Satisfaction of Artificial Intelligence Tools on Essay Writing

Assignments and Critical Thinking of IMS Grade 10 Learners

S.Y. 2023 – 2024

Immaculate Mother School of Bilar, Inc.

Poblacion, Bilar, Bohol, Philippines 6317

Lemzy Melliz P. Bitancor

Christian Rey N. Cahanap
Marc Alexis E. Degamo
Margaux Aaliyah G. Lomod
Johnsen Lionel Y. Maglente
Rhon Benedict P. Unajan

May 2024
Table of Contents:
Chapter 1:

The Problem and Its Scope

Rationale
Related Review of Literature and Studies
Theoretical-Conceptual Framework

The Problem
Statement of the Problem
Hypothesis of the Study
Significance of the Study

Research Methodology
Design
Environment and Participants
Instrument

Definition of Terms

References
 Chapter 1
The Problem and the Scope

Introduction
Rationale

Artificial intelligence (AI) has experienced rapid growth

and has fundamentally changed numerous aspects of society.
Artificial intelligence (AI) is a technology in which a
computer or a computer-controlled robot can perform tasks done
by humans, as it needs human intelligence and reasoning. It is
increasingly rampant in various areas, including education.

Since November 2022, the topic has reached a new level of

attention when the US company OpenAI published ChatGPT, an AI-
supported computer model for language processing, which
reached millions of users worldwide after only a few days
(Janson, 2023). This was followed on 14 May 2023 by the launch
of ChatGPT-4, which can process both text and image input,
including text documents, photos, diagrams, or screenshots,
and which, according to the manufacturer, performs on a human
level in various professional and academic benchmarks (OpenAI,
2023a).

The release of AI models like ChatGPT and ChatGPT-4

significantly impacts the student's critical thinking and
essay-writing skills. While these tools offer valuable
assistance in suggesting ideas and constructing essays,
there's concern about overreliance that could hinder our
students' independent thinking. Educators must encourage
learners to use AI as a supplement rather than a replacement
for their analytical skills.
In the Philippines, many students in both private and
public schools, use ChatGPT to aid their school work,
assignments, and other academic work. A recent study in the
secondary educational institution, Lal-lo Cagayan,
demonstrated that the influence of ChatGPt as an educational
aid on students' academic performance is fully mediated by
their learning motivation. ChatGPT is frequently used by
students to solve essay problems; sometimes, this leads to
pupils becoming unduly reliant on the information the AI
provides. If students depend too much on AI, they won’t be
able to develop their skills. Additionally, students can face
plagiarism charges if they knowingly or unknowingly use AI-
generated content without properly attributing it.

Turning to a local perspective, within the context of

IMS-Bilar, teachers and students alike have observed the
integration of AI tools like ChatGPT into their daily learning
routines. Understanding the local status of this issue is
crucial to making informed decisions regarding AI integration
in education at IMS-Bilar.

Therefore, this research aims to investigate the impact

of artificial intelligence (AI) tools on the essay writing and
critical thinking skills of IMS Grade 10 learners in the S.Y.
2023-2024. Furthermore, the research seeks to provide insights
into the potential benefits and drawbacks of integrating AI
tools into the educational process, finding ways to help our
learners use AI tools wisely while still developing their
thinking skills.
Review of Related Literature and Studies

A student tends to use artificial intelligence tools such

as ChatGPT when he or she encounters difficulty in finding an
answer, which impedes the process of acquiring knowledge. In
certain ways, essay writing and critical thinking skills
affect these factors, with most students claiming that they
use ChatGPT to simply find an answer to their homework and not
learn at all. The implementation of artificial intelligence
tools has been driven by the rapid growth and development of
technologies, which have recently garnered satisfactory
learning outcomes for students.

AI-driven writing tools have garnered attention for their

ability to assist students in composing essays, offering
grammar and style suggestions, and facilitating content
generation. Gayed et al. (2022) demonstrated the positive
impact of AI writing tools on students' writing proficiency
and self-efficacy. Such tools have proven valuable aids for
learners, especially in providing timely feedback and
improving writing skills.

