ASSESSING THE IMPACT OF AI DEPENDENCE ON CRITICAL THINKING

AND LEARNING BEHAVIORS OF GRADE 11 STEM STUDENTS AT THE

COLLEGE OF IMMACULATE CONCEPTION

SENIOR HIGH SCHOOL DEPARTMENT

Socially Responsible Leaders Making a Difference

A Research Study Presented to:

THE SENIOR HIGH SCHOOL FACULTY OF THE
COLLEGE OF THE IMMACULATE CONCEPTION
Cabanatuan City

In partial fulfillment of the requirement in

Practical Research 1

Presented by:

BALDEDARA, MATTHEW ANDRAE R.

DELA CRUZ, MARK EMMANUEL G.
ENCINARES, ERIN GABRIEL G.
GUILLERMO, GIAN ANGELO V.
MELITON, MARTEENA LORIN M.
PANGANIBAN, JADEN S.
ROQUE, JOHN MATTHEW G.
SAMONTE, YVAN JOSH R.
TUMALIUAN, ADIA MAXINE N.
(STEM 11 - ST. JUDE)

MARCH 2025
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ABSTRACT

This study examines the impact of AI dependency among Grade

11 STEM students at the College of the Immaculate Conception.
The integration of AI into the education system has raised
concerns regarding its impact on students’ critical thinking
skills and learning behaviors. Employing a descriptive
research design, the study aimed to analyze students’
reliance on AI tools in academic activities. Additionally,
purposive sampling was utilized to select respondents who
frequently use AI for their academics, and data were gathered
from a survey questionnaire. Findings reveal that while AI
tools enhance efficiency and reduce time consumption,
excessive reliance on AI can lead to a decrease in critical
thinking abilities and independent problem-solving skills.
Most students critically evaluate AI-generated responses
before using them, highlighting the students’ awareness of
AI’s limitations and the importance of accuracy in their
academics. However, many still depend on AI to accomplish
their schoolwork. This study highlights the importance of
balancing AI usage with independent learning strategies to
maximize efficiency while preserving critical thinking and
problem-solving skills. Establishing this balance provides a
stronger foundation for integrating AI in a way that fosters
both technological adaptability and intellectual growth.

Keywords: AI dependency, Critical thinking skills, Learning

behaviors, Purposive approach, Excessive reliance, Problem-
solving skills, Technological adaptability, and Intellectual
Growth
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ACKNOWLEDGEMENT

The researchers want to convey their sincere

appreciation to all those who supported them during their
intricate research. They are especially grateful to God
Almighty, whose wisdom and divine providence enlightened
their way and offered unwavering assistance during
challenging times. The researchers are keenly conscious of
his assistance in their endeavors and will forever be
thankful.
The researchers are deeply grateful to their research
adviser, Ms. Gina Perez, for her relentless dedication and
remarkable intellectual expertise. Throughout the research
process, Ms. Perez consistently went beyond the conventional
expectations of mentorship, fostering an environment where
cooperation and mutual respect flourished. Her steadfast
encouragement and commitment to their academic success were
instrumental in shaping the researchers' growth and progress.
Ms. Perez's guidance not only enhanced their knowledge but
also empowered them to work together harmoniously, ensuring
a fruitful and enriching experience.
Lastly, the researchers would like to extend their
heartfelt gratitude to all the exceptional and diverse
individuals within the research group. Each member brought
their unique perspectives and skill sets, significantly
enriching the quality of the study. The collaborative effort
of this group fostered the generation of new ideas, the
resolution of challenges, and the celebration of successes,
which became the essence of the research journey. The
researchers are deeply thankful for the invaluable
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contributions and unwavering support from everyone involved.

- The Researchers
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DEDICATION

The researchers would like to dedicate this research to

the individuals who have generously contributed to making
this research possible. Without their support, this research
would not have been accomplished. The researchers extend
their profound and heartfelt gratitude to the following:
To our loved ones and families, who have been there for
us, providing moral, physical, and emotional support. We are
especially grateful to our parents for encouraging and
helping us overcome our doubts when we felt of giving up.
To the teachers at the College of the Immaculate
Conception who have helped us expand our knowledge and skills.
We deeply appreciate your unwavering support and guidance.
To the inquisitive and resilient Grade 11 STEM students
at the College of Immaculate Conception, whose curiosity and
commitment to learning lie at the heart of this study. Their
ability to adapt to technological advancements and explore
the complex relationship between AI and critical thinking is
truly commendable. The way they navigate the balance between
innovation and intellectual independence reflects their
growing potential as the future leaders and thinkers of
tomorrow.
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TABLE OF CONTENTS
Page
TITLE PAGE i
ABSTRACT ii
ACKNOWLEDGEMENT iii
DEDICATION v
TABLE OF CONTENTS vi
LIST OF FIGURES vii

CHAPTER I THE PROBLEM AND ITS SETTING

Background of the Study . . . . . . . . . . . 1
Theoretical Framework . . . . . . . . . . . . 3
Research Paradigm . . . . . . . . . . . . . . 5
Statement of the Problem . . . . . . . . . . 7
Significance of the Study . . . . . . . . . . 8
Scope and Delimitation . . . . . . . . . . . 10
Definition of Terms . . . . . . . . . . . . . 11

CHAPTER II REVIEW OF RELATED LITERATURE

Review of Related Literature . . . . . . . . 13

CHAPTER III RESEARCH METHODOLOGY

Research Method . . . . . . . . . . . . . . . 27
Research Locale . . . . . . . . . . . . . . . 28
Respondents of the Study . . . . . . . . . . 29
Research Instrument . . . . . . . . . . . . . 30
Data Gathering Procedure . . . . . . . . . . 31
Validity of Research Instrument . . . . . . . 32
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CHAPTER IV RESULTS AND DISCUSSION

Demographic Profile of the Respondents . . . 33
Data Presentation . . . . . . . . . . . . . . 34
CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary . . . . . . . . . . . . . . . . . . . 42
Conclusions . . . . . . . . . . . . . . . . . 43
Recommendations . . . . . . . . . . . . . . . 45

Appendices
Appendix A: Reference List . . . . . . . . . 49
Appendix B: Communication Letter . . . . . . 54
Appendix C: Research Instrument . . . . . . . 55
Appendix D: Documentation . . . . . . . . . 59
Appendix E: Curriculum Vitae . . . . . . . . 61
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LIST OF FIGURES
Figures Page
Figure 1: Research Paradigm 5
Figure 2: Locator Map of the College of 28
the Immaculate Conception
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CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Artificial Intelligence (AI) has become an integral part

of education in recent years, providing students with

assistance in learning, problem-solving, and improving their

overall understanding. This rapid advancement has

significantly influenced education, particularly the STEM

strand, where students are deeply engaged in electronics and

technology. However, despite the efficiency of AI, concerns

have been raised about the students’ increasing dependence on

these tools to complete their work with efficiency.

The STEM strand emphasizes analytical reasoning, precise

computations, and problem-solving skills. However, excessive

reliance on AI and its automated problem-solving tools may

hinder students’ ability to partake in tasks that require

cognitive processing and critical analysis. While AI is

undeniably essential in education (Sayed et al., 2021), its

overuse presents ethical concerns and potential negative

consequences. Beyond its advantages, AI also poses challenges

in the development of a student’s educational, career-

building, and moral values.

