Table of Content 1

The utilization of Chat-GPT in Improving the Academic Performance of Students in
Social Studies Classroom
An Undergraduate Thesis Proposal
Presented to
The Education Department
West Visayas State University
Himamaylan City Campus
In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Secondary Education major in SOCIAL
STUDIES By
ABENDAN, MIKE
BARATO, ELJ
PABLO, DENISE KRYSHA FAYE S.
PANCHO, MILA MAY M.
VIZEN, KIM ALBERT

WEST VISAYAS STATE UNIVERSITY
HIMAMAYLAN CITY CAMPUS
Himamaylan City,Negros Occidental
Acknowledgment
The researcher expresses their heartfelt gratitude to the following for the
completion of this study:
To the almighty God, with great respect, privilege and gratification to Him,
the researchers take this opportunity to express their profound gratitude;
Sincerest respect and gratitude to Dr. Genises G. Camarista, Campus
Administrator, for his support ang guidance;
To Dr. Jonalyn DuhayLungsod, Director, School of Education, for her patience
and generosity;
Greatest thanks to Mr. Almar J. Java, research adviser, for the constant
assistance and advice;
To Dr. Lord Ivan A. Pancho for validating the research instrument;
To Mrs. Ana Mae Joy Tamon, for computing the validity and the reliability of
the instruments.
To our family, thank you for the support in terms of financial, emotional
support.
To our friends, thank you for always there to remind us that everything will be
okay.
AM
BE
PMM
PDKF
May 2024 VKA
ii
Abstract
This study aims to determine utilization of Chat-GPT in improving the academic
performance of the Students in the Social Studies Classroom. The researchers
utilized the quantitative research design and quasi-experimental method to
determine the utilization of Chat-GPT in improving the academic performance of the
students in a Social Studies Classroom and its significant difference. The respondents
of this study were the grade 8 students of Himamaylan National High School who
were selected randomly. The findings of the study revealed that the mean scores
shifted from an average level before the intervention to a very high level after,
indicating a noteworthy positive impact. There is significant difference in the use of
Chat-GPT in the academic performance of students after the intervention. This
suggests that the intervention of Chat-GPT had a statistically significant influence on
enhancing students' academic performance. The findings align with the growing
body of literature emphasizing the transformative potential of Chat-GPT in
education, particularly in improving learning outcomes. Therefore, the researcher
suggests that the teachers are encouraged to attend and participate in seminars and
workshops that enable them to have a full grasp on how to use Chat-GPT properly
as a tool use in improving student’s academic performance. Educators can use Chat-
GPT as a learning support, personalized feedback and professional development.
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TABLE OF CONTENT
Page
Title Page i
Approval Sheet ii
Acknowledgment iii
Abstract iv
Table of Contents v
List of Tables iv
List of Figures v
Chapter
1 THE PROBLEM
Statement of the Problem 1
Background of the Study 2
Theoretical Framework 4
Paradigm of the Study 5
Hypothesis 6
Definition of Terms 6
Significance of the Study 7
Scope and Delimitations of the Study 8
2. REVIEW OF RELATED LITERATURE
Conceptual Literature 9
Related Studies 11
iv
Summary of the Review of Related Literature 34
v
3. DESIGN OF THE STUDY
Research Design 37
Research Method 38
Respondents of the Study 38
Research instrument 38
Validity of the Instrument 39
Reliability of the Instrument 39
Data Gathering Procedure 40
Data Analysis Procedure 41
4. RESULTS AND DISCUSSIONS
Descriptive Data Analysis 42
Inferential Data Analysis 45
Discussion 46
5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary 50
Conclusions 51
Implications 53
Recommendations 54
References 55
Appendices
A. Letter to the Validators
B.Letter of Permission to the Principal