However, Makarius et al. (2020) highlighted the need for

further improvements in AI tools to enhance their contextual
understanding and effectiveness across diverse subject areas.
AI's integration into academic essay writing also raises
questions about the role of educators and ethical
considerations. Su et al. (2022) explored the impact of AI on
the teaching process and concluded that while AI tools can be
valuable in providing feedback, the guidance of teachers
remains essential in fostering critical thinking and
creativity. On the ethical front, Chaudhry et al. (2023)
examined the implications of AI in plagiarism detection,
stressing the need for clear guidelines and educating students
about AI's limitations and proper use.

Looking ahead, researchers have identified several

challenges and potential areas for future research. The
interpretability of AI-generated writing remains an ongoing
concern, with Theodosiou and Read (2023) proposing methods to
enhance transparency and comprehension. Moreover, AI's
potential to encourage creativity in essay writing has been
investigated by Mazzone and Elgammal (2019) & Dwivedi et al.
(2023), opening new avenues for exploring AI's role beyond
mere assistance. In conclusion, the literature review on
artificial intelligence in writing academic essays illustrates
the transformative impact of AI in education. AI-powered
writing tools offer valuable support for students and
educators, but challenges in contextual understanding, bias,
and ethical use demand continued research and development. By
striking a balance between human guidance and AI-driven
automation, we can harness the full potential of AI to enhance
the learning experience and promote academic excellence.

Moreover, studies have explored the diverse

functionalities of these AI tools and their impact on writing
productivity, quality, and students' learning experiences. The
integration of Artificial Intelligence (AI) in writing
academic essays has become a significant area of interest in
higher education. AI-powered writing tools have gained
prominence as valuable aids for students and writers, offering
diverse functionalities to support the writing process.
Numerous studies have explored the effectiveness of AI writing
tools in higher education settings. For instance, Miranty and
Widiati (2021) & Almusharraf and Alotaibi (2023) investigated
the impact of Grammarly, an AI-based grammar and style
checker, on undergraduate students' writing skills. The study
found that students who used Grammarly demonstrated
improvements in grammar accuracy and writing quality compared
to the control group. AI language models, like ChatGPT, have
been investigated for their potential to assist students with
content generation. In a study by Farrokhnia et al. (2023) &
Rospigliosi (2023) ChatGPT was utilized to aid graduate
students in generating research proposals. The results
indicated that the AI-generated content was valuable in
providing initial ideas and structuring the proposals, though
students still needed to refine and expand on the generated
content. Ethical considerations surrounding the use of AI
writing tools in higher education have been explored. Kreps et
al. (2022) & Holmes et al. (2022) conducted a survey study to
assess students' perceptions of AI tools and their
understanding of AI-generated content's proper use. The
findings emphasized the need for proper education and guidance
on AI tool usage to avoid issues of plagiarism and ensure
academic integrity.

According to the study of (Lameras & Arnab, 2022), they

investigated the use of Zotero, an AI-powered reference
management tool, among postgraduate researchers. The study
found that Zotero significantly improved the organization and
citation process, streamlining students' research workflow.
Additionally, studies have explored the use of AI-driven
Automated Essay Evaluation systems for grading and feedback.
Stahl et al. (2023) compared the performance of an AI grading
system with human grading in assessing undergraduate essays.
The results indicated a strong correlation between AI and
human scores, supporting the reliability of AI grading for
formative assessment. In summary, the literature on using AI
in writing academic essays in higher education demonstrates
the growing interest in AI-powered writing tools and their
potential impact on student writing skills, productivity, and
academic performance. While the benefits of AI tools are
evident, ethical considerations, the need for proper
education, and refining AI-generated content usage are
essential to ensure responsible and effective integration of
AI in higher education settings. Continued research will play
a pivotal role in advancing AI writing tools' capabilities and
uncovering new possibilities for enhancing the writing
experience in higher education.

