Starland International School

#134 V. Luna Extension, Sikatuna Village, Quezon City

Junior High School Department

English 10

The Effects of Artificial Intelligence Towards The Academic Performance of

Online Distance Learners in the Philippines

A Research Paper
Presented to the Junior High School Department
Starland International School

In Partial Fulfillment
Of the Requirement for the Subject
English 10

By

Abad, Clarc Nathan V.

Montes, Darlene Grace O.

Sullaga, Venice Lianne M.

May 22, 2024

 ABSTRACT

Since the implementation of the online distance learning (ODL) in the Philippines, new
technological advancements were made and brought Artificial Intelligence (AI), into the light,
and was found to be used by learners in the educational field. This sparked discussions and
debates about the possible effects of such tools that may improve or hinder the students'
academic performance and overall development. Through correlation statistics, and mixed case
study, the finding revealed that AI had both positive and negative effects on a student's growth.
Positive effect that was found in the research includes individualized learning plans that may
highlight a student's strengths and weaknesses that can be used to improve a student's academic
capabilities. However, the negative impacts of using AI outweighed the positive ones. With
over-reliance on technology, and probability to commit academic integrity, the students'
development and skills declines and restricts the originality and uniqueness of their work that
limits their opportunities for greater achievement. Furthermore, the study highlights a significant
loss of motivation among students using AI that further damages their academic progress. This
research contributes to understanding the implications of AI on student academic growth, urging
improvements in the educational system and raising awareness of the perils of excessive
dependence on technology.

Keywords: Artificial Intelligence, Online Distance Learning, Educational system, Technology in

education

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 INTRODUCTION

Artificial Intelligence (AI) refers to the simulation of human intelligence processed by

computer systems. In the Philippines, the integration of AI has started to reshape the mindsets
and learning approaches of online distance learners. Specifically, chatbots like ChatGPT, an
AI-driven conversational agent, as an academic aid tool. ChatGPT provides students with
personalized assistance and access to appropriate resources through assessment mechanisms.
However, the effect of AI on students’ academic performance expands past quick help. The part
of learning inspiration, a vital psychological factor, is crucial to the relationship between AI as an
academic support system and academic accomplishment. Learning motivation alludes to
students' inner inclination, aspirations, and enthusiasm toward engaging in instructive activities
and seeking educational goals (Khaneghahi et al. 2022). Finally, self-efficiency convictions,
which relate to an individual’s confidence in their capacity to achieve academic goals, are
another critical factor to consider. When students are persuaded to acquire knowledge, they show
improvement in levels of dynamic association, determination, and effort, all of which contribute
to their academic success.

Rasdi, Hannah, and Yean (2020) established a positive correlation between students’
self-reflection as self-directed learners and their tendency to actively engage, set ambitious
objectives, and endure challenges. The utilization of AI has an educational aid that provides
personalized service, empowering students to seek guidance and clarifications, thereby
enhancing their composure and motivation to grasp academic obstacles. Additionally, AI’s
continuous availability and adaptability cater to diverse learning needs, promoting independence
and natural motivation among students. Various scholarly inquiries have explored the correlation
between educational support tools, and academic performance, elucidating the mediating role of
learning motivation. Ran, Kim, and Secada (2022) managed a meta-analysis revealing the
positive effects of brilliant tutoring systems on learning motivation and academic performance.
Another study by Nichter (2021) demonstrated that the link between academic performance and
a mobile learning environment is facilitated by autonomous learning. These findings indicate the
role of learning motivation as a moderating variable in determining the impact of academic
support tools on academic performance.

In summary, this study investigates how artificial intelligence (AI) impacts students'
academic performance through its influence on learning motivation, aiming to uncover the
specific ways of how AI affects students' learning outcomes.