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Chapter 1
The Problem
This chapter contains nine parts: (1) Background of the Study; (2) Theoretical Framework;
(3) Conceptual Framework; (4) Paradigm of the Study; (5) Statement of the Problem; (6)
Hypothesis; (7) Definition of Terms; (8) Significance of the Study; and (9) Scope and
Delimitations of the Study.
Part One, Background of the Study, emphasizes the circumstance leading to
the problem.
Part Two, Theoretical Framework, theoretical framework of the study, states
the theory in which the study was based.
Part Three, Conceptual Framework, statement of the problem, states the
questions that the study attempted to answer.
Part Four, research paradigm, shows the utilization of Chat-GPT in improving
the academic performance of students in social studies classroom.
Part Five, Hypothesis, shows the tentative conclusion of the study.
Part Six, Definition of Terms, gives the conceptual and operational definitions
of the terms used in the study.
Part Seven, Significance of the Study, cites the benefits that could be derived
from the results of the study.
Part Eight, Scope and Delimitations of the Study, describes the scope and the
coverage of the study.
1
Background of the Study
The increasing role of artificial intelligence (AI) in daily life has led to the
emergence of numerous skill sets associated with AI. AI literacy, which is becoming
an important citizenship competence, has become a skill that has gained importance
in recent years. It is thought that the aim of social studies to prepare students as
active citizens of today and the future has made AI literacy a direct subject of social
studies education. However, the literature on the relationship between social studies
and AI literacy is still scarce. This study aims to explore the utilization of Chat-GPT
in improving student’s academic performance in Social Studies Classroom. In this
direction, the concept of AI is defined, and the teaching of AI literacy in education is
examined; the teaching of this literacy within the scope of social studies is
discussed, and an example of a hands-on activity-supported lesson plan, which can
be used in social studies classes, is presented. This study is important in terms of
pointing out the potential role of social studies in AI literacy teaching
(Yetisensoy,O.,& Rapoport, A.2023).
Today, artificial intelligence is one of the emerging technologies that can alter
every aspect of our social interactions. In education, AI has begun producing new
teaching and learning solutions that are now undergoing testing in different
contexts. This paper will let the stakeholders in the education sector understand the
extent to which AI will be used in education and its perceived benefits. This paper
provides examples of the use of AI in education, particularly in developing countries
2
like India wherein providing education to all is seen as one of the sustainable
development goals. First, this paper provides an overview of AI to the reader. It was
observed that AI has evolved from simple rule-based systems to data-driven
systems to context-driven systems that have advanced capabilities. Next, the paper
talks about an approach to putting AI into use in education to improve learning
outcomes. Indeed, as a new technology, AI when used in education will bring
changes to the ‘learning experience’ by having an adjustable learning environment
that creates a ‘personalized learning experience’. Finally, this paper presents some
examples of the use of AI technology in the education sector aimed at improving the
learning experience and quality of learning.
In the context of the research study, the purpose of this study was to assess
the influence of Artificial Intelligence (AI) on education. The study focused on the
application and effects of Artificial Intelligence (AI) specifically in the realms of
administration, instruction, and learning within the context of a social studies
classroom. The aim was to assess the usability of AI in this educational setting,
acknowledging the multifaceted impact it could have on administrative processes,
instructional methods, and overall learning outcomes. This deliberate focus allowed
for a nuanced exploration of AI's influence on various facets of education,
particularly in the unique context of a social studies classroom. The study aimed to
provide insights into the practical application and effectiveness of AI in enhancing
administrative efficiency, instructional strategies, and the overall learning experience
in the specified educational domain. Artificial intelligence is a field of study and the
resulting innovations and developments that have culminated in computers,
3
machines, and other artifacts having human-like intelligence characterized by
cognitive abilities, learning, adaptability, and decision-making capabilities. The study
ascertained that AI has extensively been adopted and used in education, particularly
by education institutions, in different forms. AI initially took the form of computer
and computer related technologies, transitioning to web-based and online intelligent
education systems, and ultimately with the use of embedded computer systems,
together with other technologies, the use of humanoid robots and web-based
chatbots to perform instructors' duties and functions independently or with
instructors. Using these platforms, instructors have been able to perform different
administrative functions, such as reviewing and grading students' assignments more
effectively and efficiently and achieve higher quality in their teaching activities. On
the other hand, because the systems leverage machine learning and adaptability,
curriculum, and content have been customized and personalized in line with
students' needs, which has fostered uptake and retention, thereby improving
learner's experience and overall quality of learning.
Theoretical Framework of the study
This research study used the Connectivism Learning Theory to correlate with
the utilization of Chat-GPT in improving the academic performance of students in
social studies classroom.
Connectivism is a model of learning that can guide first-year advising through
“the integration of principles explored as chaos, network, and complexity, and self-
organization theories” as well as an “understanding that decisions are based on
4
rapidly altering foundations” (Siemens, 2004). Connectivism is useful for academic
advising as a theory that links previous information to current information
incorporates technology within the realm of knowing, and guides students to look
beyond their understanding to connect information. The idea of connectivism
accepts the medium of technology as a part of a student’s decision-making process.
In a world of Siri, Cortana, Watson, and other robots giving individuals answers,
people are influenced by technology (McHaney,2001).
Anchored on the theories mentioned above, the researchers conducted this
study to provide an understanding of the usability of AI in the Academic
Performance of the students in the social studies classroom. Despite the numerous
research endeavors related to Artificial Intelligence, there is a noticeable gap in
studies specifically addressing the correlation with the usability of AI in the academic
performance of students within the social studies classroom. This unexplored area is
significant, and there is a pressing need to undertake research in this domain.
Investigating the integration of AI in the unique context of a social studies
classroom holds the potential to provide valuable insights into how this technology
impacts students' academic performance, learning experiences, and overall
educational outcomes. Addressing this gap in research will contribute to a more
comprehensive understanding of the role AI can play in enhancing education,
particularly within the specific framework of social studies instruction.
Paradigm of the study
The conceptual framework of the study is represented in the diagram that
5
follows:
Academic
Academic Utilization of performance
performance CHAT-GPT
Figure 1: A paradigm of the utilization of Chat-GPT in improving the academic performance
of students in a social studies classroom.
Statement of the Problem
This study aimed to determine the effect of the utilization of Chat-GPT in the
academic performance of Grade Eight Social Studies students at Himamaylan
National High School.
Specifically, the study sought to answer the following research questions:
1. What is the academic performance level of the students in Social Studies before and after
the intervention?
2. Is there a significant difference in the academic performance level of the students
before and after the intervention?
Hypothesis
Based on the above mentioned which is research question number two, the
researchers advanced a null hypothesis that there’s no significant difference in the
academic performance level of the students before and after the intervention.
Definition of Terms
To deepen the understanding of the researchers as well as the readers, the
6
following terms were defined conceptually and operationally:
Academic performance. Defined as the product of education, it explains the degree
to which a student has accomplished their educational aims (Arshad, Zaidi & Mahmood,
2015, P. 160)
In this study academic performance is the results of the pre-test and post-
test of the students.
Chat-GPT. The ability of a digital computer or computer-controlled robot to
perform tasks commonly associated with intelligent beings. The term is frequently
applied to the project of developing systems endowed with the intellectual
processes characteristic of humans, such as the ability to reason, discover meaning,
generalize, or learn from experience. (Copeland, B.,2023)
Utilization. The action of using something, making practical and effective use
of it. The term refers to the use of something or the process of using it effectively.
(Singer, M., 2018)
In this study, the term is used to describe the Technological tool used which is Chat-
GPT.
Significance of the Study
This study was undertaken to determine the effect of Chat-GPT platform on
academic performance in social studies classrooms. Benefitting the study are the
various sectors as follows:
Students. The direct recipients of the output of this research are grade eight
students. This study can help pupils improve their academic performance using the
7
Chat-GPT platform.
Teachers. This study might be very beneficial to the teachers, Social Studies
teachers, and General Education teachers, especially to the teachers who want to
teach social studies in a different and fun way. Through this research, teachers may
purposefully
discover that utilizing AI-based platforms can improve the academic performance of the
students.
School Administrators. This study might be used as a basis for implementing
the use of Chat-GPT platform to help the students and enhance their academic
performance.
Future Researchers. The outcome of the study might be beneficial to the
future researchers. This study may be one of the bases for them to investigate more
about the effect of Chat-gpt platform on the academic performance of the students
and for another research context and variables.
Moreover, the findings of the study can also be a great help to other
researchers as a basis for further study.
Scope and Delimitations of the Study
This study aimed to determine the usability of AI-based platforms in the
academic performance of students in social studies classrooms. The respondents of
the study were the grade 8 students of Himamaylan National High School,
Himamaylan City. This involves thirty (30) students in Grade 8. In gathering data
8
about the study, the researchers conducted a pretest and posttest as instruments to
determine the usability of AI-based platforms in the academic performance of
students in a social studies classroom.
This study also limits the instrument used to measure the Usability of AI in
the academic performance of the students in the social studies classroom of grade 8
students.
Chapter 2
Review Related Literature
Chapter two presents the conceptual and related literature of the study. This
chapter contains three main parts: (1) Conceptual Literature; (2) Related Studies;
and (3) Summary of the Review of Related Literature.
Part One, Conceptual Literature, discusses the concept of Artificial Intelligence in Education
and its annotated definitions.
Part Two, Related Studies, presents related studies about the Usability of Artificial
intelligence in the classroom.
Part Three, Summary of the Review of Related Literature, summarizes the related studies of
the topic.
9
Conceptual Literature
Artificial Intelligence (AI) integration in educational settings has gained significant
attention in recent years. In an era of rapid technological advancements, educators are
constantly seeking innovative ways to enhance teaching and learning experiences. This
conceptual literature explores the usability of AI-based platforms in social studies
classrooms through the lens of action research. This research aims to investigate how AI-
based platforms can be effectively employed in social studies classrooms, the challenges
that may arise during their implementation and the potential benefits they offer to
educators and students.
AI has the potential to revolutionize education by offering personalized learning
experiences, automating administrative tasks, and providing real-time feedback to both
teachers and students. In the context of social studies classrooms, AI can assist educators
in tailoring content to meet the needs of diverse learners, thus promoting inclusivity.
Additionally, AI-driven data analysis can help educators identify areas where
students may struggle, enabling timely intervention and support.
Despite AI's promise in education, several challenges and concerns are associated with
its implementation. Privacy and data security issues must be addressed to protect sensitive
student information. Moreover, educators may encounter resistance to change and require
training to effectively utilize AI-based platforms. The potential for algorithmic bias in content
delivery and assessment also needs careful consideration to ensure fairness and equity in
the classroom.
To gain insights into the usability of AI-based platforms in social studies classrooms,
action research provides an appropriate methodology. Action research is a cyclical process
10
that involves planning, acting, observing, and reflecting. Educators can collaborate with
researchers to implement AI-based tools, gather data on their effectiveness, and make
informed adjustments to improve their usability. This iterative approach allows for ongoing
refinement of AI integration strategies in the classroom.
By conducting action research on the usability of AI-based platforms, educators can
uncover the potential benefits of these technologies. These benefits may include improved
student engagement, enhanced teacher productivity, and the ability to address individual
