child's academic development can help parents

make decisions regarding educational support and resources for their kids.

Future Researchers: The next generation of researchers can use this research's findings

as a basis for exploring the educational implications of AI and to direct their future research

in this area by using it as a baseline.

Community: With the use of AI Technologies, AI can enhance the quality of life in com-

munities by improving public services, healthcare, transportation, and other essential aspects.

School Administration: AI can support personalized learning by tailoring educational

content to individual students' needs and abilities. This helps students learn at their own pace

and style, improving overall academic outcomes.

Conceptual Framework
Theories

Cognitive Load Theory: is a theoretical framework in educational psychology that concen-

trates on the mental effort and cognitive processes needed for learning. It was created by John

Sweller in the 1980s and has since gained popularity in educational research and instructional

design.

It relates on the study because, Cognitive Load Theory (CLT) examines how the mind pro-

cesses information and suggests that learning is influenced by the load on working memory.

Artificial Intelligence's integration in education aligns with Cognitive Load Theory by per-

sonalizing learning, reducing unnecessary cognitive load, and offering adaptive feedback, op-

timizing learning efficiency. However, while Artificial Intelligence lessens cognitive load, its

impact on critical thinking, problem-solving, and metacognition —essential for long-term

academic success —must be considered. Thus, the interplay of CLT Cognitive Load Theory

and Artificial Intelligence in education balances load optimization with preserving crucial

cognitive skill development for academic achievement.

Social Learning Theory: is a psychological theory that contends that individuals learn and

form their behaviors, attitudes, and values through social interaction, imitation, and observa-

tion of others. Albert Bandura, a Canadian-American psychologist who established this the-

ory, stressed the importance of social interactions in influencing how people perceive the out-

side world and how they learn new abilities and behaviors.

Social Learning Theory could be applied to understand how students observe, interact with,

and learn from Artificial Intelligence driven educational tools or systems. Students may ob-

serve and imitate the ways in which Artificial Intelligence assists in learning, problem-solv-

ing, or information retrieval. Through these observations, students might acquire new strate-

gies for studying, understanding complex concepts, or improving academic performance.

Moreover, the interactions with Artificial Intelligence platforms could lead to the develop-

ment of self-efficacy the belief in one's ability to succeed in academic tasks, thereby posi-

tively impacting academic achievement. Thus, Social Learning Theory provides a framework

to comprehend how students learn and adapt their study habits and academic behaviors

through their interactions and observations of Artificial Intelligence tools in an educational

setting, potentially influencing their academic success.

Zone of Proximal Development: is a notion that Russian scientist Lev Vygotsky introduced

into educational psychology and learning theory. It describes the variety of tasks and activi-

ties that a student can complete with the assistance of a more experienced person, usually a

teacher, mentor, or peer, but nevertheless cannot complete on their own. In other words, the

Zone of Proximal Development is a representation of the difference between what a student

can accomplish on their own and what they can accomplish with the right support and direc-

tion.
The Zone of Proximal Development. In the context of artificial intelligence's influence on

academic achievement, the Zone of Proximal Development plays a pivotal role. Artificial In-

telligence in education identifies individual learning needs and tailors support offering re-

sources, adaptive feedback, and challenges suited to a student's current comprehension level.

Similar to a skilled tutor, Artificial Intelligence adapts the learning experience, ensuring tasks

aren't too easy or too difficult, thus maximizing learning outcomes. By customizing educa-

tion, Artificial Intelligence helps students work within their Zone of Proximal Development,

fostering cognitive growth and potentially enhancing academic success. As Artificial Intelli-

gence evolves, its capacity to recognize and cater to a student's Zone of

Proximal Development can significantly revolutionize education, addressing unique learning

needs and boosting academic performance.

 REVIEW OF RELATED LITERATURE

This chapter presents discussions of related literature to the influence of artificial in -

telligence academic achievement in grade 12 students of Ama basic education. The data were

obtained from books, journals, dissertations, and theses.