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AI has been integrated into various aspects of society

from telecommunications to healthcare, and it plays a vital

role in assisting humanity with its needs (Stahl, 2021a,

2021b). Despite its benefits, it is important to not overlook

the potential challenges it brings, particularly its

influence on students' behavior, thought processes, and

expectations. The integration of AI in education dates back

to the 1960s when computer-assisted instructions and basic

commands were first introduced. By the 1990s and early 2000s,

AI became more prevalent in education through learning

machines, such as DuoLingo which assist students in adaptive

learning. Since the 2020s, AI usage in education has surged

due to platforms like ChatGPT, Grammarly, and Quillbot, which

have transformed learning and influenced students’

perspectives on technology. The increasing dependence on AI

raises concerns about students’ independence and its impact

on their critical thinking skills. To foster deeper learning,

technology-enhanced learning environments should encourage

active participation rather than passive dependency on AI

(Chiu & Churchill, 2015).

As AI continues to grow in the educational sector, it is

essential to analyze its influence on the students’ learning

and cognitive function, which aims to contribute to the

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ongoing discussion about educational technology by assessing

the impact of AI on critical thinking and learning behaviors

among Grade 11 STEM students. The findings of this study will

help educators develop strategies to maximize the benefits of

AI while minimizing the students’ tendency to depend on it

for schoolwork. At the same time, it seeks to mitigate

potential risks to students’ cognitive development, ensuring

a balanced and healthy approach to AI-integrated learning.

Theoretical Framework

This study is guided by Constructivist Theory, developed

by Jean Piaget in 1973, which emphasizes the learners’ active

engagement in constructing their knowledge rather than

passively receiving information. According to this theory,

learning occurs when individuals reflect on their

experiences, create mental representations, and incorporate

new knowledge into existing frameworks, leading to deeper

understanding (Phillips, 1995). Prior knowledge plays a

crucial role as students modify ideas and integrate new

concepts based on recent learning experiences. Effective

learning occurs when students actively engage in knowledge

construction, rather than merely receiving information. This

approach highlights the importance of real-world experiences,

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cognitive adaptation, and problem-solving, which are

essential for critical thinking (Mcleod, 2024).

In this study, the researchers apply the constructivist

theory to examine how Artificial Intelligence (AI) dependence

affects critical thinking and learning behavior of Grade 11

STEM students. This theoretical lens provides insight into

whether dependence on AI tools enhances or diminishes

students’ engagement in deep learning and independent

problem-solving. By integrating Constructivist Theory, this

study investigates the balance between AI-assisted learning

and independent cognitive engagement. The researchers aim to

determine whether AI supports or hinders the development of

higher-order thinking skills in STEM students, ensuring that

AI remains a tool for enhancing learning rather than a

substitute for critical thinking and independent reasoning.

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Research Paradigm

Figure 1. Assessing the Impact of AI Dependence on Critical

Thinking and Learning Behaviors of Grade 11 STEM Students

at the College of Immaculate Conception

The model above outlines the significant impact of AI

dependence on Grade 11 STEM Students. It examines both the

benefits and challenges associated with critical thinking

skills, particularly in the areas of reflective learning,

problem-solving strategies, and knowledge construction.

Critical thinking fosters analytical and problem-solving

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skills, which are essential in STEM education. As students

engage with complex topics, they benefit from enhanced

learning outcomes, such as better retention and a deeper

understanding of the material. However, challenges in

grasping concepts often arise. To address this, students must

develop effective learning strategies, such as seeking help

from peers or mentors and utilizing digital tools. The

introduction of AI tools significantly impacts this process

by offering personalized learning experiences, adaptive

feedback, and additional resources that cater to individual

student needs. By analyzing AI’s influence, it becomes clear

that these tools enhance cognitive abilities, helping

students overcome learning barriers and promoting higher-

order thinking, which is crucial for success in STEM fields.

Thus, AI tools not only support cognitive development but

also contribute to a more effective and adaptive learning

environment for STEM students.

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Statement of the Problem

Many students today increasingly rely on AI tools for

academic support, from generating ideas to organizing

research. While AI enhances learning efficiency, it may also

hinder critical thinking and problem-solving skills if

overused. Striking a balance between AI assistance and

independent learning is essential for students to maintain

their intellectual growth. The purpose of the study is to

determine the impacts of AI dependence on STEM 11 students

and how it affects their learning performance.

Specifically, this study sought to answer the following

questions:

1. How frequently do Grade 11 students use artificial

intelligence in their academic activities, and for what

purpose?

2. What are the perceived benefits and challenges of using

artificial intelligence in students’ learning processes?

3. How does AI dependence affect the development of

students’ critical thinking skills?

4. In what way does AI dependence influence students’

engagement in active and reflective learning?

5. How do students adapt their problem-solving strategies

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and knowledge construction when relying heavily on

artificial intelligence?

Significance of the Study

This study is made to provide substantial information

and knowledge regarding the impact of AI dependence on STEM

11 students.

This study may benefit the following groups of people:

For School Administrators. This study will benefit School

Administrators as it will help them to understand further how

AI dependence affects learning behaviors. Administrators can

implement interventions to promote active engagement and

self-directed learning. In addition, they will benefit from

this study as it will highlight areas where teachers can

further focus and improve to promote independent thinking and

lower dependence on AI.

For Students. This study will be beneficial for the students

by knowing whether the effects of constant use of AI are

greatly hindering or helping their critical learning and

learning behavior, allowing them to act accordingly.

For Parents. This study will benefit parents as this research

will be able to provide them with information about how AI

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influences their child’s critical thinking and learning

behavior, allowing them to guide their child’s academic

growth effectively. Furthermore, the knowledge gained from

this study can help parents distinguish between productive

and counterproductive AI use, ensuring that their children

are using AI responsibly and not as a shortcut.

For Teachers. Teachers can benefit from this study by guiding

their students toward more appropriate, efficient, and

effective learning methods based on an understanding of AI

dependence’s impact on students. Additionally, by applying

the right teaching strategies, AI use will not negatively

affect student's critical thinking, learning behavior, and

creativity.

For Future Researchers. This study serves as a valuable

reference for future researchers exploring the impact of AI

dependence on the critical thinking and learning behaviors of

Grade 11 STEM Students. The findings provide insights that

can help guide related studies, address gaps in existing

literature, and support the development of further research

on AI's role in students learning and cognitive development.

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Scope and Delimitation

The study aims to assess the impact of AI dependence on

the critical thinking and learning behavior of Grade 11 STEM

students at the College of the Immaculate Conception. It

focuses on how students particularly the STEM strand, rely on

AI tools such as Chat GPT, Grammarly, and AI powered research

tools and how this dependence influences their ability to

analyze and evaluate information independently. To explore

this study, the researchers collected data perspectives on

how reliant the students are on using AI in their school-

related activities. The scope of this research was limited to

Grade 11 STEM students enrolled at the College of the

Immaculate Conception, excluding students from other strands

and in other grade level. Additionally, it focused solely on

AI tools used for academic purposes, excluding AI

applications on entertainment, social media, and other non-

academic contexts. Despite these limitations, this study will

provide valuable insights and understanding of the effects of

frequent AI usage on students’ critical thinking and their

learning behaviors. This research was conducted from December

2024 to March 2025.

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Definition of Terms

For greater clarity and a more straightforward

understanding, the terms used in this study are defined below.

Artificial Intelligence (AI) is the digital simulation of

human intelligence through machines or computers,

particularly in tasks such as problem-solving, learning, and

acting as another human. In this study, AI refers to tools

like ChatGPT, QuillBot, Grammarly, Duolingo, and other

educational AI applications used by students.