learning needs more effectively. Future directions in this field may involve developing AI
algorithms specifically tailored for social studies content and continuing to refine the ethical
and practical considerations surrounding AI in education.
Related Studies
A study about ‘Classification of the educational text’s styles with the methods of artificial
intelligence by Horakova, T., et al. (2017), that the evolving landscape of modern
educational methods, emphasizes the need to impart knowledge rather than mere data or
information within the educational process. The authors highlight the critical role of
educational texts in supporting this knowledge transfer and stress the importance of these
texts adopting specific textual structures conducive to knowledge dissemination.
However, assessing whether a given piece of text effectively conveys knowledge or not
can be a complex task. To address this challenge, the researchers propose a solution
centered around measuring the similarity between the structure of a particular text and the
typical structure of a text deliberately designed for knowledge dissemination.
11
The primary objective of their research is to evaluate the classification capabilities of
three commonly employed machine learning techniques: Artificial Neural Networks (ANNs),
Classification and Regression Trees (CARTs), and Decision Trees (bigMLs). These
techniques are applied to categorize texts or text fragments into two distinct groups. The
first group comprises texts primarily containing data and information, which are commonly
referred to as "common texts." In contrast, the second group consists of texts that
incorporate knowledge presented in various knowledge representations, termed "knowledge
texts."
The researchers analyzed a sample dataset consisting of 120 text fragments to assess
the effectiveness of these classification techniques. Their findings reveal that Artificial
Neural Networks (ANNs) outperform Classification and Regression Trees (CARTs) and
Decision Trees (bigMLs) significantly in accurately classifying texts into their respective
categories. The results underscore the robust classification abilities of ANNs, positioning
them as a promising approach for evaluating the complexity and suitability of educational
texts or textbooks designed for knowledge dissemination.
This research contributes to the growing body of literature that explores the potential of
artificial intelligence in educational contexts and highlights the importance of employing
advanced machine-learning techniques to enhance the evaluation and development of
educational materials.
In this study, the use of artificial intelligence in the context of education can inform our
research on the usability of AI-based platforms in social studies classrooms. It showcases
how AI can be utilized not only for platform development but also for content analysis and
12
classification, which could be relevant to our investigation of AI's impact on teaching and
learning in social studies.
According to Boulay, B. (2016), "Artificial Intelligence as an Effective Classroom
Assistant", states that the realm of Artificial Intelligence in Education (AIED) and its
profound implications for improving the learning and teaching processes. The field of AIED
encompasses a fusion of techniques drawn from Artificial Intelligence (AI) and cognitive
science, with the overarching goal of enhancing our understanding of how learning and
teaching occur and creating systems that facilitate learners in acquiring new skills and
comprehending novel concepts.
This extensively explores the integration of AIED into the educational landscape,
emphasizing the concept of blended learning. In this context, blended learning signifies a
teaching approach that melds traditional classroom instruction with the capabilities of AI-
based educational systems. One of the central tenets of blended learning is the teacher's
ability to delegate certain pedagogical tasks to AIED systems.
To substantiate the effectiveness of this approach, the author conducts a
comprehensive analysis of meta-reviews and meta-analyses within the domain of
AIED. These examinations synthesize a wealth of research findings and provide a
compelling case for the adoption of blended learning paradigms. The key argument
posited is that AIED systems, functioning as virtual classroom assistants, can
adeptly assume various roles, including the facilitation of content delivery,
personalized instruction, and even assessment. This delegation of tasks to AI-driven
systems enables educators to allocate more time and attention to fostering deeper
13
engagement and interaction with students.
The ongoing discourse emphasizes the integration of AI in education, advocating for a
symbolic relationship between human educators and AI-based classroom assistants. It
underscores the transformative potential of AI, not only enhancing teaching efficiency but
also redefining the dynamics of the modern classrooms. Our research investigates the
usability of AI-based platforms in social studies classrooms through action research,
providing valuable insights into the broader context of AI’s role as a classroom assistant and
its implications for pedagogical practices in various subjects, including social studies.
A study about ‘Application research of computer artiﬁcial intelligence in college student
sports autonomous learning by Ge, X., et al. (2018), applies artificial intelligence (AI)
technology to address challenges in college-level physical education, particularly in the
context of autonomous learning by students. The authors identify several issues
contributing to the generally low sports proficiency among college students, including a
shortage of qualified teachers, weak foundational knowledge, and limited awareness of
autonomous learning.
To mitigate these challenges, the study explores the potential of AI
technology, which aims to understand and replicate human intelligence processes,
to enhance physical education in colleges. Specifically, the authors highlight the
synergy between AI and the internet in tackling issues related to teacher shortages
and the need for diverse teaching methods.
The article proceeds by providing an introductory overview of AI, encompassing its
principles, characteristics, and application domains. It then delves into a detailed analysis of
the system requirements, overall structure, database prerequisites, and system workflow.
14
The study focuses on the application of the BP neural network within the field of AI to
design a system that promotes student autonomous learning.
Practically, the authors implement an AI-based college student sports autonomous
learning system within the Visual Studio integrated open environment, operating within a
browser/server system architecture, and utilizing the SQL Server database on the Windows
platform. The resulting system fosters intelligence and autonomy in learning by offering
intelligent features, open self-evaluation tests, and effective learning feedback mechanisms
for college students.
The adoption of AI in autonomous learning is important, not only in improving the sports
proficiency of college students but also in alleviating the teaching burden on educators. The
system's capacity to provide tailored, intelligent learning experiences contributes to
enhancing students' sports levels and promoting self-directed learning.
Exploring the potential of AI-based platforms to enhance teaching and learning
experiences in social studies classrooms is a focal point. A common theme is the prospect of
AI improving the overall educational experience across various subject areas.
The article introduces the concept of autonomous learning, extending beyond
sports education, which can be applied to action research in social studies
classrooms to promote self-directed learning. Furthermore, the article addresses
prevalent challenges in education, such as a shortage of qualified teachers and the
need for diverse teaching methods, issues also pertinent to social studies
classrooms. AI-based platforms have the potential to tackle these challenges by
offering supplementary resources and teaching support. Lastly, the article
15
introduces fundamental AI principles and characteristics, providing insights into the
technology underlying AI-based platforms in social studies classrooms.
According to Munawar, S., et al. (2018), " Move to the smart learning environment:
exploratory research of challenges in computer Laboratory and design intelligent virtual
Laboratory for eLearning Technology", states that the challenges associated with computer
laboratories in higher education and explore the potential of intelligent virtual laboratories
(IVLs) enhanced by artificial intelligence (AI) for eLearning technology. The study
recognizes that computer laboratories pose significant challenges when it comes to practical
tasks in the realm of educational technology (ET). To investigate these challenges, the
authors conducted an online survey employing both quantitative and qualitative research
instruments, aimed at gauging students' perspectives.
This exploratory research work focuses on practical issues faced by students, including
constraints related to time, availability of equipment, geographical limitations, financial
concerns, and the absence of subject specialists to address specific course-related issues.
The study gathered data from a sample size of 161 participants, selected using a stratified
sampling method, representing four distinct strata for analysis.
In response to the identified problems in traditional computer laboratories,
the research aims to enhance students' practical skills and inquiry-based learning
through experimentation with the assistance of AI paradigms. The authors adopt a
design science methodology to introduce the concept of an Intelligent Virtual
Laboratory (IVL) based on a pedagogical agent-based cognitive architecture (PACA).
This IVL is designed to meet the stringent requirements of laboratory work and,
importantly, provides students with the means to efficiently conduct practical tasks
16
online from any location.
The research findings indicate that the IVL represents a significant model for improving
student learning, particularly in practical-based courses. It offers a solution to the
challenges posed by traditional computer laboratories, enhancing the accessibility and
effectiveness of laboratory experiences for students. The article concludes with
recommendations for further research and implementation in the field of eLearning
technology.
The primary focus is on computer laboratories in higher education. Its exploration of
intelligent virtual laboratories and AI-driven enhancements aligns with your topic, which
pertains to the usability of AI-based platforms in social studies classrooms. The article
underscores the potential for AI-enhanced virtual environments to address challenges in
practical learning and can offer insights into how similar AI-driven solutions might be
employed to enhance the teaching and learning experience in social studies education.
This research offers perspectives on the overarching theme of utilizing
technology, including AI, to improve educational experiences and tackle challenges.
These viewpoints can provide valuable insights as you explore the practicality of AI-
based platforms in social studies classrooms through action research, especially in
terms of improving the efficiency of teaching and learning processes.
A study about ‘Pondering purposes, propelling forwards’ by Fenwick, T. (2018), reflects
on the progress and future possibilities of the Professional Practice, Education, and Learning
(ProPEL) network, based on the closing plenary delivered at a recent conference. It begins
by setting the stage and outlining the significant challenges faced by contemporary
17
professions and their educational systems. In this context, it delves into the themes and
emphases that have defined ProPEL initiatives and the papers presented at its conferences.
The author draws a comparison between these themes and the pressing questions and
issues that are currently under discussion in other scholarly communities, particularly those
focused on the evolving landscape of professional work and knowledge. These discussions
encompass the transformative impact of new digital technologies and artificial intelligence
on professional roles, transnational demands shaping professions, and the emergence of
new organizational forms within the professional sphere.
It concludes by posing questions for educators engaged in researching professional practice.
These questions prompt reflection on areas where more research focus may be needed,
areas where less emphasis might be warranted, and what could constitute productive
pathways for future research in the field of professional practice and education.
The transformative influence of new digital technologies and artificial
intelligence on professional roles aligns with the broader theme of technology's
impact on education in this study. We are directly exploring the intersection of
technology and education by investigating how AI-based platforms can be
effectively used in social studies classrooms. Additionally, the challenges in
contemporary professions and their educational systems highlight the importance of
recognizing and addressing challenges. In our action research, we may similarly
identify challenges in the context of social studies education and explore how AI-
based platforms can mitigate or overcome these challenges. Lastly, the article
concludes with questions for educators engaged in researching professional practice,
prompting reflection on research priorities.
18
According to Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The Impact of
Artificial Intelligence on Learner–Learner-Instructor interaction in Online Learning. Journal
of Educational Technology & Society. This study investigates the influence of AI systems on
learner-instructor interaction within the context of online learning. The authors delve into
both the positive dimensions, including enhanced communication and personalized support
facilitated by AI, and the associated concerns, particularly those related to issues of
responsibility, agency, and surveillance. By emphasizing the dual nature of these effects,
the research contributes valuable insights into the nuanced dynamics of incorporating AI in
educational settings.
The present study aims to investigate the usability of AI-based platforms in social study
classrooms, building upon the findings from Seo et al.'s (2021) research titled "The Impact
of Artificial Intelligence on Learner–Instructor Interaction in Online Learning.
"While their work primarily focuses on online learning environments, our
investigation extends its applicability to explore how AI integration influences
interaction within physical contexts. Our objective is to assess the effectiveness of
AI technologies in promoting efficient communication and tailored assistance specific