Students' essay writing within academia serves as a

crucial aspect of scholarly discourse, reflecting their
comprehension, critical thinking, and research capabilities.
This process, while fundamental, is laden with hurdles, with
students often struggling with structuring their essays
effectively, constructing logical arguments, and ensuring
clear, concise expression. Academic essays require extensive,
discerning research, demanding the synthesis of information
from diverse, credible sources and rigorous literature
reviews, with plagiarism and proper citation presenting
significant ethical concerns (Farrokhnia et al., 2023;
Noroozi, 2022). Mastery of specialized terminology and
stylistic conventions is essential for accurate, coherent
expression across various academic disciplines. Meanwhile, the
integration of evolving writing tools and technologies,
including AI-powered aids, poses challenges and learning
opportunities, requiring responsible, balanced use and
continuous adaptation (Chan, 2023; George & Wooden, 2023;
Latif et al., 2023). Overcoming these multifaceted challenges
is vital for meaningful contributions to scholarly discourse
and the advancement of academic and professional pursuits.

A substantial body of literature provides insights into

the critical role of structured argumentation, critical
thinking, and analytical depth in academic essays, with in-
depth engagement revealing the intricate relationship between
cognitive processes and writing skills (Jin et al., 2022; Liu
et al., 2023; Simonovic et al., 2023). Recent advancements
emphasize innovative pedagogical approaches, the integration
of technology, and the transformative potential of AI in
enhancing writing proficiency and fostering self-regulated
learning. Engagement with contemporary discourse on academic
integrity and ethical writing practices is pivotal,
highlighting the importance of cultivating ethical awareness
and upholding academic standards in the academic writing
process. The amalgamation of these elements forms a
comprehensive perspective on academic essay writing,
intertwining ethical considerations, critical reasoning,
technological advancements, and pedagogical innovations.

To comprehend the nuanced implications and perceptions of

AI in essay writing effectively, it is vital to acknowledge
the significance of individual student characteristics such as
gender, epistemic beliefs, and higher-order skills, and their
consequential influence on students’ interactions with and
attitudes towards AI tools. The seminal works of scholars like
Kerman et al. (2022), Latifi et al. (2023), Noorozi et al.
(2022) and Valero Haro et al. (2022) are pivotal, providing
profound insights into how such individual characteristics and
intricate belief systems impact student engagement with AI in
academic writing. Kerman et al. (2022) and Latifi et al.
(2023) particularly illuminate the multifaceted ways in which
gender plays a pivotal role, suggesting a need for AI tools to
be inclusively designed and gender-sensitive. They advocate
for a development approach that ensures equitable benefits,
irrespective of gender differences. In tandem, Noorozi et al.
(2022) and Valero Haro et al. (2022) explore how epistemic
beliefs and higher-order skills significantly shape students’
attitudes, elucidating that students with advanced beliefs and
skills are likely to perceive and interact with AI tools more
positively and productively. The integration of these varied
insights underscores the need for a tailored and nuanced
approach in the application of AI in academic writing,
emphasizing the importance of recognizing and respecting the
diversity of student characteristics and learning needs.

In the last decade or so, the field of artificial

intelligence (AI) has seen remarkable advances, and Chat
Generative Pre-trained Transformer (ChatGPT – open AIs GPT-3
model) is a striking example of this progress. Academic
research has traditionally relied on laborious manual methods
to sort and analyse large volumes of text. However, recent
advances in natural language processing (NLP) technology have
made it possible to automate many of these tasks. ChatGPT is
one such technology that has shown promising prospects in
academic research. ChatGPT is a large language model (LLM)
that has been trained on an extensive corpus of text, enabling
it to generate human-like text responses. For a few years now,
it has been evident that AI can produce coherent language, and
it is becoming increasingly challenging to distinguish AI
sentences from those created by humans. In 2022, the journal
Nature reported that scientists were already using chatbots as
research assistants to help them organize their thoughts,
receive feedback on their work, write codes, and even
summarize research literature. ChatGPT can create well-written
student essays, summarize research papers, answer questions
well enough to pass medical exams and generate helpful
computer codes, for instance. (Dergaa I, Chamari K, Zmijewski
P, Ben Saad H. From human writing to artificial intelligence
generated text: examining the prospects and potential threats
of ChatGPT in academic writing. Biol Sport. 2023; 40(2):615–
622.)