Cognitive thinking refers to the general mental processes

involved in acquiring knowledge and understanding. It

includes perception of a topic, memory, attention, and

problem-solving.

Critical Thinking is the cognitive ability to analyze,

evaluate, and gather information logically to make reasoned

judgments and solve problems with precision.

Learning Behavior refers to the patterns, habits, strategies,

and techniques that students use to learn, process, and retain

knowledge, especially in school. It includes aspects such as

study habits, utilization of learning materials, problem-

solving approaches, and the ability to apply what they have

learned in different contexts.

Opinion Exchange Skills refers to a person's ability to

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effectively share, discuss, and understand differing

viewpoints respectfully and constructively.

Problem Solving Strategies is a systematic plan to approach,

identify, analyze, and define a problem to find solutions in

an efficient and effective way.

Psychological Mechanisms refer to processes, such as

repression or projection, used to protect the psyche from

disturbing thoughts and emotions by distorting reality or

removing distressing material from conscious awareness.

Self-efficacy is an individual’s belief in their ability to

succeed independently in a specific situation or task. It

refers to the person’s ability to perform well under pressure.

It is a combination of confidence, competence, control, and

resilience.
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CHAPTER II

REVIEW OF RELATED LITERATURE

In the academic setting, most students rely on

Artificial Intelligence to accomplish their tasks without any

problems or complications. However, as much as it can provide

benefits and minimize consuming time, there are complexities

and serious issues encountered that are often overlooked.

This section of the paper comprises an analysis of the impact

of Artificial Intelligence on the critical thinking skills of

students and provides insights into how a serious issue needs

to be investigated thoroughly.

A study conducted by Nguyen et al. (2024), titled

“Artificial Intelligence (AI) in Education: A Case Study on

ChatGPT’s Influence on Student Learning Behaviors,” examines

the integration and impact of ChatGPT on student learning

behaviors. Students frequently utilize ChatGPT for learning

and information searches, as well as for academic success, as

they find it dependable for completing schoolwork without

difficulty or issues. Both qualitative and quantitative

research methods are used in the study's mixed-approaches

strategy. This approach allows for a comprehensive analysis

of the complex relationship between students' use of digital

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technology, particularly ChatGPT, and their learning

behaviors, academic performance, and overall educational

experience.

However, concerns about over-reliance were seen, which

may hinder independent thinking and critical evaluation

skills. Issues can lead to academic dishonesty, for which

students will never learn or understand the lessons given to

them; reduce creativity by relying on answering the given

task; and can create ethical problems such as plagiarism.

Whilst ChatGPT can offer various benefits in accessibility

and efficiency. Based on the findings, 64.4% of students found

the information provided by ChatGPT to be trustworthy and

reliable for learning purposes. Most students used ChatGPT to

aid their studying, with 82.2% using it for learning and 75.3%

for information searching. It can still provide lots of

negative results on students' critical thinking. 83% of

surveyed students believed that overreliance on ChatGPT

impedes their ability to solve tasks independently. Students

have indicated that the misuse of ChatGPT hampers the

development of communication, critical thinking, and opinion

exchange skills, leading to a more passive approach to

learning. The majority of the students stated that their

reliance on ChatGPT hindered their ability to perform

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independent research, which in turn affected their ability to

think creatively and learn on their own. It also made it more

difficult for them to critically assess information. Reliance

on ChatGPT can hinder students’ independent thought,

creativity, comprehension, and critical evaluation skills

that can potentially lead to passiveness and dishonesty since

asking ChatGPT to answer the tasks will give the same user

the answer or ideas for the question. Moreover, adapting

ChatGPT in life might benefit some people, enhancing

educational outcomes by providing information in less than a

second; however, the aforementioned negative impacts will

surely be embedded within. The raised concerns about over-

reliance can reduce critical thinking skills, which can

highly hinder and restrict students' capability of learning.

Based on the findings, a gap exists due to the

insufficient exploration of AI's impact on academic

engagement. Though technology-facilitated cheating is already

acknowledged, topics about comprehensive studies on how AI

tools can alter academic honesty and the involvement of

students are therefore lacking. To address these gaps, a study

is discussed in the work of Nguyen et al., which employs the

Technological Acceptance Model (TAM) and Cognitive Load

Theory (CLT) to explore these issues. By exploring both the

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benefits and challenges of ChatGPT, including its impact on

academic integrity, the study adds to the relatively sparse

literature on the ethical implications of AI tools in

education. It contributes to continuing discussions regarding

the most effective ways to incorporate AI into educational

settings by offering empirical evidence of how such

technologies can affect student behavior and academic

practices. The creation of thorough ethical frameworks may

aid in directing the application of AI in teaching. Concerns

of accountability, transparency, privacy, and equity should

all be covered by such frameworks. Policy recommendations for

governments and educational institutions should be developed

based on the results of empirical research. Both teachers and

students should have access to training on the moral

application of AI in the classroom.

Additionally, a study by Shah & Asad (2024), titled

“Impact of Critical Thinking Approach on Learners' Dependence

on Innovative Transformation Through Artificial

Intelligence,” explores ways to guide an Ai-driven society

and the necessity of critical thinking in having ethical use

of AI technology. The study utilized a quantitative research

approach as they used descriptive and correlational analysis.

The researchers investigated the connection between

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critical thinking and students’ reliance on AI. The way to

guide an AI-driven society is the Integration of critical

thinking into education to ensure that learners do not become

overly dependent on AI, analyzing AI outputs to achieve the

ethical use of AI, and lastly, being critical of AI-generated

content. The results showed that there are many educational

advantages to AI technology, but it has been demonstrated

that heavy dependence on it may impair autonomous problem-

solving and critical thinking skills. Their research

highlighted that AI can be incorporated into academics, but

they also stated that programs must assist students in

scrutinizing, analyzing, and assessing AI technologies.

Additionally, if the students’ critical thinking skills were

honed, they would be able to question and identify potential

biases in the data provided by AI technology.

Although the research highlighted the necessity of

integrating a critical thinking approach into educational

programs so that the ethical use of AI be promoted, the

research lacked sufficient information about the difficulties

of implementing or how to implement such programs in

classrooms and the long-term impacts of the critical thinking

approach on AI dependence. However, it was also advised that

future research be conducted on these mentioned lesser-known

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fields so that future researchers can come up with better

ways of implementing a critical thinking approach to AI

dependency.

Moreover, a study by Huang et al. (2024), titled “The

Influence of Artificial Intelligence Technology on College

Students' Learning Effectiveness from the Perspective of

Constructivism — Taking ChatGPT as an Example,” investigates

how advanced artificial intelligence technologies,

particularly ChatGPT, impact college students' learning

abilities. It emphasizes that learning in constructivist

classrooms is an active process and that the emergence of AI,

especially ChatGPT, offers new opportunities in education.

Utilizing a quantitative research approach, the study

analyzes students' learning potential before and after using

ChatGPT through a questionnaire survey. The findings reveal

that ChatGPT, as a learning tool, significantly enhances

students' engagement, efficiency, and overall satisfaction

with the educational process. After using ChatGPT, students

exhibited notable improvements in several learning-related

variables, including interest in learning, learning

efficiency, problem-solving speed, mastery of self-learning

plans and goals, and motivation to participate in class

discussions. The paper highlights how ChatGPT enhances

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university students' learning by providing a personalized

educational experience.