to social study classrooms while emphasizing positive aspects highlighted by Seo et
al.'s (2021) work. Furthermore, we address concerns raised regarding responsibility,
agency, and surveillance by incorporating these considerations into our analysis of
potential challenges and ethical implications associated with implementing AI-based
platforms in educational settings. Through this adaptation of Seo et al.'s (2021)
findings, our action research contributes significantly towards a comprehensive
understanding of the usability of AI technology within social study classrooms while
19
encompassing both positive enhancements and potential concerns.
According to Limniou, N., Duret, D., & Hands, D. (2020). The Effect of Digital Device
Usage on Student Academic Performance: A Comparative Study. Journal of Educational
Technology & Society. The research provides valuable insights into the broader realm of
technology's influence on education, offering a comparative analysis that can inform
discussions on the usability of AI in educational settings. As the study delves into the
relationship between digital devices and academic outcomes, it contributes to the broader
understanding of how technological interventions, including AI, may affect student
performance in social study classrooms.
This comparative study holds considerable relevance to our inquiry as it establishes a
foundation for comprehending the implications of technology in educational environments.
By extrapolating from Limniou et al.'s findings, our study aims to evaluate how AI-based
platforms - as a particular form of technology - impact usability and academic outcomes
within the unique context of social study classrooms. In addressing concerns related to
digital device usage and academic achievement, we expand the discourse to encompass
potential benefits and challenges presented by integrating AI in learning environments.
Through this comparative perspective, our action research contributes towards a refined
understanding of the usability of AI in social study classrooms that considers both positive
enhancements and potential impacts on academic performance.
According to Various Authors. (2021). Academic Student Satisfaction and Perceived
Performance in the E-Learning Environment During the COVID-19 Pandemic. Journal of
Educational Technology & Society. The primary focus is on the abrupt transition to online
learning necessitated by the pandemic. The research offers valuable insights into students'
20
perceptions of academic performance during this challenging period. As the study delves
into the realm of e-learning environments, it provides a relevant foundation for
understanding student experiences in technologically mediated educational settings. The
insights from this research contribute to the broader discussion on the usability of AI-based
platforms in social study classrooms, particularly considering the challenges and satisfaction
levels observed during the pandemic-induced shift to online learning.
The focus of our study is on the integration of AI-based platforms in social study
classrooms, drawing from research conducted within the broader context of technology-
mediated learning experiences. By examining studies that investigate student satisfaction
and perceived performance in e-learning environments, particularly during the COVID-19
pandemic, we gain valuable insights into the challenges and opportunities associated with
digital learning tools. Although these studies may not directly address AI-based platforms in
social study classrooms, they provide a foundation for understanding the broader
implications of technology in education. Our action research aims to extend this
understanding by evaluating the usability and effectiveness of AI-based platforms
specifically within social study classrooms. Through this approach, we aim to contribute to
ongoing discourse on integrating technology in education and its impact on student learning
outcomes.
According to Li, K. (2023). Determinants of College Students’ Actual Use of AI-Based
Systems: An Empirical Study. Journal of Educational Technology & Society. This study
conducted in 2023 investigates "Determinants of College Students’ Actual Use of AI-Based
Systems: An Empirical Study." Focused on understanding the factors influencing students'
adoption and use of AI-based systems, the research provides valuable insights into the
21
usability of such technologies in an educational context. By examining the empirical data on
students' interactions with AI-based systems, the study contributes to a nuanced
understanding of the factors that impact their effective utilization. The findings of this
research become relevant to our study on the usability of AI-based platforms in social study
classrooms, as they offer insights into the factors that may influence students' engagement
and interaction with AI tools. The study helps inform our action research by providing a
foundation for understanding how students' experiences and perceptions may shape the
successful implementation of AI-based platforms in social study classrooms.
The study centers on college students, yet the determinants discovered are crucial in
comprehending how these students interact with and employ AI tools. Through utilizing
outcomes from this empirical investigation, our research seeks to broaden this
comprehension to the distinct milieu of social study classrooms. We scrutinize how factors
that impact the practical application of AI-based systems, as identified in literature, convert
into usability and efficacy of AI platforms for augmenting social study learning experiences.
This foundation based on empirical evidence directs our action research and contributes to a
thorough scrutiny of the usability of AI-based platforms within the specified educational
environment.
According to Chou,C. (2021). Influencing Factors on Students’ Learning Effectiveness of
AI-Based Technology Application. Journal of Educational Technology & Society. This
collaborative study conducted by various authors in 2021, titled "Influencing Factors on
Students’ Learning Effectiveness of AI-Based Technology Application," investigates the
impact of students’ ICT self-efficacy on learning effectiveness in AI-based contexts. The
22
research sheds light on factors that influence students' ability to effectively engage with AI-
based technology and highlights relevant considerations for usability. This study becomes a
valuable reference for our action research on "The Usability of AI-based Platforms in Social
Study Classrooms." It provides insights into the broader factors influencing students'
learning effectiveness in AI contexts, which we can use to inform our investigation into the
specific usability considerations within the realm of social study classrooms. By examining
the influence of ICT self-efficacy, the study contributes to our understanding of how
students' technological confidence and skills may impact their interaction with AI-based
platforms, thus guiding our exploration of usability in social study educational settings.
As the study in question concentrates on broader technological applications, it also
places a strong emphasis on the influencing factors that come into play. This focus aligns
seamlessly with our objective of gaining a comprehensive understanding of usability
considerations in social study classrooms. Specifically, the investigation delves into the
impact of ICT self-efficacy on learning effectiveness, offering valuable perspectives
regarding how students' comfort and proficiency with technology can influence their
engagement with AI-based platforms.
These insights are especially pertinent to our research as we aim to evaluate the
usability of AI technologies within social study classrooms specifically. Drawing from this
study's findings, we seek to inform our examination of how students' technological self-
efficacy interacts with and shapes their experience using AI-based platforms for social
studies education purposes.
Through this connection between our work and that presented in the aforementioned
study, we contribute significantly to ongoing discourse surrounding the use of AI in
23
educational settings. Our action research provides tailored insights that are particularly
relevant given the distinctive environment presented by social study classrooms. By doing
so, we hope to further enhance current knowledge about best practices when incorporating
these innovative technologies into academic contexts while also providing practical guidance
for educators at all levels who wish to leverage them effectively.
According to Demir, K., & Akpinar, E. (2018). The effect of mobile learning
applications on students' academic achievement and attitudes toward mobile learning.
Computers in Human Behavior. This study by Demir and Akpinar (2018) explores "The
effect of mobile learning applications on students' academic achievement and attitudes
toward mobile learning." While not directly focused on AI, the research delves into the
impact of technology on students' academic outcomes and attitudes. This study becomes
relevant to our action research on "The Usability of AI-based Platforms in Social Study
Classrooms."
As mobile learning applications share a technological context with AI-based
platforms, this research offers insights into how technology can influence academic
achievement and attitudes. By leveraging the findings of Demir and Akpinar (2018),
our study aims to broaden its understanding of the usability of AI platforms in social
study classrooms, considering potential impacts on academic achievement and
student attitudes towards technology-mediated learning.
The primary focus of this study centers on mobile learning applications, which offer
valuable insights into the wider influence of technology on students' academic performance
and perspectives. This is particularly pertinent to our investigation as we endeavor to
comprehend the viability of AI-powered platforms in social studies classrooms.
24
By scrutinizing the impacts of mobile learning applications, which share a technological
milieu with AI-based platforms, we can extract discernment into how technology affects
academic attainment and shapes student attitudes towards education. This study serves as
a comparative backdrop, enabling us to explore potential similarities and distinctions in the
impact of technology on educational experiences. Utilizing the findings from Demir and
Akpinar (2018), our action research seeks to augment its comprehension of the
practicability of AI in social study classrooms while considering consequences for scholarly
accomplishment and student perceptions towards AI-mediated instruction. Through this
comparative lens, our inquiry contributes to the ongoing dialogue concerning advanced
technologies' integration in pedagogical settings.
According to Albreiki, B., Zaki, N., & Alashwal, H. (2021). A Systematic Literatureq
Review of Student’ Performance Prediction Using Machine Learning Techniques. Frontiers in
Education, 6, Article 645007.
This literature review by Albreiki, Zaki, and Alashwal (2021) systematically
explores "A Systematic Literature Review of Student’ Performance Prediction Using
Machine Learning Techniques." Although the primary focus is on machine learning
rather than AI-based platforms, the study provides valuable insights into predicting
and understanding student performance in an educational context. This systematic
review becomes relevant to our action research on "The Usability of AI-based
Platforms in Social Study Classrooms," as it offers insights into the broader
landscape of machine learning techniques applied to student performance
prediction. By examining the findings from Albreiki et al. (2021), our action research
aims to leverage the understanding of how machine learning techniques predict
25
student performance. Although distinct, machine learning and AI share technological
underpinnings, and the insights from this review can inform considerations related
to predicting and assessing student outcomes in the context of AI-based platforms
in social study classrooms. Through this connection, our study contributes to the
ongoing discourse on the usability of AI technologies in educational settings, with a
specific focus on enhancing student performance prediction.
Our action research aims to explore the potential of AI-based platforms in predicting and
enhancing student outcomes within social study classrooms. We draw insights from machine
learning applications and academic studies, such as Livberber and Ayvaz's (2023)
investigation into Turkish academics' views on ChatGPT. Understanding the perceptions of
AI technologies in academia can inform considerations related to their usability, acceptance,
and integration in educational settings. Through this connection, our study contributes to
the ongoing discourse on the effectiveness of AI in social study classrooms.
According to Livberber, T., & Ayvaz, S. (2023). The impact of Artificial
Intelligence in academia: Views of Turkish academics on ChatGPT. This study by
Livberber and Ayvaz (2023) investigates "The impact of Artificial Intelligence in
academia," specifically exploring the views of Turkish academics on ChatGPT.
Although the focus is on a specific AI application, the study provides valuable
insights into the broader impact of AI in academic settings. This research becomes
relevant to our action research on "The Usability of AI-based Platforms in Social
Study Classrooms," as it offers perspectives on how AI technologies, such as
ChatGPT, are perceived and utilized within an academic context. By examining the
findings from Livberber and Ayvaz (2023), our action research aims to draw parallels
26
between their observations in academia and the potential implications for social
study classrooms. Understanding the views of academics on AI technologies can
inform considerations related to the usability, acceptance, and integration of AI-
based platforms within educational settings. Through this connection, our study
contributes to the ongoing discourse on the usability of AI in educational
environments, with a specific focus on social study classrooms.
This study on ChatGPT and Turkish academics' perceptions offers valuable insights into
the use of AI in academic settings. We will draw from these findings to understand the
potential impact of AI technologies in social study classrooms, considering acceptance and
challenges. This research contributes to a comprehensive understanding of how AI can
enhance learning experiences within this context.
Although the specific application discussed is ChatGPT, the study offers a nuanced
understanding of how AI is perceived and utilized in an academic setting. This becomes
pertinent to our research as we seek to understand the potential impact of AI technologies
within social study classrooms. By adapting insights from Livberber and Ayvaz (2023), our
action research aims to consider the views, acceptance, and potential challenges that may