STATEMENT OF THE PROBLEM

The primary objectives of AI were to enhance efficiency and automate tasks. However, the
integration of AI in education has led to important investigations into how it affects online
distance learners’ academic performance and their motivation to learn. The use of AI
technologies is influenced by several factors, including deadlines, student productivity, and
convenience (Lee & Kim, 2019; Wang et al, 2020). However, overreliance on AI could detract
from students' natural motivation to actively connect with the learning materials (Smith et al,
2018; Chen et al, 2021). The academic goals of education are severely impacted by this

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reduction in motivation, which limits students' potential for comprehensive learning and
intellectual development.

From the studies by Jones and Smith (2017) and Garcia and Johnson (2020), researchers
had gathered evidence that excessive reliance on AI might hinder the students' critical thinking,
independence, and creativity. Moreover, according to the study of Lee and Kim (2018) and
Nguyen et al. (2021), AI reliance has been correlated to a decrease in academic output quality
and a reduction in students' grades. These consequences show how important it is to find a
balance between integrating AI and helping students develop critical cognitive skills. Another
research by Clark and Ernst (2019) and Kizilcec et al. (2020), indicates that the complex
relationship between learning outcomes, intrinsic motivation, and AI dependence; students who
rely on AI tend to have a fixed attitude and are less resilient when faced with difficulties in their
school work. These psychological effects define the significance of interventions meant to
support students in the digital age in developing self-regulated learning behaviors and a
growth-oriented mindset.

Given these factors, this research aims to answer these research questions:

- What are the key reasons that lead online distance learners to rely on AI?

- What is the relationship between the use of AI for academic support, learning motivation, and
academic performance?

- What are the effects on students' academic performance and overall academic development
when entirely relying on AI?

CONCEPTUAL FRAMEWORK

Figure 1. The Effect of AI on students’ academic performance

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 Artificial Intelligence (AI) holds both positive and negative implications for education,
influencing various aspects of teaching, learning, and educational systems. This research aims to
bring awareness by conceptualizing its benefits and risks, especially when it comes to education.
The figure above shows the different effects of Artificial Intelligence on the students and how it
affects their general academic capabilities. The results show positive remarks such as
individualized learning plans that the students can use to improve their academic knowledge and
capabilities (Kelleher and Tierney 2018). However, it comes with a risk that involves a student's
personal developments that may hinder their opportunities in the future.

According to Nissenbaum & Walker (1998), one of the biggest cons of technology in
education is that it can dehumanize the learning experience of the students and limit job
opportunities. It leads them astray from forming human bonds that may lead them to feel
disconnected and isolated due to their lack of ‘the essence of human nature’ understood as
emotion, intuition, spontaneity, and soul or spirit (Turkle, 1984). Along with this teachers and
professors raise their concerns that technologies may replace them soon due to the rise of
Artificial Intelligence in recent years, specifically chatbots like ChatGPT that can collect
information from thousands of websites with just one simple command that no human can do.

SIGNIFICANCE OF THE STUDY

Recognizing the adverse effects of artificial intelligence (AI) on academic success is

crucial for students, as it underscores the dangers of depending too much on AI tools.
Acknowledging these limitations, students are advised to reduce their reliance on AI
technologies in educational environments to prevent impacting their educational achievements
(Wogu et al, 2018). This study encourages students to question the limitations and biases in AI
systems and helps them cultivate critical thinking skills and develop study strategies that focus
on active engagement and independent thinking. Additionally, students can develop resilience
and adaptability by decreasing reliance on AI, improving their capability to conquer academic
obstacles independently instead of depending on automated answers. Furthermore, by refraining
from overusing AI, ethical behavior is encouraged through the recognition of the importance of
authentic intellectual work and innovation, which ultimately fosters a culture of academic
integrity and high achievement. As a result, students can enhance their learning experience,
improve academic success, and build crucial skills for the future by recognizing and reducing the
harmful effects of AI on academic performance. Teachers also benefit from this study by gaining
insights into the potential drawbacks of AI in education, enabling them to develop more effective
instructional strategies that promote critical thinking, creativity, and independent
problem-solving among their students. This knowledge allows teachers to better support their
students' holistic development and foster a classroom environment that values ethical behavior
and authentic intellectual work.