Through its advanced natural language processing

capabilities, ChatGPT analyzes students' responses and gives

tailored feedback, which improves learning outcomes and

addresses individual learning needs. Additionally, ChatGPT

supports multimodal learning by integrating various forms of

media beyond text and autonomously recognizing linguistic

patterns. According to constructivist principles, learning

motivation stems from students' internal incentives, and

ChatGPT boosts motivation by offering instant feedback and

encouragement, helping students solve problems and better

understand concepts. Furthermore, ChatGPT fosters a stress-

free, personalized learning environment where students can

study according to their individual needs.

However, the research on combining this technology with

constructivist learning theory to better promote students'

knowledge construction and learning is still limited. In such

a context, the purpose of this paper is to study the

application of artificial intelligence technology in colleges

taking ChatGPT as an example. The study presents several key

recommendations. First, it suggests improving AI in education

by advancing artificial intelligence technology to enhance

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its effectiveness and quality. Second, it emphasizes

understanding students' learning needs and characteristics to

create a more personalized educational system that leads to

better outcomes. The study also advocates employing a

comprehensive evaluation system that assesses not only

students' achievements but also their learning processes and

progress, thereby improving AI-based educational tools.

Lastly, it recommends combining AI with traditional teaching

methods to create a more inclusive and efficient educational

model that meets diverse student needs and enhances learning.

Subsequently, a study by Çela et al. (2024), titled

"Risks of AI-Assisted Learning on Student Critical Thinking,"

examines the negative impact of AI-assisted learning on

students' cognitive abilities, particularly problem-solving

and independent thinking, within Albania’s educational

system. Their research aimed to determine the extent to which

reliance on AI tools affects students' ability to engage in

independent problem-solving and critical thinking. Using a

quantitative methodology, they surveyed 53 students from a

private educational institution in Albania to analyze their

experiences and perceptions regarding AI-assisted learning.

The findings indicate no significant difference in

critical thinking skills between students with prior exposure

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to AI tools and those without. However, the study identifies

a statistically significant negative correlation between AI

dependence on assignments and problem-solving skills,

suggesting that excessive reliance on AI hinders the

development of independent problem-solving abilities.

Additionally, the study highlighted a strong correlation

between frequent AI tool usage (such as ChatGPT) and students'

perceptions of improved academic performance and assignment

efficiency. This suggests that while AI enhances learning

through interactivity and personalized feedback, it may

simultaneously reduce students’ need to develop independent

critical thinking and problem-solving skills.

The researchers emphasize the importance of a balanced

approach to AI integration in education. While AI tools offer

benefits such as personalized learning and instant feedback,

particularly for students without tutors—overreliance on them

can lead to a lack of mental engagement and effort. This may

result in students becoming less likely to engage in

analytical thought and more dependent on AI-generated

answers. To mitigate these risks, the authors recommended

that educators and policymakers establish clear guidelines

for AI use, ensuring that it enhances rather than replaces

traditional learning methods.

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Furthermore, the study identifies a research gap in

understanding the long-term effects of AI reliance on

students' cognitive development. While existing literature

acknowledges AI’s advantages in improving learning efficiency

and its negative impact on problem-solving skills, there is

limited investigation into how AI influences students’

ability to think critically over time and outside of school.

To address this gap, the authors recommend that future

studies incorporate objective assessments of cognitive

skills, such as standardized critical thinking evaluations,

to provide deeper insights into AI’s impact on student

learning.

Lastly, a study conducted by Zhang et al. (2024), titled

“Do you have AI dependency? The roles of academic self-

efficacy, academic stress, and performance expectations on

problematic AI usage behavior” uses ChatGPT as an example to

investigate the causes and effects of excessive AI usage.

Through the Interaction of the Person-Affect-Cognition-

Execution (I-PACE) model, the study seeks to investigate the

internal relationships among self-efficacy, academic stress,

academic expectations, and AI reliance. According to data

from more than 300 university research, academic stress and

expectations acted as an intervening factor in the

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relationship between self-efficacy and AI dependency. This

paper also discusses the drawbacks of over-reliance on AI,

such as a rise in indolence, the dissemination of false

information, a lack of innovation, and a decline in critical

and autonomous thought. This study's interview model is a

quantitative, online survey-based methodology. Three hundred

pupils in all were selected to participate in the study.

After examining the study's results, the researchers

discovered that students' expect to perform better

academically when AI is used, which has a number of

detrimental repercussions on them. Increased laziness,

plagiarism, inaccurate information, a lack of creativity, a

decrease in information-seeking and problem-solving skills,

and the potential for copyright concerns are the top effects

of AI, according to the study. Additionally, this study found

that students who have a high level of self-efficacy do not

engage in any harmful AI using behaviors.

Students who tend to underperform are more likely to

rely on artificial intelligence (AI) when experiencing

academic pressure. The findings of this study support this

claim, indicating that 84% of students utilize ChatGPT for

academic assistance, including homework tutoring,

simplification of complex concepts, and research guidance.

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Furthermore, the study establishes a strong correlation

between academic performance expectations and AI dependency.

Specifically, students with low self-confidence exhibit

higher levels of academic stress, which, in turn, leads to

increased reliance on AI technology. While AI offers students

convenient access to information, its misuse presents

significant risks. Participants in this study reported

various concerns, including a decline in essential cognitive

skills such as critical and independent thinking.

Moreover, the study further analyzed the relationship

between self-efficacy, academic stress and performance, and

AI dependency, there are several issues that remain

unaddressed. The study shows a connection between academic

stress and AI dependency, however, there are several

psychological mechanisms that drive this reliance towards AI

remains unclear. Further research can include factors such as

motivation, discipline, cognitive capacity, and tendency to

procrastinate. Although findings highlight AI misuse, there

is little information on how to effectively promote

responsible AI use. Lastly, the long-term effects of AI

dependency of students remain unclear, and how it will affect

their professional career. By addressing these gaps, future

researchers can provide a more comprehensive understanding on

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the effects of AI dependency among students, leading to better

strategy development in order to balance AI integration, with

independent learning and education.

As presented in this chapter, the reviewed literature

provided substantial insights into the relationship between

AI dependence and students’ critical thinking and learning

behaviors. Various studies have shown the benefits and

challenges of AI integration in education, highlighting its

role as a reliable assistive tool that offers convenience in

expense of effort. However, this convenience raises concerns

about students over-reliance on AI, potentially impeding

their ability to engage in deep critical thinking and problem-

solving skills. While AI can enhance learning by providing

instant responses and personalized support, it may also

discourage the students’ to engage in independent problem-

solving if not used thoughtfully. Therefore, a balanced

approach is necessary in order to utilize AI to its best

capabilities without sacrificing active and reflective

learning. These studies provided valuable insights into the

impact of AI dependence on students’ critical thinking and

learning behaviors, helping the researchers attain a better

understanding of both the benefits and challenges of AI.

Through the reviewed literature, the researchers have gained

 26

a clearer understanding and perspective on how AI influences

students in their critical thinking skills, learning

behaviors, and independent learning. Additionally, the

studies highlighted gaps in existing research, allowing the

researchers to conduct future investigations that could

foster a balance between AI utilization, while preserving

students’ critical thinking abilities. Furthermore, the

studies deepened the researchers’ awareness of the need to

responsibly implement AI into the education system to promote

efficiency and maintain academic integrity.