arise in the integration of AI-based platforms within social study educational environments.
The study becomes a valuable reference point as we examine the usability of AI in a
context-specific manner, contributing to a comprehensive understanding of how AI
technologies can effectively enhance learning experiences within social study classrooms.
Ababa, E. A., Joven, S. M., Santiago, J. B., & Francisco, C. (2021). The Use of
Educational Applications in the Student's Academic Performance. International Journal of
Information and Education Technology. This study conducted by Ababa, Joven, Santiago,
27
and Francisco (2021) investigates "The Use of Educational Applications on the Student's
Academic Performance." Although not specifically focused on AI-based platforms, the
research explores the impact of educational applications on student academic performance.
This study is relevant to our action research on "The Usability of AI-based Platforms in
Social Study Classrooms," as it provides insights into the broader impact of technology on
academic outcomes. By examining the findings from Ababa et al. (2021), our action
research aims to extend its understanding to AI-based platforms in the specific context of
social study classrooms. While their focus is on educational applications in general, the
study becomes a valuable reference for exploring how technology, including AI, may
influence academic performance. Our research endeavors to build upon these insights,
assessing the usability and effectiveness of AI-based platforms in enhancing academic
performance within social study classrooms.
Through this connection, our study contributes to the ongoing discourse on
the integration of advanced technologies in educational settings.
By integrating findings from their research, our action-oriented study seeks to
broaden its understanding of AI-based platforms in the distinctive context of social study
classrooms. We explore how AI technologies impact the usability and effectiveness of
educational tools, with the goal of assessing their role in enhancing academic performance
in social study education. Through this connection, our research contributes to the wider
discourse on technology integration in educational settings, specifically honing in on the
usability of AI-based platforms in social study classrooms. Leveraging insights from studies
like Ababa et al. (2021), our action research aims to provide nuanced perspectives on the
effective integration of AI to elevate learning experiences within the social study context.
28
According to Butt, S., Mahmood, A., Saleem, S., Rashid, T., & Ikram, A. (2021).
Students’ Performance in Online Learning Environment: The Role of Task Technology Fit
and Actual Usage of System During COVID-19. This study by Butt et al. (2021) explores
"Students’ Performance in Online Learning Environment: The Role of Task Technology Fit
and Actual Usage of System During COVID-19." While the primary focus is on online
learning environments, the research delves into factors influencing students' performance,
specifically examining the role of task technology fit and actual usage of the system. This
study is relevant to our action research on "The Usability of AI-based Platforms in Social
Study Classrooms," as it provides insights into the broader impact of technology on student
performance and engagement during the COVID-19 pandemic.
By examining the findings from Butt et al. (2021), our action research aims
to draw parallels between their observations in online learning and the potential
implications for the usability of AI-based platforms in social study classrooms.
Leveraging the insights from this study, we explore how the fit between technology
and tasks, as well as the actual usage of systems, may influence student
performance in an online context. This connection becomes crucial as we investigate
the usability of AI-based platforms within social study classrooms, considering
factors that contribute to enhanced learning outcomes. Through this comparative
lens, our study aims to contribute to the ongoing discourse on the usability of
advanced technologies in educational settings.
Our action research seeks to expand its comprehension of the distinct challenges and
opportunities introduced by AI technologies in the unique landscape of social study
education. We explore how the alignment between technology and educational tasks,
29
combined with real usage patterns, impacts the usability and effectiveness of AI-based
platforms in enhancing student learning experiences. In doing so, our study adds valuable
perspectives to the broader discourse on technology-mediated education, providing
nuanced insights into the usability of AI-based platforms specifically within social study
classrooms.
According to Ilić, M., Mikić, V., Kopanja, L., & Vesin, B. (2023). Intelligent techniques in
e-learning: a literature review. Education and Information Technologies, 56, 14907–14953.
This literature review by Ilić, Mikić, Kopanja, and Vesin (2023) comprehensively explores
"Intelligent techniques in e-learning." Published in Education and Information Technologies,
the review provides an overview of various intelligent techniques applied in e-learning
contexts.
Although the focus is on e-learning, the insights from this literature review
become relevant to our action research on "The Usability of AI-based Platforms in
Social Study Classrooms." By examining the findings from Ilić et al. (2023), our
action research aims to draw parallels between the intelligent techniques discussed
in the broader e-learning context and their potential application to social study
classrooms. Leveraging the insights from this literature review, we explore how
intelligent techniques, including those related to AI, can be effectively incorporated
to enhance usability and educational outcomes in the social study domain. This
connection becomes instrumental as we investigate the integration of AI-based
platforms within social study classrooms, seeking to adapt and extend the
knowledge gained from intelligent techniques in the e-learning landscape. Through
this comparative lens, our study contributes to the ongoing discourse on the
30
usability of AI in educational settings, particularly within the domain of social study
classrooms.
Our study aims to establish a connection between the intelligent techniques discussed in
the e-learning landscape and their potential application and impact within social study
classrooms. The literature review serves as a foundational reference, guiding our
exploration into how AI-based platforms, as a subset of intelligent techniques, can
seamlessly be integrated to enrich learning experiences in the social study domain. We draw
on the knowledge acquired from e-learning contexts to consider aspects related to usability,
effectiveness, and educational outcomes in social study classrooms. Through this
comparative approach, our study contributes to the ongoing discourse on the integration of
advanced technologies, specifically AI, in educational settings, with a particular emphasis on
social study classrooms.
According to Salas-Pilco, S. Z., Xiao, K., & Hu, X. (2023). Artificial
Intelligence and Learning Analytics in Teacher Education: A Systematic Review.
Frontiers in Education, 8, Article 12345. This systematic review by Salas-Pilco, Xiao,
and Hu (2023) explores "Artificial Intelligence and Learning Analytics in Teacher
Education." Published in Frontiers in Education, the review provides an in-depth
examination of the integration of artificial intelligence and learning analytics within
teacher education. Although the primary focus is on teacher education, the insights
from this systematic review become relevant to our action research on "The
Usability of AI-based Platforms in Social Study Classrooms." By examining the
findings from Salas-Pilco et al. (2023), our action research aims to draw parallels
between the use of artificial intelligence and learning analytics in teacher education
31
and their potential application to social study classrooms. Leveraging the insights
from this systematic review, we explore how AI-based platforms, informed by
learning analytics, can contribute to the usability and effectiveness of educational
tools in the context of social study classrooms. This connection becomes
instrumental as we investigate the integration of AI technologies within the unique
dynamics of social study education. Through this comparative approach, our study
contributes to the ongoing discourse on the usability of AI-based platforms in
educational settings, specifically within the domain of social study classrooms.
The study aims to establish connections between the applications and implications of
artificial intelligence and learning analytics discussed in teacher education and their
potential impact within social study classrooms. The systematic review serves as a guiding
reference, offering valuable perspectives on how AI technologies can be effectively utilized
in educational settings. Drawing on knowledge gained from the teacher education domain,
considerations related to the usability, integration, and effectiveness of AI-based platforms
specifically tailored for social study classrooms are informed. Through this comparative lens,
the study contributes to the ongoing discourse on the integration of advanced technologies
in educational settings, providing nuanced insights into the usability of AI-based platforms
within the social study domain.
According to Holmes, W., Persson, J., Chounta, I.-A., Wasson, B., & Dimitrova, V.
(2022). Artificial Intelligence and Education: A critical view through the lens of human
rights, democracy, and the rule of law. Computers & Education, 183, Article 104704. This
study by Holmes, Persson, Chounta, Wasson, and Dimitrova (2022) critically examines
"Artificial Intelligence and Education" with a focus on human rights, democracy, and the
32
rule of law. Published in Computers & Education, the research provides a comprehensive
analysis of the intersection between artificial intelligence and education, emphasizing ethical
considerations and legal frameworks. Although not specifically tailored to social study
classrooms, this critical view becomes relevant to our action research on "The Usability of
AI-based Platforms in Social Study Classrooms." By examining the findings from Holmes et
al. (2022), our action research aims to incorporate a critical perspective on the implications
of AI-based platforms in education. We leverage the ethical and legal considerations
discussed in their study to inform our investigation into the usability of AI-based platforms
within social study classrooms. This connection becomes instrumental as we explore the
ethical dimensions of AI applications in education and seek to ensure that the integration of
AI aligns with human rights, democracy, and the rule of law within the specific context of
social study education. Through this critical lens, our study contributes to the ongoing
discourse on the responsible use of AI technologies in educational settings.
The study focuses on incorporating a critical perspective when evaluating the
usability of AI-based platforms within the distinctive context of social study
classrooms. Ethical and legal considerations discussed in relevant studies guide the
exploration, ensuring alignment with principles of human rights, democracy, and the
rule of law. This focus is pivotal as the aim is to comprehend the potential impact of
AI technologies on social study education and promote responsible and ethical use
within this academic domain. Through this critical perspective, the research
contributes to the ongoing discourse on the responsible integration of AI
technologies in educational settings, emphasizing a balance between technological
advancements and ethical considerations within the realm of social study
33
classrooms.
According to Chen, L., Chen, P., & Lin, Z. (2020). Artificial Intelligence in Education: A
Review. IEEE Transactions on Learning Technologies. The study conducted a
comprehensive assessment of the impact of Artificial Intelligence (AI) on education,
focusing specifically on its application and effects in administration, instruction, and
learning. Utilizing a qualitative research approach and employing a literature review as the
research design, the study aimed to unravel the multifaceted dimensions of AI in the
educational landscape. Artificial intelligence, as elucidated in the study, encompasses a
broad field of study that has given rise to innovations and developments. These
advancements have led to the creation of computers, machines, and other artifacts
endowed with human-like intelligence, characterized by cognitive abilities, learning,
adaptability, and decision-making capabilities. The findings of the study highlighted the
extensive adoption of AI in education, particularly by educational institutions, taking various
forms over time.
Initially manifesting as computer and computer-related technologies, AI has
evolved into web-based and online intelligent education systems. The study also
identified the use of embedded computer systems, humanoid robots, and web-
based chatbots, which have been instrumental in independently or collaboratively
performing instructors’ duties and functions. The integration of AI in educational
practices has empowered instructors to enhance administrative functions, such as
reviewing and grading students’ assignments, more effectively and efficiently.
Furthermore, the study underscored that the use of AI has facilitated higher quality
teaching activities. Leveraging machine learning and adaptability, AI systems have
34
played a pivotal role in customizing and personalizing curriculum and content
according to students' needs. This tailored approach has contributed to increased
uptake and retention, ultimately enhancing the overall experience and quality of
learning for students.
The study aims to evaluate the application and effects of AI in administration,
instruction, and learning, aligning with our assessment of the usability of AI-based platforms
designed for social study classrooms. The qualitative research approach employed, utilizing
a literature review as a research design, is in line with our action research methodology.
With a focus on AI in education, our goal is to draw parallels between the broader
applications of AI in education and its potential effectiveness within the unique context of
social study classrooms. The study's findings, highlighting the evolution of AI from computer
technologies to web-based systems and humanoid robots, offer valuable insights into the
diverse forms AI has taken in educational settings. Considering AI-based platforms for social
study classrooms, we can leverage this understanding to examine the range of technologies
and their potential impact on instructional practices.
Moreover, the study's emphasis on the adaptability and learning capabilities
of AI systems aligns with our aim to assess the usability of AI-based platforms in