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 SCOPE AND LIMITATION

This research’s scope and delimitations focus specifically on how artificial intelligence
(AI) affects academic achievement in the Philippines. The goal is to study the different positive
and negative impacts of AI on the academic achievement of students in the Philippines,
Delimitations involve defining specific educational environments or scenarios in the Philippines,
like particular grades, subjects, or types of schools, while also concentrating on certain aspects of
AI application in education that are important in the Philippine setting. It should be noted that
this study did not take into account additional factors or variables other than the impact of the
connection between AI tools, students' motivation to learn, and their academic performance. This
study concentrated mainly on investigating the relationship between AI tools and their effects on
students' motivation levels and academic performance, without taking into consideration other
potential influencing factors. The research strictly focuses on the effects of AI, providing specific
insights and recommendations to help Filipino students and educational institutions navigate the
changing digital and AI-driven educational landscape in the Philippines.

OPERATIONAL DEFINITION OF TERMS

In order to be familiarized with the terms used in this study, the following terms are
operationally defined.

1. Artificial Intelligence - is the study of ideas to bring into being machines that
perform behavior or thinking tasks ideally or like humans.

2. Online Distance Learning - a method of study where teachers and students do

not meet in a classroom but use the Internet, email, mail, etc., to have classes.

3. Educational System - refers to the economic and social factors that typically
make up public schools at the federal, state, or community levels. Such factors
include public funding, school facilities, staffing, compensation, employee
benefits, teaching resources, and more. Education systems refer to the
coordination of individuals (among teachers, administrators, and students),
infrastructure (including safe facilities and transportation), and functioning
institutions and processes.

4. Academic Performance - refers to the level of success achieved in academic

endeavors, encompassing various dimensions like cognitive, emotional, social,
and physical development.

5. Influence - refers to the capacity or power of persons or things to be a compelling

force on or produce effects on other’s actions, behavior, opinions, etc.

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 REVIEW OF RELATED LITERATURE

Influence of AI on Academic Performance

The use of Artificial Intelligence in education has gained a significant amount of attention
from many educators and researchers with some praising it as a revolutionary tool for improving
teaching and learning. As to what Kelleher and Tierney (2018) note, students' personalized
learning plans can be made using AI tools based on their needs, interests, and skills that can help
to improve the learning outcomes and engagement of the students as they are more likely to be
motivated by contents that are catered to their own unique interests. Numerous AI applications in
education are also used to strengthen a student's academic capabilities, this include tutoring,
educational assistance, grammar fixer, social robots, admission, grading, analytics, trial and
error, virtual reality, etc. (Tahiru, 2021). Moreover, educators can use artificial intelligence to
reduce their workload, and spend more time with students and for themselves rather than
planning lessons. AI, for instance, can grade exams, quizzes, and activities, freeing up teachers'
time for other responsibilities (Mandernach, 2018).

Despite its positive remarks, the use of artificial intelligence in education comes with a
risk, and one of the main concerns for this is the possibility of cheating on assignments and
projects that may promote academic dishonesty and disregard academic integrity that is highly
important as it shows the moral code and ethical policy in education. Academic integrity has
been identified by Harris, Harrison, McNally, and Ford (2020) as one of the top concerns for
faculty members and educators in preserving a positive learning environment. According to this
factor, the principles of responsibility, fairness, respect, and honesty shall be practiced and
observed to maintain a righteous reputation for the institution (Holden, Norris, & Kuhlmeier,
2021). However, with the rise of chatbots like ChatGPT, students are becoming more and more
tempted to use it to improve their work.

According to Kavale and Forness (2019), students can also use AI tools to generate
research papers and assessments that are necessary for both their educational value and learning
process that are beneficial for a student's personal development. In response to this, many
educators have expressed their concerns and have called for rethinking towards more creative
and open-ended tasks that machines cannot quickly solve (Kulkarni, Cambre, Kotturi, Bernstein,
& Klemmer, 2015). Additionally, the growing use of AI in education has brought attention to
how significant it is for students to acquire "human" skills like creativity, critical thinking, and
problem-solving, which are difficult for these artificial tools to replicate (Gee, 2018).