AI has become a significant topic in academia, accounting

for approximately 2.2% of all scientific publications.
Concerns have been raised about the potential negative impact
of AI on doctoral students' critical and creative thinking
abilities. However, others argue that using AI tools in
academic writing can offer various benefits and contribute to
rigorous research. (Valerie A. Storey, 11 Jul 2023-
International journal of adult education and technology)

The study found that all English essays generated with

the aid of AI, including AI-translated or paraphrased non-
English human-written essays, were flagged as AI-generated by
available AI-detection tools. This raises serious concerns for
the academic world, particularly for non-English academics, as
it becomes challenging to differentiate between AI-generated
and AI-aided essays in new policies. The study calls for the
improvement of detection tools to accurately distinguish
between AI-aided and AI-generated essays, especially in
different languages, to ensure fairness and equality in
academic writing assessments. The findings underscore the need
for further research and development of countermeasure tools
to address the inequality faced by non-English academics in
the context of AI-generated essays. ( Non-English academics
face inequality via AI -generated essays and countermeasure
tools , Hin Boo Wee, James Davis Reimer 29 Apr 2023-
Bioscience-)

These perspectives, enriched by the thorough research of

aforementioned scholars, demands an ethical, balanced, and
informed approach to AI's integration in academic writing,
aiming to enhance learning experiences while ensuring
responsible and equitable access. The confluence of these
diverse scholarly insights provides a roadmap for fostering
academic excellence through the inclusive and thoughtful
incorporation of AI in academic writing environments, while
placing paramount importance on individual differences,
ethical considerations, and equitable access to technological
advancements in academia.

Assessing Satisfaction with AI-Powered Essay Writing Tools for Fostering Critical Thinking
Skills of IMS Grade 10 Learners
 User Satisfaction with AI-Enhanced Essay Writing: Implications for Critical Thinking
Development of IMS Grade 10 Learners

Theoretical-Conceptual Framework

The study is anchored on Marvin Minsky's "Society of

Mind" Theory (1986) which proposes that human intelligence
emerges from the interaction of many simple agents or
processes, analogous to a society of individuals working
together. In this theory, the mind is not viewed as a single
monolithic entity but rather as a complex system composed of
numerous smaller, specialized components called "agents."
These agents are responsible for performing specific cognitive
tasks or functions. This will be also supported by the theory
of Seymour Papert of “Mindstorms: Children, computers, and
Powerful Ideas” (1980) which explored how children could learn
through exploration and discovery using computers as tools.
The ideas that informed the development of constructivist
approaches to AI education and the design of learning
environments that promote active engagement and problem-
solving skills.

The study will be also supported by Republic Act No.

10533: Enhanced Basic Education Act of 2013, also known as the
K to 12 Law which aims to enhance the Philippine basic
education system by extending the basic education cycle and
implementing a new curriculum framework. And DepEd Order No.
22, s. 2020, a policy framework outlines strategies to
integrate digital technologies into education to enhance
access, quality, and equity.
 Furthermore, Republic Act No. 11293, an Innovation Act
that promotes innovation and supports the development of a
culture of innovation in the Philippines and focuses on
fostering innovation in various sectors, including
agriculture, industry, and services, indirectly supports the
exploration of innovative technologies, such as AI, in
education.

Republic Act No. 10533 Theories

“Enhanced Basic Education Act of Marvin Minsky's "Society of

2013” Mind" Theory (1986)
“This focuses on the enhancement of “The mind is not viewed as a
the counties education system. It
single monolithic entity but
sets the framework for educational
technology integration and rather as a complex system
innovation in schools.” composed of numerous
smaller, specialized
Republic Act No. 11293
components called "agents."
“Innovation Act”

“That promotes innovation and

supports the development of a Seymour Papert of
culture of innovation in the “Mindstorms: Children,
Philippines and focuses on fostering computers, and Powerful
innovation in various sectors,
including agriculture, industry, and Ideas” (1980)
services, it indirectly supports the
exploration of innovative
“Development of
technologies, such as AI, in constructivist approaches to
education.” AI education and the design
of learning environments
DepEd Order No. 22, s. 2020
that promote active
“Integrate digital technologies into engagement and problem-
education to enhance access, solving skills.”
quality, and equity.”