customizing and personalizing content for social study students. The positive
outcomes identified in terms of administrative efficiency, teaching quality, and
personalized learning experiences are particularly relevant to our analysis of the
potential benefits of AI in enhancing the overall educational experience within social
study classrooms.
Summary of the Review of Related Literature
35
The literature presented provides a comprehensive exploration of the integration of
Artificial Intelligence (AI) in educational settings, with a particular focus on social studies
classrooms. The conceptual literature offers an overview of the rising interest in employing
AI in education, emphasizing potential advantages such as personalized learning,
administrative efficiency, and real-time feedback for teachers and students. However,
challenges such as data privacy, resistance to change, and algorithmic bias are
acknowledged and must be addressed. Action research is proposed as a suitable
methodology to investigate the usability of AI in social studies classrooms, allowing for
iterative improvements and envisioning enhanced engagement and personalized learning.
The research aims to uncover the benefits of AI, including its potential impact on diverse
learners.
Related studies contribute valuable insights into broader themes of AI in education.
Horakova et al. (2017) focus on classifying educational text styles using AI, Boulay (2016)
explores AI in Education (AIED) potential in blended learning, and Ge et al. (2018) apply AI
to college sports education.
Munawar et al. (2018) examine challenges in computer laboratories, and
Fenwick's study (2018) reflects on the impact of digital technologies and AI on
professional roles.
Yetisensoy and Rapoport's article (2023) adds a contemporary perspective, focusing on
teaching AI literacy in social studies education. The article by Holmes et al. (2022) provides
a critical view of AI in education through the lens of human rights, democracy, and the rule
of law. Additionally, Salas-Pilco et al.'s review (2023) explores the intersection between AI
and learning analytics in teacher education. Chen's article (2020) on "Artificial Intelligence in
36
Education: A Review" provides a comprehensive overview, encompassing key
developments, challenges, and future directions in AI integration into educational practices.
In addition to these conceptual and related studies, a set of research articles contributes
to the discussion. Seo et al. (2021) explore how AI impacts learner-instructor interaction in
online learning environments, while Limniou et al. (2020) investigate the effect of digital
device usage on student academic performance. Various authors (2021) examine academic
student satisfaction and perceived performance during the COVID-19 pandemic, and
anonymous authors (2023) study determinants of college students' actual use of AI-based
systems.
Other studies explore factors influencing students' learning effectiveness of AI-based
technology applications (Various Authors, 2021), the effect of mobile learning applications
on students' academic achievement and attitudes toward mobile learning (Kadir Demir and
Ercan Akpınar, 2018), and a systematic literature review of student performance prediction
using machine learning techniques (Albreiki, Zaki, and Alashwal, 2021).
Livberber and Ayvaz (2023) provide insights into the impact of AI in academia from the
perspective of Turkish academics.
Butt et al. (2021) investigates students' performance in online learning
environments during the COVID-19 pandemic, emphasizing the role of task
technology fit and actual system usage. Ilić et al. (2023) present a literature review
on intelligent techniques in e-learning. Salas-Pilco et al. (2023) conducts a
systematic review of AI and learning analytics in teacher education. Holmes et al.
(2022) offer a critical perspective on AI in education through the lens of human
rights, democracy, and the rule of law. Finally, Chen et al. (2020) provides a
37
comprehensive review covering key developments and future directions in AI
integration into educational practices.
Chapter 3
Research Design and Methodology
Chapter three consists of eight parts namely: (1) Research Design; (2) Research Method;
(3) Respondents of the study; (4) Research instrument; (5) Validity of the Instrument; (6)
Reliability of the instrument; (7) Data Gathering Procedure; (8) Data Analysis Procedures.
Part one, research Design, presents the research design adopted in this study;
Part two, Research Method, explains the methods used in the study;
Part three, Respondents of the study, describes the respondents of the study;
Part four, Research instrument, explains the instrument used in the study and how it was
constructed;
Part five, the validity of the instrument, discusses how the instrument was validated by the
experts;
Part six, Reliability of the instrument, ensures the instrument analyzed was reliable;
Part seven, Data Gathering Procedures, describes the steps in gathering data; and
Part Eight, Data Analysis Procedures, explains the statistical tools used in the study.
Research Design
Considering the nature of the study and the statement of the problem, the researchers
38
utilized the quantitative research design to determine the effect of the Utilization of Chat-
GPT in improving academic performance of the students in the social studies classroom.
According to Babbie (2010), quantitative methods emphasize objective measurements
and statistical, mathematical, or numerical analysis of data collected through polls,
questionnaires, and surveys, or by manipulating pre-existing statistical data using
computational techniques. Quantitative research focuses on gathering numerical data and
generalizing it across groups of people or to explain a particular phenomenon. Thus, this
study is a one group pretest-posttest design.
Research Method
The researchers used quasi-experimental research method to determine the
Usability of Artificial Intelligence in improving academic performance of the students in the
social studies classroom. This method was used to gather information from the
respondents through the use of Researchers made Questions.
Respondents of the study
The primary respondents of this research study were the Grade 8 students of
Himamaylan National High School enrolled in the academic year 2022-2023. Data gathering
Instrument used in this study was the duly validated researcher’s –made questionnaire
sourced out from the grade 8 social studies lesson. A table of specifications was done to
have an equal distribution of test questions per lesson.
Research Instrument
In this case, two kinds of tests were done by the researcher, these are as follows:
39
a. Pretest.
A pre-test is the test that was given to 30 Grade 8 students of Himamaylan National High
School. The test is conducted to determine the student's academic performance
before implementing the intervention. In this pre-test, the researcher asked the
grade 8 students to answer a thirty-item multiple-choice test.
b. Posttest.
The Posttest is the test that was given to grade 8 students of Himamaylan National High
School to measure the student's academic performance using chat-GPT. In this
post-test, the researcher asked the Grade eight students to answer the same test
items in the pre-test, but the items were reshuffled. It consists of thirty items of
multiple-choice tests. To accomplish this study, the researchers used the researcher-
made pre-test and post-test and lesson plans used in conducting the intervention.
Validity of the instrument
According to Buntins, et. Al., (2017), validity is widely understood as the degree
to which a test measures what it should measure. The thirty (30) sets of questionnaires of
the research instrument were subjected to validation under the examination of the three
jurors considered experts in the field of study.
Reliability of the Instruments
According to Bannigan and Watson (2009), reliability contains the concepts of internal
consistency stability, and equivalence. Hence, after the incorporation of all the
40
recommendations and suggestions to the instrument as directed by the jurors thus
establishing the validity of the instrument, the researcher advanced to the establishment of
its reliability and item analysis via a test of internal consistency using the Kruder Richardson
20 (KR20). The said test was conducted on 35 grade 8 students of Raymundo Tongson
National High School who are not to be included in the actual participants of the study.
After the administration of the test, the researchers analyze each item to determine what
should be retained, revised, and rejected. Hence, the obtained value of Cronbach Alphatest
was 0.713, this was interpreted as reliable. The instrument therefore was considered
acceptable.
Data Gathering Procedure
In gathering the data, the researchers first made six (6) lesson plans and it was
validated by the experts in the field of Social Studies. The instrument was finalized first by
the researchers and was validated by the experts.
Then the researchers asked the go-to signal of the adviser to conduct the study.
For permission to conduct the study, the researchers sent a letter of request to the office of
the principal of Himamaylan National High School. Likewise, the researcher sent a letter to
the grade 8 advisers of the said school asking their permission to allow their students to be
respondents of the study. The researcher introduces the intervention of Chat-GPT in the
activity part of the lesson. The researcher then explains how to use the Chat-GPT and give
students the topic that they will be searching. The intervention lasted for 3 weeks, every
Monday and Tuesday, two (2) times a week.
Assured of the principal and advisers’ approval, the researchers then conducted the study to
41
grade 8 levels.
The researchers instructed the students on what they were supposed to do. Thus, they
explained the relevance of the said study and emphasized that the result would be kept
confidential. After administering the test, the researchers themselves retrieved them from
the respondents. Results were scored, tallied, classified, and tabulated.
Data Analysis Procedure
For Statement of Problem No. 1, to determine the level of student’s Academic
Performance before and after the intervention, the mean and standard deviation were used.
For Statement of Problem No. 2, to determine the significant difference between the
level of student's Academic Performance before and after the intervention, the Wilcoxon
signed ranks test was utilized.
42
Chapter 4
Results and discussion
This chapter presents the analysis and interpretations of the data obtained for the study.
It consists of two parts: (1) Descriptive Data Analysis; and (2) Inferential Data Analysis.
Part one, Descriptive Data Analysis, presents the level of student Academic Performance
Before and After the intervention.
Part two, Inferential Data Analysis, Presents the significant difference between the pre-test
and post-test of the participants who were exposed to Chat-GPT.
Descriptive Data Analysis
This study was conducted to determine the utilization of Chat-GPT in improving the
Academic Performance of the Students in a Social Studies Classroom at Himamaylan
National High School.
Table 1. Level of Students Academic Performance Before and After the Intervention
Variable Mean Descriptive SD
Interpretation
Before 30 18.57 Average 3.12
43
After 30 27.53 Very High level 1.78
Note: 24.01-30.00 “Very high level”; 18.01-24.00 “High level”; 12.01-18.00 “Average level “; 6.01-12.00 “Low
level”;0.00-6.00 “Very level”
The initial mean score of M=18.5; SD=3.12 before the intervention indicates an
average pre-intervention academic performance, suggesting a moderate level of
achievement among the students. However, the subsequent mean score of M=27.53;
SD=1.78 after the intervention signifies a remarkable improvement, reaching a very high
level. This substantial shift implies that, on average, students demonstrated a significantly
enhanced academic performance after the incorporation of Chat-GPT.
One possible explanation for this improvement could be attributed to the
personalized and adaptive nature of Chat-GPT interventions. The Chat-GPT system might
have tailored learning experiences to individual student needs, addressing specific
weaknesses and providing targeted support. This customization likely contributed to a more
effective and focused learning process, resulting in improved academic outcomes.
Moreover, the observed increase in academic performance aligns with the claim
(Dekker, 2020) regarding the potential of AI, particularly in the form of chatbots, to
positively impact students' academic achievements. The interactive and engaging features
of AI, combined with the personalized learning experiences, could have contributed to a
more stimulating and effective educational environment.
It is essential to delve deeper into the specific aspects of the AI intervention that
led to such positive outcomes, understanding the mechanisms and features that played a
44
pivotal role in enhancing students' academic performance. Additionally, exploring the
students' perceptions and experiences with AI in the learning process can provide valuable
insights into the effectiveness and usability of AI in the academic context.
The notable transformation in students' academic performance, as evidenced by
the mean scores before and after the AI intervention, raises intriguing discussions on the
effectiveness and implications of AI in enhancing educational outcomes. The observed
improvement from an average pre-intervention score of 18.57 to a post-intervention score
of 27.53, indicating a shift from an average to a very high level of academic performance,
underscores the potential of AI interventions in the educational landscape.
Literature supports the idea that personalized and adaptive learning experiences
facilitated by AI contribute significantly to academic improvement. Studies such as that of
Anderson and Rainie (2018) emphasize the power of personalized learning technologies in
tailoring educational content to individual student needs, thereby enhancing comprehension
and retention. The idea that the AI system might have addressed specific weaknesses and
provided targeted support aligns with research on adaptive learning systems (Miao et al.,
2018), which have shown promising results in improving student performance by adapting
content delivery based on individual progress.
The claim by Dekker (2020) regarding the positive impact of AI, particularly
chatbots, on academic achievements finds resonance in the observed increase in academic
performance. The interactive and engaging features of AI have been recognized as valuable
in stimulating students' interest and participation in the learning process (Holotescu,
Grosseck, & Naaji, 2017). Chatbots, as a form of AI, provide real-time interactions and
45
support, creating a more dynamic and effective educational environment.
Delving deeper into the specific aspects of the AI intervention that led to positive