ACADEMIC ACHIEVEMENTS

According to Frederico Cruz-Jesus., et al. (June, 2020). Understanding academic

achievement (AA) is one of the most global challenges, as there is evidence that it is deeply

intertwined with economic development, employment, and countries’ wellbeing. However,

the research conducted on this topic grounds in traditional (statistical) methods employed in

survey (sample) data. This paper presents a novel approach, using state-of-the-art artificial in-

telligence (AI) techniques to predict the academic achievement of virtually every public high

school student in Portugal, i.e., 110,627 students in the academic year of 2014/2015. Differ-

ent AI and non-AI methods are developed and compared in terms of performance. Moreover,

important insights to policymakers are addressed.

According to Nawaf N. Hamadneh,. et al. (09,16,22) University electronic learning

(e-learning) has witnessed phenomenal growth, especially in 2020, due to the COVID-19

pandemic. This type of education is significant because it ensures that all students receive the

required learning. The statistical evaluations are limited in providing good predictions of the
university’s e-learning quality. That is forcing many universities to go to online and blended

learning environments. This paper presents an approach of statistical analysis to identify the

most common factors that affect the students’ performance and then use artificial neural net-

works (ANNs) to predict students’ performance within the blended learning environment of

Saudi Electronic University (SEU). Accordingly, this dissertation generated a dataset from

SEU’s Blackboard learning management system. The student’s performance can be tested us-

ing a set of factors: the studying (face-to-face or virtual), percentage of attending live lec-

tures, midterm exam scores, and percentage of solved assessments. The results showed that

the four factors are responsible for academic performance. After that, we proposed a new

ANN model to predict the students’ performance depending on the four factors. Firefly Algo-

rithm (FFA) was used for training the ANNs. The proposed model’s performance will be

evaluated through different statistical tests, such as error functions, statistical hypothesis tests,

and ANOVA tests.

According to Carie Justine P Estrellado (May 2023). There is no turning back, as the

utilization of Artificial Intelligence (AI) into the Philippine educational system has catapulted

scholarly discourses on the line. This paper argues on academic concerns and challenges of

AI in education (AIED), the initial footholds for data center hubs, potential offerings for en-

hanced learning experiences, data-driven decision-making, and foreseen opportunities. How-

ever, AIED requires a robust technological infrastructure and adequate computing resources

aligned with policy frameworks, such as addressing data privacy concerns, the digital divide,

and the need for ongoing faculty training and development. This literature review reflects on

collaborations between educators and policymakers, focusing on aspects of teaching and

learning while leveraging AI benefits, provided that social and ethical implications are care-

fully established or reconfigured.

 According to Xuesong Zhai,. et al. (04,20,21) This study provided a content analysis

of studies aiming to disclose how artificial intelligence (AI) has been applied to the education

sector and explore the potential research trends and challenges of AI in education. A total of

100 papers including 63 empirical papers (74 studies) and 37 analytic papers were selected

from the education and educational research category of Social Sciences Citation Index data-

base from 2010 to 2020. The content analysis showed that the research questions could be

classified into development layer (classification, matching, recommendation, and deep learn-

ing), application layer (feedback, reasoning, and adaptive learning), and integration layer (af-

fection computing, role-playing, immersive learning, and gamification). Moreover, four re-

search trends, including Internet of Things, swarm intelligence, deep learning, and neuro-

science, as well as an assessment of AI in education, were suggested for further investigation.

However, we also proposed the challenges in education may be caused by AI with regard to

inappropriate use of AI techniques, changing roles of teachers and students, as well as social

and ethical issues. The results provide insights into an overview of the AI used for education

domain, which helps to strengthen the theoretical foundation of AI in education and provides

a promising channel for educators and AI Engineers to carry out further collaborative re-

search.

According to Kyoungwon Seo., et al. (10,26,21) 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 elu-

sive. 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 interac-

tion 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, we used Speed Dating with storyboards to analyze the

authentic voices of 12 students and 11 instructors on diverse use cases of possible AI systems

in online learning. Findings show that participants envision adopting AI systems in online

learning can enable personalized learner–instructor interaction at scale but at the risk of vio-

lating social boundaries. Although AI systems have been positively recognized for improving

the quantity and quality of communication, for providing just-in-time, personalized support

for large-scale settings, and for improving the feeling of connection, there were concerns

about responsibility, agency, and surveillance issues. These findings have implications for the

design of AI systems to ensure explainability, human-in-the-loop, and careful data collection

and presentation. Overall, contributions of this study include the design of AI system story-

boards which are technically feasible and positively support learner–instructor interaction,

capturing students’ and instructors’ concerns of AI systems through Speed Dating, and sug-

gesting practical implications for maximizing the positive impact of AI systems while mini -

mizing the negative ones.