 27

CHAPTER III

RESEARCH METHODOLOGY

Research Method

The study employed qualitative descriptive design to

explore the impact of AI tools on the critical thinking and

learning behaviors of Grade 11 STEM students. According to

Regoniel (2023), qualitative research involves gathering and

analyzing non-numerical data such as words, observations, and

experiences to gain deeper insights into a phenomenon. To

achieve this, semi-constructed interviews were conducted,

allowing students to express their experiences, perceptions,

and challenges regarding AI dependence on their academic

activities. This approach enabled the researchers to capture

rich, detailed narratives on how AI tools influence students’

cognitive engagement, problem-solving, and learning

behaviors. The descriptive design was chosen because it

allows for an in-depth exploration of students’ perspectives,

uncovering patterns and themes that may not be evident in a

purely numerical analysis.

 28

Research Locale

Figure 2. Locator Map of College of the Immaculate

Conception

The study was conducted at the College of the Immaculate

Conception, located at Sumacab Este, Cabanatuan City, Nueva

Ecija. CIC is a private Catholic institution established in

1926 as San Nicolas Catholic School by Cabanatuan parish

priest Ruperto T. Del Rosario. It is known for providing

quality education and offers a STEM strand that integrates

technology-driven learning. CIC was chosen as the research

locale because it allows students to use AI as part of their

academic activities. This openness to AI integration provides

an ideal environment to explore how students engage in AI

tools in their studies. Given the reliance of Grade 11 STEM

 29

students, on AI-assisted learning, particularly in STEM

subjects such as mathematics, coding, and research, CIC

serves as a suitable setting to examine how AI influences

students' critical thinking and learning behaviors.

Respondents of the Study

The study involved Grade 11 STEM students from College

of the Immaculate Conception as respondents. STEM students

were selected because AI tools are commonly used in STEM-

related subjects that require research, computation, and

problem-solving. Since AI can assist in areas such as

mathematics, coding, and scientific analysis, students in

this strand are more likely to integrate AI into their

learning process.

The participants were selected through purposive

sampling, a non-probability sampling technique, to ensure

that only students who actively use AI tools in their

academics were included. This method allowed the researchers

to gather accurate and meaningful data, focusing on students

with firsthand experience in AI-assisted learning.

 30

Research Instrument

To collect data, the researchers used a questionnaire as

the primary research instrument to fulfill the objective of

this study. The study aimed to explore the impact of AI

dependence on the critical thinking and learning behaviors of

Grade 11 STEM students at the College of the Immaculate

Conception. The interview guide was carefully designed by the

researchers, ensuring alignment with the study's statement of

the problem. It was specifically developed to gather insights

into how AI tools influence students' academic experiences

and cognitive skills.

To facilitate effective data collection, the interview

questions were structured to match the student's level of

understanding and familiarity with AI tools. The complexity

of the questions was adjusted to ensure clarity and relevance

to the student’s academic context and knowledge base. This

refinement allowed for clear communication, enabling

participants to comfortably express their thoughts and

experiences. Ultimately, this approach ensured that the

gathered responses were meaningful and reflective of the

students’ perspectives on AI-assisted learning.

 31

Data Gathering Procedure

The researchers dedicated significant time, effort, and

cooperation to ensure the successful conduct of the research.

A questionnaire was developed to collect data from the

respondents, ensuring that their insights were accurately

captured and analyzed. The survey questionnaire was

distributed to selected respondents, and their answers were

gathered as the primary source of data. Once all responses

were collected, the researchers organized the data for easy

access, categorized similar themes, conducted thematic

analysis, and interpreted the findings. For ethical

considerations, participation in the research was entirely

voluntary, and no participant was obligated to take part.

Confidentiality was strictly maintained and all information

provided was kept clear and understandable, particularly for

vulnerable groups, to prevent any form of coercion or undue

influence in obtaining consent.

 32

Validity of Research Instrument

The construct validity of the research instrument was

assessed to ensure that the data collected aligned with the

study's objectives. The primary goal was to verify that the

information gathered was relevant, accurate, and consistent

with the intended purpose of the research. To maintain

reliability and data quality, the research instrument

underwent content validation by the research adviser to

confirm its appropriateness for the study. This process

ensured that the questions effectively captured the depth and

richness of the participants' responses, strengthening the

credibility of the findings.

 33

CHAPTER IV

RESULTS AND DISCUSSION

This chapter contains a comprehensive presentation of

the research findings, along with a detailed analysis and

interpretation of the data that has been gathered. The primary

goal of this study is to evaluate how Grade 11 STEM students'

reliance on AI affected their critical thinking and learning

behavior. To gain a better understanding of how AI dependency

affects the learners' cognitive and learning abilities, the

data gathered has been extensively reviewed and interpreted.

Demographic Profile of the Respondents

This section presents the age, sex, sections, and AI-

based tools used by the respondents, who were carefully chosen

to align with the study's goal. The group consists of ten

students, six of whom are 17, and four who are 16. The chosen

participants include six males and four females. Among the

sections, there is one participant each from St. Jeremiah and

St. John, while two participants come from St. James, St.

Jerome, St. Jude, and St. Joseph. In terms of AI tools, the

participants reported using ChatGPT, QuillBot, Meta AI, and

Gemini AI in their academic activities.

 34

Frequency and Purpose of AI Usage in Grade 11 STEM Students

Among all Grade 11 Senior High School students, STEM

students are the most open to digital technology, allowing

for more opportunities to engage with AI. Because of this,

Grade 11 STEM students are increasingly integrating AI tools

into their academic activities. The frequency of AI usage

varies depending on the student and what specific academic

tasks they need assistance with. Many students reported using

AI daily, particularly for navigating assignments, correcting

their grammar, asking for ideas, or when asking for

suggestions, while others rely on AI to generate quizzes,

find specific words, and receive writing tips and corrections

on their work. Similarly, Rabiev et al. (2024) found that

students often use AI for writing assignments, clarifying

complex concepts, and assisting in academic writing. However,

issues regarding over-reliance on AI are prevalent. This

growing reliance on AI highlights its role as a powerful

academic aid, helping students improve their writing skills,

enhance comprehension, and streamline research. Despite these

benefits, concerns about over-reliance on AI persist, with

some educators emphasizing the importance of maintaining

critical thinking and independent learning skills.

Responsible and mindful use of AI can ensure that students

 35

maximize its benefits without compromising their ability to

think independently and learn effectively.

The Benefits and Challenges of AI in Education

The respondents acknowledge that the use of AI in

education presents both advantages and challenges in academic

experience by providing quick access to answers, ideas, and

explanations that clarify complex topics such as chemistry,

and mathematic equations. AI assists students in better

understanding subjects like mathematics and science by

breaking them down into simpler terms and offering relevant

examples. Additionally, AI improves academic performance by

streamlining tasks such as note-taking, research, and writing

refinement. It increases efficiency, allowing students to

focus on enhanced learning. AI also expands their knowledge

by providing various viewpoints enabling them to express

their ideas more effectively in language and writing.

Overall, AI serves as a valuable tool for streamlining

research, improving comprehension, and increasing academic

achievement. However, alongside its benefits, AI also

presents certain challenges, for instance, AI-generated

results can sometimes be inaccurate or unrelated to the given

tasks, making it difficult to utilize for academic purposes.

 36

AI may also introduce complex and highly technical terms,

which can be challenging for some students to grasp.

Additionally, AI can sometimes unclear information making it

harder for students to apply it effectively. Another

challenge is the need for verification, as AI-generated

content may occasionally be inaccurate, requiring students to

double-check the information.

