CHAPTER 1

INTRODUCTION

Background of the Study

Artificial intelligence is a set of technologies that enables computers to do a

variety of advanced tasks, including seeing, comprehending, and translating spoken and

written language, analyzing data, making suggestions, and so on. In today's generation,

artificial intelligence technologies have become more popular among students, who use

them to do schoolwork and locate recommendations and sources. Cognitive skills is a

measure of how effectively the brain functions.

The relationship between artificial intelligence and cognitive skills among

students is a complex problem. Many studies has focused on the benefits of artificial

intelligence in the cognitive skills, however these studies seldom focus on the effect of

artificial intelligence on significant cognitive skills on students.

Understanding the relationship between artificial intelligence and cognitive skill is

crucial for optimizing the benefits of artificial intelligence while minimizing potential

drawbacks.

Thus, the researchers conduct the study in order to explore the effect of artificial

intelligence tools on students cognitive skills among Guinsularan National High School

students.
Review of Related Literature

The integration of AI tools in education is rapidly evolving, with students

increasingly embracing these technologies. A recent study by Usama (2024) provides

valuable insights into student perceptions and experiences with AI. They found that all

respondents had used AI tools, with ChatGPT being the most popular choice. While

78.54% of students found AI tools easy to use and helpful for learning, concerns

regarding accuracy, bias, and potential negative impacts on critical thinking and

academic integrity were also expressed. Furthermore, only 17.29% of students were

aware of institutional policies regarding AI use.

Similarly in the study of Vargas et al. (2024) finds that traditional education faces

challenges like passive learning, standardized assessments, and a lack of real-world

connections. They highlighted that AI offers potential solutions through personalized

learning, interactive tutoring, and data-driven support, but ethical considerations and

human guidance remain crucial. Such finding indicates that Artificial Intelligence when

implemented thoughtfully has the potential to significantly enhanced situated learning by

increased personalization, interactivity and real world connection.

The rapid adoption of AI tools in education raises concerns about their potential

impact on student learning and cognitive development. On the other hand, Chunpeng et

al. (2024) delves into the potential negative effects of over-reliance on AI tools like

chatbots for learning. They highlighted that excessive dependence on AI can hinder

students' ability to think critically and analyze information independently. This finding

underscores the importance of striking a balance between AI's potential and fostering

essential cognitive skills in students.

 Moreover, De Silos et al. (2024) delves deeper and acknowledge the potential

benefits of AI in education, including improved teaching, administrative efficiency, and

research productivity. However, they also express concerns about the potential for AI to

facilitate academic dishonesty, such as cheating and data fabrication, and its potential

negative impact on creativity and critical thinking. Furthermore, the study highlights the

limitation of AI’s inability to fully adapt to the specific learning needs and cultural context

of Filipino students.

Furthermore, Ji Shi et al. (2024) demonstrate that Generative Artificial

Intelligence-supported Situational Interactive Teaching surpasses traditional teaching

methods in enhancing student learning across cognitive, skill, and emotional domains,

fostering greater engagement and enjoyment, and achieving positive outcomes for

diverse learners.

In addition, Tabora et al. (2024) found that AI-powered personalized learning

systems have a positive impact on student outcomes and motivation, particularly in Asia,

Africa, and North America. While promising, the study also highlights challenges such as

the need for AI systems that are more empathetic, comprehensive teacher training, and

further research to fully realize the potential of AI in personalized learning.

Artificial intelligence (AI) is rapidly influencing education, impacting both

leadership decisions and teaching practices. According to Ponacso et al. (2024) AI offers

valuable data-driven insights and streamlined processes for educational leaders, ethical

concerns regarding data privacy and potential bias require careful consideration and

responsible implementation.
Related Studies

Based on the study of Millora Brayon et al. 2024 entitled Investigating AI-

Integrated in Improving Academic Performance of Senior Highschool Students in the

Philippines it was found that using artificial intelligence specifically ChatGPT can

significantly improves students’ performance, provides effective organization of

information, thus, enhancing students and teacher engagement. The finding also

indicates that AI integration provides more profound knowledge based on students

learning styles.

According to the study of Lijia, C. & Pingping, C. 2020 in their research study

entitled Artificial Intelligence in Higher Education it reveals that artificial intelligence is

transforming in higher education offering opportunities personalized learning, increased

efficiency and enhance accessibility.

Exploring Study on the Impact of Artificial Intelligence on Students Learning

Outcome by Sasikala, P. & Ravichandran, R. 2024 found that artificial intelligence offers

unprecentended opportunities to personalized learning, optimize teaching methods and

enhance students’ outcomes. As well as tailor learning to individual needs, improve

students’ performance and educates for more interactive teaching while highlighting the

importance of addressing ethical concerns.

A recent study of Pretoza, M. & Banatao J. 2024 entitled Exploring the Efficacy

of AI Passion Driven Pedagogy in Enhancing Student Engagement and Learning

Outcomes found that AI tools significantly improved academic performance, especially

among female students. This suggests that AI has the potential to revolutionize

education and offer personalized learning. However, emphasizing the need for ongoing
assessment and tailored approaches to address gender-based differences in how

students benefit from AI interventions and to address the potential drawbacks.