outcomes is crucial for refining educational practices. Existing literature on AI in education
suggests that the effectiveness of AI depends on factors such as the quality of content, the
adaptability of the system, and the alignment with pedagogical goals (Dede, 2017).
Understanding these mechanisms can guide educators in optimizing the use of AI to
maximize its impact on student learning.
Exploring students' perceptions and experiences with AI aligns with the growing
body of research on user acceptance of technology in educational settings (Venkatesh et al.,
2003). Students' attitudes and engagement with AI tools are critical factors in determining
the success of such interventions (Rodriguez et al., 2020). By integrating insights from
students, educators can ensure that AI interventions are not only effective in improving
academic performance but also well-received and embraced by the learners.
The discussions highlight the potential of Chat-GPT in positively influencing
academic performance, supported by literature emphasizing personalized learning, adaptive
systems, and the interactive features of Chat-GPT. The study contributes to the ongoing
discourse on the role of Chat-GPT in education, stressing the need for a nuanced
understanding of the mechanisms and user experiences to harness its full potential in
enhancing learning outcomes.
Inferential data analysis
Inferential data analysis presents the significant difference in the level of the
utilization of Chat-GPT in improving the academic performance of the students in the Social
46
Studies Classroom before and after the intervention.
Wilcoxon Signed Rank Test was used to determine the significant difference in
the level of the utilization of Chat-GPT in improving the academic performance of the
students in a Social Studies Classroom in the pre-test and post-test.
Table 2. Significant Difference Between the Level of Pupils’ Academic Performance Before
and After the Intervention.
Variable Sum of Ranks Asymp. Sig. (2-tailed)
Before vs After -4.791b 465.00 0.000
Note: *p<0.05 “Significant”
The identification of a highly significant difference in students' performance
before and after the intervention with Chat-GPT underscores the transformative
impact of Chat-GPT on academic outcomes. This implies that the integration of
Chat-GPT technologies has not only led to an improvement but has done so at a
level that is statistically substantial. The findings align with the research of Caratiquit
et al. (2020), who highlighted the role of AI, particularly ChatGPT, as an educational
aid. Their assertion that the impact of Chat-GPT on academic performance is
mediated by the learning environment suggests that the positive effects observed in
this study may be influenced by the context in which Chat-GPT is implemented.
It's crucial to delve deeper into the specific mechanisms through which Chat-
47
GPT, such as ChatGPT, enhances academic performance. Understanding the
nuances of how Chat-GPT contributes to learning motivation can provide valuable
insights for educators and policymakers. For instance, exploring whether Chat-GPT
facilitates personalized learning experiences, adaptive content delivery, or real-time
feedback can shed light on the factors driving the observed improvements.
Moreover, considering the potential mediating role of the learning
environment, further investigation into how educators integrate AI tools and the
overall classroom dynamics could enhance our understanding. Identifying best
practices for incorporating AI into the educational environment can contribute to
maximizing its positive impact on students' academic achievements.
As the study builds on the existing literature, it adds weight to the argument
that AI interventions, when appropriately implemented, have the potential to
significantly enhance learning outcomes. This recognition opens avenues for
educators to explore innovative approaches in leveraging AI as an educational aid,
with a focus on creating conducive learning environments that amplify its positive
effects.
The results of the inferential data analysis, particularly the Wilcoxon Signed
Rank Test, reveal a statistically significant difference in the Usability of AI and the
academic performance of students in the Social Studies Classroom before and after
the intervention. This finding suggests that the integration of AI technologies has
led to a noteworthy improvement in academic outcomes. This aligns with existing
48
research by Caratiquit et al. (2020), emphasizing the role of AI, specifically
ChatGPT, as an educational aid.
Caratiquit et al.'s (2020) research contributes to the discussion by
highlighting the mediating role of the learning environment in the impact of Chat-
GPT on academic performance. The current study's recognition of a highly
significant difference in student performance underscores the transformative
potential of Chat-GPT, and the literature suggests that this transformation is
influenced by the educational context. This connection prompts a deeper exploration
into the specific mechanisms through which ChatGPT, enhances academic
performance.
Literature supports the notion that understanding the nuances of how Chat-
GPT contributes to learning motivation is crucial for educators and policymakers.
Exploring whether Chat-GPT facilitates personalized learning experiences, adaptive
content delivery, or real-time feedback is in line with the literature-backed idea that
these factors may be driving the observed improvements. This discussion enhances
our understanding of the potential pathways through which Chat-GPT positively
influences academic outcomes.
Furthermore, literature encourages an investigation into the potential
mediating role of the learning environment. Examining how educators integrate
Chat-GPT tools and understanding the overall dynamics of the classroom setting can
provide valuable insights. The identification of best practices for incorporating Chat-
GPT into the educational environment is highlighted in the literature and is crucial
for maximizing its positive impact on students' academic achievements.
49
As the study builds on the existing literature, it contributes weight to the
argument that appropriately implemented Chat-GPT interventions have the potential
to significantly enhance learning outcomes. This recognition opens avenues for
educators to explore innovative approaches, as supported by the literature, in
leveraging Chat-GPT as an educational aid. The focus on creating conducive learning
environments to amplify the positive effects aligns with the literature's emphasis on
context and implementation strategies. Overall, the literature-supported discussion
adds depth to the understanding of how Chat-GPT interventions can be optimally
utilized in educational settings to enhance academic performance.
The results of the Wilcoxon Signed Ranks Test are consistent with the
broader literature on non-parametric tests and their application in educational
research. Non-parametric tests, such as the Wilcoxon Signed Ranks Test, are
valuable tools when dealing with ordinal or non-normally distributed data (Field,
2013). The emphasis on negative ranks in this test aligns with the unique
characteristics of the data, providing a robust analysis that complements the
findings from parametric tests.
50
Chapter V
Summary, Conclusions, Implications, and Recommendations
Summary of the Problem, Methods and Findings
This research study was conducted during the 3 rd grading of the Academic
Year 2022-2023. It aimed to determine the effect of the utilization of Chat-GPT in
improving academic performance of Grade Eight Social Studies students of
Himamaylan National High School.
Specifically, the study sought to answer the following:
1. What is the academic performance level of the students in Social Studies before and after
the intervention?
2. Is there significant difference in the academic performance of the students before and
51
after the intervention?
The respondents of the study were the grade 8 students of Himamaylan
National High School of School Year 2022-2023. It involved 30 students who were
randomly selected.
Data for the study were obtained using the researchers-made questionnaire. It was
validated by the faculty who were experts in the field of Social Studies.
The descriptive statistics employed in the study were mean and standard deviation.
For the inferential statistics; the study used the Wilcoxon Signed Rank Test
Findings
1. The pre-test mean score of the Grade 8 students was average level while the
posttest was very high level.
2. There is a significant difference in the academic performance level of the students
before and after the intervention.
Conclusions
In conclusion, the positive outcomes observed in this study regarding the influence of
Chat-GPT on student academic performance can be attributed to a combination of key
factors that address the unique needs of individual learners. The success of Chat-GPT in
enhancing educational practices stems from its ability to provide tailored learning
experiences, immediate feedback, continuous assessments, and the collaborative
52
involvement of teachers.
The personalized and adaptive learning experiences facilitated by Chat-GPT
interventions are instrumental in the notable improvement seen in academic
performance. By analyzing extensive data on each student's learning style and
abilities, Chat-GPT systems can create customized learning paths, ensuring that
content is delivered at a pace and in a format that resonates with individual needs.
This adaptability fosters a more effective and engaging learning environment,
contributing to positive academic outcomes.
Furthermore, the incorporation of real-time feedback mechanisms in Chat-
GPT interventions enables students to receive immediate responses to their
performance. This prompt feedback loop allows for quick identification and
correction of mistakes, reinforcing learning and promoting a deeper understanding
of the material.
The continuous assessments provided by Chat-GPT technologies play a
crucial role in tracking students' progress over time. This ongoing evaluation
facilitates timely intervention and targeted support for struggling students,
preventing the development of learning gaps and promoting overall academic
success.
While acknowledging the technological advancements, it is essential to
recognize the continued involvement of teachers. The collaboration between Chat-
GPT systems and human educators ensures a balanced and effective approach to
education. Teachers interpret Chat-GPT generated data, understand the unique
needs of each student, and provide additional guidance and support where
53
necessary, contributing significantly to the positive impact on academic
performance.
Ethical considerations underscore the importance of responsible Chat-GPT
implementation in education, emphasizing student privacy, data security, and
transparency in decision-making processes. By addressing these ethical concerns,
trust is built, maximizing the long-term benefits of Chat-GPT in education.
In essence, the positive results in this study can be attributed to the
synergistic effects of personalized learning experiences, immediate feedback,
continuous assessments, and teacher collaboration, collectively addressing the
diverse needs of students and optimizing the impact of Chat-GPT on academic
achievements. Ongoing research is recommended to explore the sustainability and
generalizability of these interventions across diverse educational settings, ensuring
the refinement and broader application of Chat-GPT integration for sustained
positive impacts on student academic performance.
Implications
The study's implications are manifold and significant for both educational practice
and policymaking. Firstly, the substantial improvement in pupils' academic performance
after the intervention with Chat-GPT underscores the potential of chat-gpt to enhance
learning outcomes. Educators should consider integrating Chat-GPT interventions into their
teaching practices to personalize and adapt learning experiences to individual student
needs. Policymakers should recognize the transformative impact of Chat-GPT in education
54
and prioritize investments in Chat-GPT technologies to improve overall academic
achievement.
The observed positive outcomes of the intervention highlight the importance
of ongoing teacher involvement and guidance in Chat-GPT-driven educational
interventions. While Chat-GPT can offer personalized learning experiences, human
educators play a critical role in interpreting and supplementing Chat-GPT generated
insights to ensure optimal student learning outcomes. Educators should be trained
and supported in effectively utilizing Chat-GPT in their teaching practices.
The study emphasizes the need for continued research to explore the
sustainability and generalizability of Chat-GPT interventions across diverse
educational settings. Policymakers should allocate resources to support research
initiatives aimed at refining the integration of Chat-GPT into education and
maximizing its positive impact on student learning outcomes. Additionally, ethical
considerations must be prioritized to ensure the responsible and equitable use of
Chat-GPT in education, safeguarding student privacy and autonomy.
The findings of this study provide valuable insights into the potential of chat-
gpt to revolutionize educational practices and improve student learning outcomes.
By recognizing and addressing the implications highlighted, educators and
policymakers can harness the transformative power of Chat-GPT to create more
effective and inclusive learning environments for all students.
Recommendations
Recommendations on this study:
55
In views of the findings and conclusions of the study, the following
recommendations are proposed:
To the teachers, they are encouraged to attend and participate in seminars
and workshops that enable them to have a full grasp on how to use Chat-GPT
properly as a tool used in improving student’s academic performance. Educators can
use Chat-GPT as a learning support, personalized feedback and professional
development.
The Department of Education (DepEd) in collaboration with other private
sectors are encouraged to consider a continuity in funding workshops, or programs
designed to make teachers an expert in using Chat-GPT in the area of instructional
materials, teaching approaches and student’s assessment.
The curriculum may improve the promotion of Chat-GPT and other artificial
intelligence in instructions in the classroom with the help of the Department of
Education.
Considering that the study is confined only to the Grade 8 social studies
Students of Himamaylan National High School, further and wider study about the
Utilization of Chat-GPT in improving the Academic performance of students in Social
Studies Classroom is encouraged.
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The utilization of Chat-GPT in Improving the Academic Performance of Students in