According to a research study by Özer (2024), titled

“Potential Benefits and Risks of Artificial Intelligence in

Education,” generative AI such as ChatGPT has some benefits

in education such as, efficient learning making the workload

of the study lighter, generating learning materials, and

being a one-to-one tutor for the students. However, along

with these benefits, generative AI also has drawbacks. It can

sometimes generate inaccurate responses, confusing the

learner’s idea on the topic. Another risk concerning the

widespread adoption of Ai-generative systems like ChatGPT is

that the Ai-generated content in education is more

comprehensive and interdisciplinary, making it more difficult

to find common ground information and causing conflicts in

gathering the needed information.

 37

AI Dependence and its Impact on Critical Thinking Development

Students have different and unique approaches to

studying. However, one common characteristic among them is

their reliance on AI tools for academic tasks, assignments,

bookwork, or even the simplest of tasks, students tend to

incorporate AI into the learning process. The ability of AI

to provide quick responses within seconds has significantly

contributed to its increased usage. However, while this

feature offers convenience, it has also raised concerns

regarding its impact on students’ critical thinking

development. This indicates that the use of AI in academics

has a detrimental effect on both self-efficacy and critical

thinking, leading to an increase in students’ anxiety in the

absence of AI, making them feel like they cannot complete

academic tasks without the aid of AI. AI-generated responses

are not always precise, as AI tends to produce misinformation.

The majority stated that they critically evaluate AI-

generated data before using it, ensuring accuracy,

consistency, and relevance. This highlights the students’

awareness of the need to fact-check AI-generated information

to avoid errors, which may be crucial depending on its

intended academic use. On the other hand, a few respondents

admit to relying on AI-generated content without conducting

 38

thorough verification. Acosta-Enriquez et al. (2024) support

these claims, emphasizing that AI dependency has the

potential to impede the development of critical thinking.

This aligns with broader concerns that overreliance on AI may

not only hinder the development of critical thinking skills

but also contribute to intellectual complacency, where users

no longer feel the need to challenge the information they

receive. Therefore, while AI serves as a valuable tool for

enhancing learning efficiency, students need to strike a

balance between leveraging its benefits and actively engaging

in critical thinking. Developing the habit of verifying

information and analyzing content critically will ensure that

AI remains a supportive aid rather than a crutch that hinders

intellectual growth.

AI Dependence and Engagement in Learning

Each student shared their individual experiences

regarding the impact of AI on class participation, hands-on

activities, and self-reflection in their learning. The

respondents find that AI enhances their understanding of

complex topics, increases their preparedness for future

activities, enhances their motivation to actively participate

in class, and improves their overall academic performance and

 39

engagement. Overall, the results suggest that incorporating

AI into education can significantly improve how students

grasp complex concepts by offering personalized explanations

and support. They also make learning more interactive and

engaging, motivating students to actively participate and

take control of their education. As a result, students are

likely to feel more involved in the learning process, leading

to improved academic performance and a deeper connection with

the material they are studying.

These findings align with the study conducted by Aguilar

et al. (2024), which emphasizes a significant relationship

between the perceived benefits of AI chatbots and students’

engagement levels. As students recognize the advantages of

using AI chatbots, their level of engagement rises,

emphasizing the potential of these tools to promote active

participation and meaningful interactions in the learning

process. The findings of the study indicated that students

moderately perceive their learning experience as more

engaging when utilizing AI chatbots, suggesting that these

tools have the potential to enhance the educational

experience by offering interactive and dynamic learning

opportunities.
 40

Adaptation of Problem-solving Strategies and Knowledge

Construction in AI-dependent Learning

The data suggests that students have adapted to AI tools

by shifting from independent problem-solving to AI-assisted

learning, where critical thinking is applied differently.

Instead of formulating answers independently, students have

learned to critically assess, modify, and integrate AI-

generated responses. This reflects a change in learning

behavior, where AI reliance has not eliminated cognitive

engagement but rather reshaped how students construct

knowledge.

A study by Khairuddin et al. (2024) supports this,

highlighting that students in AI-assisted learning

environments develop adaptive problem-solving strategies by

modifying and contextualizing AI-generated content rather

than generating original solutions from scratch or solely

using AI-generated responses as is. The study emphasizes that

students who critically assess AI-generated responses by

refining, verifying, and integrating them, demonstrate

stronger comprehension and problem-solving skills than those

who passively accept AI outputs.

This aligns with the data, which shows that students

have adapted to AI dependence by always using AI-generated

 41

content in their work, then modify by selecting relevant

information, and ensuring accuracy by manually verifying on

other search engines. While they no longer rely on traditional

problem-solving methods, their adaptation to AI-assisted

learning involves new forms of cognitive engagement, where

knowledge is actively constructed rather than purely

received.

Ultimately, both the data and supporting literature

suggest that AI dependence has reshaped problem-solving

strategies rather than completely eliminating critical

thinking. Students have learned to work within an AI-driven

learning environment, adapting by refining AI-generated

content and validating its accuracy. However, fostering

intentional critical engagement remains crucial to ensure

that AI enhances rather than diminishes independent reasoning

skills.
 42

CHAPTER V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

The final chapter of this study provides an in-depth

analysis of the research. It concisely presents the study's

findings, including the summary, conclusions, and

recommendations.

Summary

The researchers explored the effects of AI dependence on

critical thinking and learning behaviors of Grade 11 STEM

students at the College of Immaculate Conception. Through

thorough examination and research, this study aimed to

provide a deeper understandings of how heavy reliance on AI

may impact students' cognitive skills, particularly their

critical thinking abilities and learning behaviors.

Additionally, it examined the benefits and challenges

associated with AI usage among students. By employing a

qualitative method, specifically the descriptive approach,

researchers thoroughly investigated the influence of

overreliance on AI on students’ cognitive and learning

abilities. The respondents, comprising Grade 11 STEM

students, willingly completed the provided questionnaires.

The study spanned from December to March of the Academic Year

2024 – 2025.
 43

Conclusions

Based on the findings of this study, the researchers

therefore conclude that;

Students often use AI for its assistive capabilities,

such as correcting grammar, finding explanations, or making

quizzes, integrating AI into their daily academic life.

Students mainly benefit from AI by giving access to

ideas, explanations, and examples that aid in understanding

complex topics, saving time on their academic tasks. However,

challenges include occasional inaccuracies, having the need

to verify information for accuracy.

Most students carefully assess AI-generated content

before incorporating it into their schoolwork, ensuring

accuracy, consistency, and relevance. They acknowledge AI’s

limitations and understand that independent work strengthens

critical thinking, problem-solving, and creativity, despite

being more time-consuming and challenging. While AI

assistance streamlines tasks and enhances quality, some

students admit to using it without thorough evaluation,

raising concerns about dependency and authenticity.

Students have mixed experiences with AI's influence on

class participation, hands-on activities, and self-

reflection. Some find that AI enhances their understanding,

 44

and improves overall academic engagement, while others find

that AI makes them feel less engaged. Many acknowledge that

AI can be a helpful tool but recognize the importance of

balancing its use with personal effort and critical thinking.

Most students use AI as a reference to enhance their

work rather than simply copying and pasting it into their

academic assignments. They modify, reorganize, and integrate

AI-generated answers into their own understanding to ensure

comprehension. Many cross-check AI responses with their own

knowledge or additional research, aiming to enhance their

problem-solving skills while avoiding over-reliance.

 45

Recommendations

Based on the results and conclusions presented, the

following suggestions were recommended by the researchers.