Furthermore, the use of artificial intelligence raises questions about potential biases
because these systems gather and analyze massive amounts of data in order to make predictions
and patterns, which increases the risk of discrimination and bias (Weyerer and Langer, 2019).
Concerns have also been raised about how it will handle issues related to gender, race, age,
income inequality, social status, and other issues that lead educators to worry that over reliance
on technology is bound to affect a student's academic development (Tarran, 2018).

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Effects of AI on Students’ Mindset

The effects of artificial intelligence (AI) on students' mindset encompass various

challenges that can significantly impact their learning experiences. One significant concern is the
risk of dependency and learned helplessness as students increasingly rely on AI tools for learning
tasks (Wogu et al., 2018). When students become overly dependent on AI for answers and
solutions, it can foster a mindset of passivity and diminish their confidence in their own
problem-solving abilities. This overreliance on AI may hinder students' development of critical
thinking skills and their willingness to engage actively in the learning process, ultimately
limiting their academic growth and adaptability in diverse learning environments
(Zawacki-Richter and his colleagues, 2019).

Furthermore, AI-driven systems often emphasize achievement metrics and comparisons,

which can strengthen the students' fear of failure, perfectionism, and self-doubt (Laura &
Chapman, 2009). The pressure to meet predefined benchmarks set by AI algorithms can create
undue stress and anxiety, leading students to avoid challenging tasks or take fewer risks in their
learning. This fear of failure may also discourage students from exploring new ideas or pursuing
creative solutions, stifling their curiosity and innovative thinking skills. As a result, students may
develop a fixed mindset, believing that their abilities are predetermined and immutable, rather
than embracing a growth mindset that thrives on resilience and learning from mistakes. This is
backed up by an interview conducted at Pangasinan State University, Lingayen Campus, when
86 students were questioned if they were tempted to cheat by using AI tools like ChatGPT, and
more than half of the participants answered yes. When the students were asked if they were
familiar with ChatGPT, 71 out of the 86 respondents answered the same things. According to the
majority of the participants, one of the primary reasons why they cheat is due to the pressure to
achieve high grades to get an excellent job in the future.

In addition to these, the automation of tasks by AI tools can limit opportunities for
creative expression and original thinking among students. When AI is used to generate content or
provide automated solutions, it may restrict students' ability to explore diverse perspectives,
think critically, and develop their own unique ideas. This can lead to a homogenization of
learning experiences and a loss of creativity in academic work. Moreover, ethical concerns
surrounding AI, such as algorithmic bias and data privacy issues, can further erode students' trust
in technology-mediated learning experiences, fostering a sense of distrust and skepticism.
Addressing these effects requires a comprehensive approach that not only considers the
integration of AI in education but also prioritizes the cultivation of critical thinking, creativity,
resilience, and ethical awareness among students to empower them to navigate the digital
landscape with confidence and adaptability (Cruz-Benito, J., Sánchez-Prieto, J. C., Therón, R., &
García-Peñalvo, F. J. 2019).

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Synthesis and Implication

The reviewed literature presents treasured insights into the terrible consequences of
synthetic intelligence (AI) on students` attitudes in instructional settings. This study highlights
numerous key worries, together with the chance of dependency and discovered helplessness, the
exacerbation of worry of failure and perfectionism, and the hindrance of possibilities for
innovative expression and unique questioning. These findings shed light on the complicated
interaction between AI technology and students' mental well-being, indicating the significance of
thinking about now no longer best the realistic implications but additionally the socio-emotional
effect of AI integration in training.

One excellent issue illuminated through the literature is the capability of AI-pushed
structures to form students' attitudes and ideals approximately gaining knowledge. The chance of
dependency on AI equipment indicates a want for warning in how those technologies are
implemented, emphasizing the significance of selling self-reliance and crucial questioning talents
amongst students. Moreover, the emphasis on fulfillment metrics and comparisons underscore
the want to foster a supportive knowledge of surroundings that values increase and resilience
over slender measures of success.