According to Amarjit Sen (March 28, 2023). Artificial Intelligence (AI) has become

one of the most transformative technologies of the 21st century, impacting every aspect of

our lives, from the way we work and learn to the way we communicate and interact with one

another. The rise of AI has brought with it a wave of automation that is reshaping the work-

force, changing the way we approach healthcare, transforming the way we interact with tech-

nology, and raising concerns about the potential impact of AI on society.

According to Dileep Gupta (September 21, 2023). AI has become integral to our daily

lives, impacting every industry in ways we never thought possible. From sports to construc-
tion and education, AI is revolutionizing how we work and learn. AI in education has opened

up new possibilities for learners of all ages.

According to Inmaculada García-Martínez,. et al (2023). Artificial intelligence (AI)

and computational sciences have aroused a growing interest in education. Despite its rela-

tively recent history, AI is increasingly being introduced into the classroom through different

modalities, with the aim of improving student achievement. Thus, the purpose of the research

is to analyse, quantitatively and qualitatively, the impact of AI components and computa-

tional sciences on student performance. For this purpose, a systematic review and meta-anal-

ysis have been carried out in WOS and Scopus databases. After applying the inclusion and

exclusion criteria, the sample was set at 25 articles. The results support the positive impact

that AI and computational sciences have on student performance, finding a rise in their atti -

tude towards learning and their motivation, especially in the STEM (Science, Technology,

Engineering, and Mathematics) areas. Despite the multiple benefits provided, the implemen-

tation of these technologies in instructional processes involves a great educational and ethical

challenge for teachers in relation to their design and implementation, which requires further

analysis from the educational research. These findings are consistent at all educational stages.

According to Kritt Khare,. Et al (2018). The paper outlines the potential for Artificial

Intelligence (AI) to positively impact student success. This will be approached from a student

life-cycle perspective, taking an integrated view of the student experience and identifying

where AI can be most beneficial. Current usages of AI in education will be considered, in ad-

dition to those being experimented with and those still being considered. The paper will view

the adoption of AI in education from a comprehensive perspective, considering technological,

social, political, economic, cultural and ethical factors, providing a frame for understanding

of the benefits and constraints of the most intelligent of information technology in the educa-

tional realm.
 BIBLIOGRAPHY

Frederico Cruz-Jesus., et al. (June, 2020).

https://www.cell.com/heliyon/pdf/S2405-8440(20)30925-7.pdf

Nawaf N. Hamadneh,. et al. (09,16,22)

https://www.mdpi.com/2071-1050/14/18/11642

Carie Justine P Estrellado (May 2023)

https://www.researchgate.net/publication/

370603250_Artificial_Intelligence_in_the_Philippine_Educational_Context_Circumspection

_and_Future_Inquiries

Xuesong Zhai,. et al. (04,20,21)

https://www.hindawi.com/journals/complexity/2021/8812542/

Kyoungwon Seo., et al. (10,26,21)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8545464/

Amarjit Sen (March 28, 2023).

https://www.linkedin.com/pulse/impact-artificial-intelligence-society-opportunities-

challenges-sen#:~:text=One%20of%20the%20most%20profound,about%20the

%20displacement%20of%20jobs

Michael Cheng-Tek Tai (08,4,20).

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7605294/

Dileep Gupta (September 21, 2023).

https://appinventiv.com/blog/10-ways-artificial-intelligence-transforming-the-education-

industry/

Inmaculada García-Martínez,. et al (2023).

https://naerjournal.ua.es/article/view/v12n1-10

Kriti Khare,. Et al (2018)

https://files.eric.ed.gov/fulltext/EJ1198691.pdf

METHODOLOGY
 This chapter shows the methodologies used in the study. It includes research design,

research environment, respondents, sampling procedure, research instrument, data gathering

procedure, and analytical framework.