For the students, the researchers recommend using AI as

a supplementary tool rather than a primary source of

information. Students can critically analyze and modify AI-

generated responses instead of relying on them passively to

ensure active participation. Additionally, students are

encouraged to balance AI-assisted learning with independent

problem-solving to strengthen their critical thinking skills

and ensure long-term knowledge retention to be used in their

daily lives.

For the parents, the researchers recommend providing

proper guidance and supervision regarding AI use in

academics. Parents can encourage their children to use AI

responsibly by promoting critical thinking, independent

research, and ethical AI engagement to allow their children

to learn and grow to be independent. Additionally, fostering

an environment that values effort and proper application of

learning over shortcuts and grades can help students develop

self-directed learning habits and reduce overreliance on AI-

generated responses.

For the teachers, the researchers recommend providing

 46

activities where students can openly apply AI tools in their

work. On the other hand, teachers are also encouraged to

design AI-resistant assessments, such as application-based

tasks and open-ended discussions, to encourage critical

analysis and deeper learning engagement. Furthermore,

educators can monitor students’ AI usage to ensure it

enhances, rather than hinders, their problem-solving skills.

For the school administrators, the researchers recommend

establishing clear ethical guidelines and policies on AI

usage to prevent plagiarism and over-dependence. Schools are

also encouraged to provide training programs for teachers to

help them effectively integrate AI into their teaching

methods, as AI assistance can also benefit teachers,

especially those who are busy. Additionally, regular

evaluations of AI’s impact on student learning behavior, and

reminders of its negative effects may be conducted to adjust

policies as needed.

For future researchers, the researchers recommend

conducting longitudinal studies to assess the long-term

effects of AI dependence on students’ cognitive development,

problem-solving skills, and academic performance. Future

studies may also compare students who heavily rely on AI with

those who use it minimally to gain deeper insights into its

 47

overall impact. Expanding the research to different

educational levels and subject areas can further provide a

broader perspective on AI’s role in education depending on

the group.
 48

APPENDICES
 49

APPENDIX A

REFERENCE LIST

Acciai, A., Fabio, R.A., Plebe, A., & Suriano, R. (2025).

Student Interaction with ChatGPT can Promote Complex

Critical Thinking Skills. Science Direct. Retrieved

from:

[Link]

Acosta-Enriquez, B.G., Angaspilco, J.E.M., Ballesteros,

M.A.A., Castillo, W.E.J., Garcia, R.E.A., Jaico, J.L.B.,

Lalupu, J.D.A., Reyes, N.C.G., & Valle, M.D.A.G. (2025).

The mediating role of academic stress, critical thinking

and performance expectations in the influence of

academic self-efficacy on AI dependence: Case study in

college students. Science Direct. Retrieved from:

[Link]

6920X25000219

Aguilar, J.M.D., Daluperi, F.N.M., De Vera, J.L.S., Galay-

Limos, J.A., Malaluan, K.D., Marin, A.J.B., Pimentel,

J.V., Sunga, J.E.T.A., & Valdez, E.J.T. (2024). Benefits

of AI chatbots and engagement of senior high school

students in Divine Word College of San Jose.

ResearchGate. Retrieved from:

[Link]
 50

Ahmad, A.R., Ahmad, S.N., Khairuddin, Z., Shahabani, N.S., &

Zamri, N.A. (2024). Students’ Perceptions on The

Artificial Intelligence (AI) Tools As Academic Support.

Malaysian Journal of Social Sciences and Humanities.

Retrieved from:

[Link]

dents'_Perceptions_on_The_Artificial_Intelligence_AI_T

ools_As_Academic_Support

Ahmad, S.F., Alam, M.M., Hyder, S.I., Mubarik, M.S., & Rahmat,

M.K. (2021). Artificial Intelligence and Its Role in

Education. Retrieved from:

[Link]

Asad, M.M. & Shah, S.S. (2024). Impact of Critical Thinking

Approach on Learners' Dependence on Innovative

Transformation Through Artificial Intelligence. The

Evolution of Artificial Intelligence in Higher

Education. Retrieved from:

[Link]

8-1-83549-486-820241010/full/html

Çela, E., Fonkam, M., & Potluri, R.M. (2024). Risks of AI-

Assisted Learning on Student Critical Thinking:.

International Journal of Risk and Contingency

Management. Retrieved from:

 51

[Link]

ks_of_AI-

Assisted_Learning_on_Student_Critical_Thinking

Chiu, T.K.F. & Churchhill, D. (2015). Exploring the

characteristics of an optimal design of digital

materials for concept learning in mathematics:

Multimedia learning and variation theory. Retrieved

from:

[Link]

loring_the_characteristics_of_an_optimal_design_of_dig

ital_materials_for_concept_learning_in_mathematics_Mul

timedia_learning_and_variation_theory

Huang, Z., Mao, Y., & Zhang, J. (2024). The Influence of

Artificial Intelligence Technology on College Students'

Learning Effectiveness from the Perspective of

Constructivism — Taking ChatGPT as an Example. Journal

of Education Humanities and Social Sciences. Retrieved

from: (PDF) The Influence of Artificial Intelligence

Technology on College Students' Learning Effectiveness

from the Perspective of Constructivism — Taking ChatGPT

as an Example

Kim J.H., Zhang, S., & Zhou, T. (2024). Do you have AI

dependency? The roles of academic self-efficacy,

 52

academic stress, and performance expectations on

problematic AI usage behavior. International Journal of

Education Technology in Higher Education. Retrieved

from: [Link]

Lai, N. V., Nguyen, Q. T., & Nguyen, T. N. T. (2024).

Artificial Intelligence (AI) in Education: A Case Study

on ChatGPT’s Influence on Student Learning Behaviors.

Educational Process: International Journal. Retrieved

from:

[Link]

_335_article_66685d9fd5d09.pdf

McLeod, S. (2024). Constructivism Learning Theory &

Philosophy Of Education. Simply Psychology. Retrieved

from:

[Link]

Ozer, M. (2024). Potential Benefits and Risks of Artificial

Intelligence in Education. Bartın University Journal of

Faculty of Education. Retrieved from:

[Link]

file/3645204

Phillips, D.C. (1995). The Good, the Bad, and the Ugly: The

Many Faces of Constructivism. Educational Researcher.

Retrieved from:
 53

[Link]

Regoniel, P. (2023). Exploring Phenomena: A Brief Guide to

Conducting Descriptive Qualitative Research.

[Link]. Retrieved from:

[Link]

qualitative-research/
 54

APPENDIX B

COMMUNICATION LETTER

APPENDIX C
 55

APPENDIX C

RESEARCH INSTRUMENT

Dear Respondent,

Hail Immaculata!

Good day Grade 11 STEM Students! The undersigned student-

researchers from "STEM 11 - St. Jude" of the College of the
Immaculate Conception, is currently working on qualitative
research entitled "ASSESSING THE IMPACT OF AI DEPENDENCE ON
CRITICAL THINKING AND LEARNING BEHAVIOR OF GRADE 11 STEM
STUDENTS AT THE COLLEGE OF THE IMMACULATE CONCEPTION" for the
requirement of the subject Practical Research 1. We
respectfully await your honest and heartfelt responses. The
relevance and success of this study will rely on your
participation in answering the prepared questions. Rest
assured that all information to be gathered will be treated
with confidentiality.

Thank you for your contribution, time, and effort. With

heartfelt gratitude, may our Lord continue to bless you
abundantly, and may our Immaculate Mother Mary guide you with
her endless love.