Additionally, the literature highlights the moral issues inherent withinside the use of AI in
training, along with algorithmic bias and records privateness issues. These worries now no
longer have implications for college students' consideration in technology-mediated gaining
knowledge of reports, however improve broader questions on fairness and equity in training.
Future studies on this region may want to similarly discover the moral implications of AI
integration in training and broaden recommendations for accountable AI use that prioritize
students' well being and autonomy.

Overall, the reviewed literature presents a basis for examining the terrible consequences of
AI on students' attitude in instructional contexts. By reflecting on those findings and thinking
about their implications, educators and policymakers can take proactive steps to mitigate the
dangers related to AI integration even as maximizing its capability advantages for scholars
gaining knowledge and development. Further inquiry into this subject matter is important to tell
evidence-primarily based totally practices and make sure that AI technology is utilized in
methods that sell effective effects for college students and assist their holistic increase and
educational success.

METHODOLOGY

This study used a mixed method to investigate the implementation and impact of AI
virtual assistance for online distance learners in educational settings, offering a detailed
understanding of this phenomenon within its natural context.

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Instruments and Techniques

The primary instrument employed would be a survey instrument. The survey will contain
10 questions that will dig into various dimensions of AI integration in education, including its
effects on motivation, academic performance, critical thinking skills, and future implications.
Respondents are provided with clear instructions to carefully consider each question and select
their responses appropriately. This survey will use descriptive statistics to produce
comprehensive insights that will improve our understanding of how AI is influencing education
and provide guidance for plans aimed at improving student learning outcomes.

This survey aims to examine the ways that AI has affected students' mindsets and
experiences. This survey seeks to get quantitative data for statistical analysis and qualitative
insights into participants' opinions and experiences with AI's effects on their educational
experiences.

Sampling Procedure

A purposive sampling technique would be established in order to investigate the impact

of Artificial Intelligence (AI) on the academic performance of online distance learners in the
Philippines. The process was designed to choose a representative sample of online distance
learners enrolled in Philippine educational institutions. Targeting a batch of grade 10 students
currently enrolled in Starland International School. About 30 participants would be recruited for
the study, and the sample size would be decided once statistical analysis and feasibility were
taken into account.

Statistical Treatment

In this study, descriptive statistics and Correlation statistics would be used to examine the
relationship between AI usage, student learning motivation, and academic performance in online
distance learning environments. The researchers would investigate the relationship between
students' motivation levels and AI usage as well as the relationship between motivation and
academic performance. Hypothetically, the results would provide insights into how AI affects
student motivation and how that influences academic performance. Comprehending these
relationships is important in order to comprehend the complex structure of AI's impact on the
learning outcomes of students in online learning environments.

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 REFERENCES

Ahmad, S. F., Han, H., Alam, M. M. et al. (2023). Impact of artificial intelligence on human loss
in decision making, laziness and safety in education. Humanit Soc Sci Commun 10, 311.
https://doi.org/10.1057/s41599-023-01787-8

Ayala-Pazmiño, M. (2023). Artificial intelligence in education: Exploring the potential benefits

and risks. 593 Digital Publisher CEIT , 8 (3), 892-899.
https://doi.org/10.33386/593dp.2023.3.1827

Caratiquit, K. D., & Caratiquit, L. J. C. (2023). ChatGPT as an academic support tool on the
academic performance among students: The mediating role of learning motivation. Journal of
Social, Humanity, and Education, 4(1), 21–33.
https://doi.org/10.35912/jshe.v4i1.1558

Dekker, I., De Jong, E. M., Schippers, M. C., Bruijn-Smolders, M., Alexiou, A., & Giesbers, B.
(2020) Optimizing Students’ Mental Health and Academic Performance: AI-Enhanced Life
Crafting
https://doi.org/10.3389/fpsyg.2020.01063

Lichauco, T. A. N., Molina, A., Tengco, D., & Vidallo, M. F. (2023). Academic dishonesty in
online classes: Investigating self-reports using McCabe’s Academic Integrity Survey. Journal of
Social, Humanity, and Education, 4(1), 1–19.
https://doi.org/10.35912/jshe.v4i1.1500

Lumacad, G. S., Damasing, J. V. C., Tacastacas, S. B. M., & Quipanes, A. R. T. (2022).