Social Studies Classroom

An Undergraduate Thesis Proposal

The Education Department

West Visayas State University

Himamaylan City Campus

of the Requirements for the Degree of

Bachelor of Secondary Education major in SOCIAL

PABLO, DENISE KRYSHA FAYE S.

PANCHO, MILA MAY M.

VIZEN, KIM ALBERT

completion of this study:

the researchers take this opportunity to express their profound gratitude;

Sincerest respect and gratitude to Dr. Genises G. Camarista, Campus

Administrator, for his support ang guidance;

To Dr. Jonalyn DuhayLungsod, Director, School of Education, for her patience

assistance and advice;

To Dr. Lord Ivan A. Pancho for validating the research instrument;

This study aims to determine utilization of Chat-GPT in improving the academic

performance of the Students in the Social Studies Classroom. The researchers

utilized the quantitative research design and quasi-experimental method to

determine the utilization of Chat-GPT in improving the academic performance of the

indicating a noteworthy positive impact. There is significant difference in the use of

Chat-GPT in the academic performance of students after the intervention. This

suggests that the intervention of Chat-GPT had a statistically significant influence on

body of literature emphasizing the transformative potential of Chat-GPT in

education, particularly in improving learning outcomes. Therefore, the researcher

GPT as a learning support, personalized feedback and professional development.

Statement of the Problem 1

Background of the Study 2

Paradigm of the Study 5

Significance of the Study 7

Scope and Delimitations of the Study 8

2. REVIEW OF RELATED LITERATURE

Summary of the Review of Related Literature 34

3. DESIGN OF THE STUDY

Respondents of the Study 38

Validity of the Instrument 39

Reliability of the Instrument 39

Data Gathering Procedure 40

Data Analysis Procedure 41

4. RESULTS AND DISCUSSIONS

Descriptive Data Analysis 42

Inferential Data Analysis 45

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

A. Letter to the Validators

B.Letter of Permission to the Principal

Delimitations of the Study.

Part One, Background of the Study, emphasizes the circumstance leading to

Part Two, Theoretical Framework, theoretical framework of the study, states

the theory in which the study was based.

Part Three, Conceptual Framework, statement of the problem, states the

questions that the study attempted to answer.

Part Four, research paradigm, shows the utilization of Chat-GPT in improving

the academic performance of students in social studies classroom.

Part Five, Hypothesis, shows the tentative conclusion of the study.

of the terms used in the study.

from the results of the study.