Grade 10 Learners of
IMS - Bilar
 Essay Writing and
Critical Thinking

Figure 01: Theoretical- Conceptual Flowchart

The Problem

Statement of the Problem

The main thrust of the study is to explore the impact of

artificial intelligence (AI) in academic essay writing from
the perspective of 10th-grade students.

Specifically, the study aims to answer the following

questions;

1. What is the demographic profile of IMS’ Grade 10 learners

in terms of;

1.1 age;

1.2 socio-economic status

1.3 gender;

1.4 grade level; and

1.5 educational background?

2. To what extent and with what frequency do 10th-grade
students incorporate artificial intelligence (AI) technologies
into their essay-writing process?

3. How do 10th-grade students in IMS perceive the utilization

of artificial intelligence (AI) in the process of academic
essay writing?

4. How does the integration of artificial intelligence (AI)

technologies impact the quality, efficiency, and learning
experiences of 10th-grade students in writing academic essays?

5. How do 10th-grade students envision the future

collaboration between artificial intelligence (AI) and human
writers in academic essay writing?

6. Is there a significant relationship between 10th-grade

student’s views on artificial intelligence and their academic
essay-writing skills?

Hypothesis

There is no significant relationship between 10th-grade

student’s views on artificial intelligence and their academic
essay-writing skills.

Significance of the study

The significance of the study lies in understanding how

10th-grade students perceive artificial intelligence (AI),
which can help educators tailor AI education to their needs,
preparing them for the future workforce and promoting informed
decision-making in AI-driven societies. And it will be
beneficial to the sectors as follows:

School Administrator. The result of the study can help foster

a supportive learning environment that address students’
concerns and promotes their engagement with AI-related topics.

Teachers. The insights from the study can inform teachers

about the misconceptions or concerns students may have about
AI and allowing them to address these effectively in the
classroom. It can also use the findings to integrate AI-
related topics into their curriculum in meaningful ways,
preparing students for increasing role of AI society and the
workforce.

Students. The result of this study will provide opportunity

for IMS grade 10 learners to reflect on their own perceptions,
expand their knowledge, and develop informed opinions about
rapidly advancing technology.

Future Researchers. With the result of this study, future

researchers can build upon this study to explore nuanced
aspects of student’s attitudes towards AI, investigate the
effectiveness of educational interventions aimed at improving
AI literacy among students, and delve deeper into societal
implications of AI from a student perspective.
 RESEARCH METHODOLOGY

Design
This quantitative study employed the descriptive-
comparative survey method design using the modified
questionnaires for the data gathering. Descriptive and
inferential statistics are employed for the data analysis and
interpretation of the results. This study used the findings as
the basis in proposing recommendations.

Environment and Participants

The study is conducted at Immaculate Mother School of
Bilar, Inc. Poblacion, Bilar, Bohol. There are thirty-three
(33) Grade 10 students of IMS Bilar during the academic year
2023-2024. The distribution of respondents is composed of male
and female students.

Instrument
This study utilized a modified questionnaire in measuring
the satisfaction of artificial intelligence tools on essay
writing assignments and critical thinking of Grade 10 IMS
students.

Procedure
 A. Pre-Data Gathering. The researchers sent a letter to

Sr. Ma. Soledad A. Atun, OP (name of school principal) and to

Ms. Abegail R. Ampong, LPT (name of academic coordinator)

asking the permission to conduct study at Immaculate Mother

School of Bilar signed by the research adviser. In the same

manner, the researchers sent an Informed Consent Form to the

respondents, asking for their voluntary participation in the

study.

B. Data Gathering. The researchers distributed the survey

questionnaires to the respondents individually. All the survey

mechanics were clearly reflected in the questionnaire. The

survey took a maximum time of twenty (20) minutes.

C. Post-Data Gathering. The researchers made sure that no

items were unrated by the respondents by carefully checking

the answered survey tools. The researchers tabulated the data

and were subjected to statistical treatment. Gathered data

were carefully tabulated to ensure credible and reliable

results.