Analyzing sensitive factors affecting online academic performance in the new normal: A
machine learning perspective. In XVII Latin American Conference on Learning Technologies
(LACLO) (pp. 01-07). Armenia, Colombia.
https://ieeexplore.ieee.org/abstract/document/10013373/metrics#metrics

Mina, P. N. R., Solon, I. M., Sanchez, F. R., Delante, T. K., Villegas, J. K., Basay, F. J., Andales,
J.- r, Pasko, F., Estrera, M. F. R., Samson Jr., R., & Mutya, R. (2023). Leveraging Education
through Artificial Intelligence Virtual Assistance: A Case Study of Visually Impaired Learners.
International Journal of Educational Innovation and Research, 2(1), 10–22.
https://doi.org/10.31949/ijeir.v2i1.3001

Salido, V. (2023). Impact of AI-powered learning tools on student understanding and academic
performance. doi:10.13140/RG.2.2.17259.31521.
https://www.researchgate.net/publication/376260972_

Seo, K., Tang, J., Roll, I., & et al. (2021). The impact of artificial intelligence on
learner–instructor interaction in online learning. International Journal of Educational Technology
in Higher Education, 18(1), 54.
https://doi.org/10.1186/s41239-021-00292-9

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Shahzad, M. F., Xu, S., Lim, W. M., Yang, X., & Khan, Q. R. (2024). Artificial intelligence and
social media on academic performance and mental well-being: Student perceptions of positive
impact in the age of smart learning. Heliyon, 10(8), e29523.
https://doi.org/10.1016/j.heliyon.2024.e29523

Ventayen, R. J. M., & OpenAI. (2023). ChatGPT by OpenAI: Students' viewpoint on cheating
using artificial intelligence-based application.
https://ssrn.com/abstract=4361548

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 APPENDICES

Student Learning Survey about the Impact of Artificial Intelligence (AI)

Name: _________________________________________
Age: _________ Yr./Section: ______________________

Directions: Please read the following questions carefully and select the answers by ticking the
box.

1. Do you often use Artificial Intelligence (AI) tools or platforms for your academic tasks?

Yes
No

2. Do you feel that the availability of AI affects your motivation to engage with academic tasks?

Yes
No

3. In your opinion, how does the use of AI impact your academic performance?

Positively
Negatively
No Impact

4. How confident are you in your ability to complete school work without the assistance of AI?

Not confident
Low confidence
Moderate confidence
Highly confident

5. Have you observed any changes in the time it takes you to complete school work since using
AI?

Takes more time

Takes less time
No significant change in time
Takes no time

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6. How often do you find yourself relying more on AI for tasks that require critical thinking and
problem solving?

Always
Frequently
Occasionally
Rarely

7. Have you encountered any challenges or concerns related to the use of AI in your school
work?

Always
Frequently
Occasionally
Rarely

8. How do you perceive the role of AI in shaping the future in education?

Positively
Negatively
No Impact

9. Do you believe that AI has enhanced or hindered your ability to develop your cognitive skills
such as critical thinking and problem solving?

Enhanced
Hindered
No Impact

10. How do you anticipate the integration of AI into education will evolve over the next decade,
and what potential implications do you expect?

Positive outcomes
Negative outcomes
No Impact

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How do you believe AI has affected your overall educational experience?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

What specific factors motivate you to use AI technologies in your learning process?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

If you’ve answered ‘yes’ to question 1, Why?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

How do you think the effects of AI will impact your academics in the future?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Is there anything else you would like to add regarding your experiences with AI in education?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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CURRICULUM VITAE

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