Sincerely,

Matthew Baldedara Mark Dela Cruz Erin Encinares

Gian Guillermo Marteena Meliton Jaden Panganiban

John Matthew Roque Yvan Samonte Adia Tumaliuan

Student – Researchers
 56

SURVEY QUESTIONNAIRE

“Assessing the Impact of AI Dependence on Critical Thinking

and Learning Behaviors of Grade 11 STEM Students at the
College of the Immaculate Conception”

I. PROFILE OF THE RESPONDENTS

Name (Optional): ___________________________

Sex:
 Male
 Female
Age:
 16
 17
 18
 19 and above
Sections:
 St. John

 St. James

 St. Joseph

 St. Jude

 St. Jerome

 St. Jeremiah
 57

AI-based tools used:

 ChatGPT

 QuillBot

 Meta AI

Preferred AI tools: ____________

II. INTERVIEW QUESTIONS

Directions: Analyze the questions carefully and provide
concise yet substantial answers. Please note that all data
will be handled with confidentiality and will be used strictly
for research purposes.

1. How often do you use AI tools for academic purposes, and

what specific tasks do you use them for?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

2. What benefits do you experience when using AI tools in

your studies? What challenges or limitations do you
encounter?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 58

3. Do you critically evaluate AI-generated data before

putting it to use? Explain.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

3.1 How would you differentiate completing tasks on your own

compared with the assistance of AI?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

4. How does using AI influence your participation in class

discussions, hands-on activities, or self-reflection in
learning?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

5. How do you adjust your problem-solving approach when using

AI tools? Do you rely on AI-generated answers, or do you
modify and integrate them into your own understanding?
Explain your process.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 59

APPENDIX D

DOCUMENTATION

The researchers gathered to revise, brainstorm, and gather

ideas, in preparation for the upcoming defense.
 60

The researchers distributed the survey questionnaire room to

room to each selected respondent. The data is then collected
after answering.
 61

APPENDIX E

CURRICULUM VITAE

Name: Matthew Andrae R. Baldedara

Date of Birth: April 18, 2008
Age: 16 years old
Civil Status: Single
Address: Kapitan Pepe,
Cabanatuan City, Nueva Ecija
Contact Number: 0931 098 6283
Religion: Roman Catholic
Name of Father: Alfredo Baldedara
Occupation: Electrician
Name of Mother: Maria Filipina Baldedara
Occupation: Dentist
Number of siblings: 3

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2022 – 2024
Junior High School: College of the Immaculate
Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2019 – 2024
Primary: Elementary
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2013 – 2019
 62

Name: Mark Emmanuel G. Dela Cruz

Date of Birth: July 10, 2008
Age: 16 years old
Civil Status: Single
Address: San Josef Norte,
Cabanatuan City, Nueva Ecija
Contact Number: 0931 050 1065
Religion: Roman Catholic
Name of Father: Mark Dela Cruz
Occupation: HR Manager
Name of Mother: Maria Gracia Dela Cruz
Occupation: School Principal
Number of siblings: 3

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 – 2025
Junior High School: College of the Immaculate
Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2020 – 2024
Primary: Elementary
Cabanatuan City Christian Institute
S.Y. 2012 – 2014
Ceferino Inducil Villaroman Elementary School
S.Y. 2015 – 2019
 63

Name: Erin Gabriel G. Encinares

Date of Birth: August 29, 2008
Age: 16 years old
Civil Status: Single
Address: Avida Settings,
Cabanatuan City, Nueva Ecija
Contact Number: 0960 304 5078
Religion: Roman Catholic
Name of Father: Vince Encinares
Occupation: Businessman
Name of Mother: Cheryl Encinares
Occupation: Judge
Number of siblings: 1

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 – 2025
Junior High School: College of the Immaculate
Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2019 – 2024
Primary: Elementary
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2013 – 2019
 64

Name: Gian Angelo V. Guillermo

Date of Birth: October 02, 2008
Age: 16 years old
Civil Status: Single
Address: Pinagpanaan, Talavera
Contact Number: 0921 865 4998
Religion: Roman Catholic
Name of Father: Glenn Guillermo
Occupation: N/A
Name of Mother: Aileen Guillermo
Occupation: Nurse
Number of siblings: None

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 – 2025
Junior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2019 – 2024
Primary: Elementary
Three Little Stars Elementary
S.Y. 2013 – 2018
Sacred Heart School of Talavera
S.Y. 2028 – 2019
 65

Name: Marteena Lorin M. Meliton

Date of Birth: August 22, 2008
Age: 16 years old
Civil Status: Single
Address: Magpapalayoc,
San Leonardo, Nueva Ecija
Contact Number: 0935 227 8458
Religion: Roman Catholic
Name of Father: Matthew Meliton
Occupation: Architect
Name of Mother: Liza Meliton
Occupation: Teacher III
Number of siblings: 2

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 - 2025
Junior High School
Magpapalayoc National High School
S.Y. 2020 – 2024
Primary: Elementary
Ceferino Inducil Villaroman Elementary School
S.Y. 2013 – 2019
 66

Name: Jaden S. Panganiban

Date of Birth: May 15, 2007
Age: 17 years old
Civil Status: Single
Address: Magpapalayoc,
San Leonardo, Nueva Ecija
Contact Number: 0917 758 8038
Religion: Roman Catholic
Name of Father: Jayson Panganiban
Occupation: Businessman
Name of Mother: Evangeline Panganiban
Occupation: Businesswoman
Number of siblings: 3

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 - 2025
Junior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2022 – 2024
Primary: Elementary
Lasal Tech Academy Inc.
S.Y. 2014 – 2021
 67

Name: John Matthew G. Roque

Date of Birth: July 19, 2008
Age: 16 years old
Civil Status: Single
Address: Vila Benita Subdivision,
Cabanatuan City, Nueva Ecija
Contact Number: 0992 223 3182
Religion: Roman Catholic
Name of Father: Marcial Roque
Occupation: Private Employee
Name of Mother: Jennifer Roque
Occupation: CPA
Number of siblings: 1

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 - 2025
Junior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2019 – 2024
Primary: Elementary
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2013 – 2019
 68

Name: Yvan Josh R. Samonte

Date of Birth: August 22, 2008
Age: 16 years old
Civil Status: Single
Address: Univille Subdivision,
Bangad, Cabanatuan City, Nueva Ecija
Contact Number: 0949 820 1902
Religion: Roman Catholic
Name of Father: Joie Samonte
Occupation: Business Owner
Name of Mother: Sherylin Samonte
Occupation: Business Owner
Number of siblings: 1

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 - 2025
Junior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2020 – 2024
Primary: Elementary
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2015 – 2019
 69

Name: Adia Maxine N. Tumaliuan

Date of Birth: January 23, 2008
Age: 17 years old
Civil Status: Single
Address: Burgos Avenue,
Cabanatuan City, Nueva Ecija
Contact Number: 0961 892 4397
Religion: Roman Catholic
Name of Father: Allan Tumaliuan
Occupation: Trainor
Name of Mother: Rhodora Tumaliuan
Occupation: Housewife
Number of siblings: 1

EDUCATIONAL ATTAINMENT
Secondary: Senior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2024 - 2025
Junior High School
College of the Immaculate Conception
J. Ilano St, Cabanatuan City, Nueva Ecija
S.Y. 2020 – 2024
Primary: Elementary
Regina Assumpta Kids Academy
Brgy. Del Pilar, Cabanatuan City, Nueva Ecija
S.Y. 2013 – 2020