Statistical Treatment
The researchers used the following formula for the data
analysis:
 Sample Percentage. To determine the quantitative relation
to the whole response for the profile of the respondents, the
researchers used the percentage. The formula is:

P=f/n x 100

Where:
P= Percentage
f= Frequency
n= Total Population

Weighted Mean. The study used this statistical treatment

to determine the impact of artificial intelligence tools on
essay writing and critical thinking skills.

WM= ∑WF
N

Where:
WM= Weighted Mean
WF= Weighted Frequency
N= Population Size
Definition of Terms

Artificial Intelligence (AI). This refers to the stimulation

of human intelligence processes by machines, especially computer
systems.

ChatGPT. This refers to the name of the conversational AI

model that currently interacts with, engages in conversation,
answers questions, provides information, and assists with various
tasks.

Satisfaction. This refers to the effect or influence of the

IMS Grade 10 learners that something has on its surroundings,
environment, or context.
 Essay Writing. This refers to a process of crafting a coherent
and structured piece of writing that presents an argument, explores
a topic, or expresses a point of view.

Critical Thinking Skills. This refers to the ability of the

IMS Grade 10 learners to analyze, evaluate, and interpret
information or arguments in a logical and systematic manner.

References:

Ally M. (2019). Artificial Intelligence and Chatbots in Education: Promise and Pedagogical
Implications. International Review of Research in Open and Distributed Learning, 20(3),
226–241.

Cath, C. (2018). Governing Artificial Intelligence: Ethical, Legal and Technical Opportunities and
Challenges. Philosophical Transactions of the Royal Society A: Mathematical, Physical and
Engineering Sciences, 376(2133), 20180080.

Jordan, M. I., Mitchell, T. M., & Kleinberg, J. (2021). Artificial Intelligence: The Revolution Hasn't
Happened Yet. Harvard Data Science Review, 3(1).
Mittelstadt, B. D., Allo, P., Taddeo, M., Wachter, S., & Floridi, L. (2016). The Ethics of Algorithms:
Mapping the Debate. Big Data & Society, 3(2), 205395171667967.

Siemens, G., & Gasevic, D. (2012). Guest Editorial - Learning and Knowledge Analytics. Educational
Technology & Society, 15(3), 1–2.

Teixeira da Silva, J. A., & Tsigaris, P. (2018). The Illusion of Open Access in the Predatory World of
Publisher-Led Scholarly Journals. The Serials Librarian, 74(3-4), 261–279.

Tuffield, M., Böhmer, M., Cheshire, C., Crane, G., Nowakowski, P., Robertson, S., & Weikum, G.
(2020). AI for Science, Health, and Engineering: A 2020 Review. IEEE Access, 8, 56101–
56128.

Name: Date:

Direction: Shade the circles that apply to the following

questions.

1. Please Provide the following information:

a. age:
o under 13 years old
o 13 years old or above
b. socio-economic status
o Lower Class
o Lower Middle Class
o Upper Middle Class
o Upper Class

c. gender:
o Male
o Female

d. grade level:
o Grade 7
o Grade 8
o Grade 9
o Grade 10

e. educational background:
o Attended all grades (Kindergarten to Grade 6)
o Skipped one or two grade

No. Please respond the following statement 1 2 3 4 5

indicating your agreement or disagreement
with each statement listed below by
checking the appropriate box to the right of
the corresponding statement.
1 How would you rate your
dependency on AI tools
when it comes to
decision making?
2 How comfortable are you
with the idea of writing
essays without the
assistance of AI tools?
3 How often do you find
yourself depending on AI
to correct errors in
your essays?
4 How confident do you
 feel about using AI
tools to improve your
essay writing skills?
5 How satisfied are you
with the overall
effectiveness of AI in
your essay writings?
6 How much do you think
your essay writing
skills would be impacted
if you didn't have
access to AI writing
assistants?

RESEARCH METHODOLOGY (to be done tomorrow)

Design

Environment and Participants

Instrument

Procedure

Statistical Treatment

Definition of Terms

Artifical Intelligence
ChatGPT
Essay writing
Critical thinking skills
overreliance