Another study of Raja, S. et al. 2024 in their title Impact of Artificial Intelligence in

Students Learning Life indicates that artificial intelligence has a positive influence on

various aspects particularly in terms of enhancing student learning by personalizing

instruction increase engagement and providing valuable support to both students and

educators.

Analysis of data
Artificial through modified
Intelligence standardized Cognitive Skills
Usage survey
questionnaires

Figure 1. Conceptual Framework of the Study

 THE PROBLEM

Statement of the Problem

This research study aims to determine the effect of Artificial Intelligence tools on

the specific cognitive skills among Junior High School students in Guinsularan National

High School S.Y. 2024-2025.

Specifically, it aims to answer the following questions:

1. What is the demographic profile of the respondents in terms of grade level?

1.1) Sex

1.2) Grade level

1.3) Artificial Intelligence Tool

2. How frequent the users used artificial intelligence tools?

3. What is the level of cognitive skills of the respondents?

a. Artificial Intelligence Users

b. Non-Artificial Intelligence Users

4. Is there a significant difference on the cognitive skills between artificial intelligence

users and non-artificial intelligence users?

Statement of the Null Hypothesis

Ho: There is no significant difference on the cognitive skills between artificial intelligence

users and non-artificial intelligence users

Scope and Delimitation of the Study

The general purpose of the study is to know the relationship between Artificial

Intelligence and the cognitive skills of the junior high school students in Guinsularan

National High School in S.Y. 2024-2025. The researchers used purposive sampling

distribution with the total of 40 respondents specifically the Junior High School Students.

The researchers will measure the capacity of the respondents ability and to identify the

impact of artificial intelligence on cognitive skills.

Significance of the Study

This study and its result shall benefit the following:

Students. They benefit from this study in a way that the findings can provide insights

into the effect of AI tools on their cognitive performance, empowering them to make

informed decisions about how to use AI tools to enhance their learning experience.

Teachers. They benefit from this study in a way that teachers can better design their

lessons and incorporate AI tools into their teaching strategies to enhance learning.

School Administration. By understanding the impact of AI tools on students’ cognitive

skills, they can benefit in a way of making informed decisions about which AI tool to

invest in and be implemented or addressed the potential negative effect of AI on

students cognitive skill.

Future Researcher. The study provides a foundation for further research on the effect

of AI tools on students’ cognitive skills. By building on the findings, they can explore new

way to use AI tools to enhance students’ cognitive abilities.

 RESEARCH METHODOLOGY

Research Design

The researcher used and adopted a quasi-experimental research design that will

serve as main research methodology with the aid of modified standardized survey

questionnaires as instrument in gathering the data. This aims to determine the effect of

artificial intelligence on the specific cognitive skills among Junior High School students.

Context and Participants

This study will be conducted at Guinsularan National High School during the

school year 2024-2025. The researcher used a purposive sampling distribution to select

student respondents. With a total of 40 respondents, the researcher chose 5 users and 5

non-users from the Grade 7-10 level. With the participation of the students, the study will

gather the necessary data and information.

Research Instrument

To obtain reliable and valid data, the researcher formulates a checklist form of

modified standardized survey questionnaire to facilitate the desired response by the

respondents. The questionnaire is based on approved research. To determine the

relationship between AI on the cognitive skills of students. The questionnaire is divided

into three aspects, profiling of respondents, artificial intelligence usage and its effects on

students’ cognitive skills.

Data Gathering Procedure

To conduct the study, the researcher must first obtain approval from the school

authorities. Data will be collected by the researchers at Guinsularan National High

School. An informed consent letter, signed by the principal, will be provided to the

students, ensuring their right to refuse participation or choose not to answer a question.

The researchers will then distribute a questionnaire and explain its purpose to each

respondent. Any doubts or confusion about the questionnaire will be addressed by the

researchers. The completed questionnaires will be collected and securely stored. The

results will be compiled, tabulated, analyzed, and interpreted using appropriate statistical

formulas.

Data Analysis

1. To determine the profile of the respondents percentage formula was utilized.

Percentage Formula

f
%= x100
n

Where:

%= percentage

f= frequency

n= number of students

2. To determine the weight mean (WM) of the given item, the following formula of

weight mean is used to evaluate the level of cognitive skills of the artificial

intelligence users and non-artificial intelligence users.

 WM=
∑ (fx)
n

Where:

WM= Weighted Mean

f= Frequency

x= weight of each response

n= respondents

For the specific statistical description the following arbitrary scale was considered:

Weight Description Range

5 Very High 4.50-5.00

4 High 3.50-4.49

3 Moderately High 2.50-3.49

2 Low 1.50-2.49

1 Very Low 1.00-1.49

3.To determine the significant difference in the cognitive skills between the respondents

who are Artificial Intelligence users and Non-Artificial Intelligence users.

FORMULA FOR T-TEST (TWO INDEPENDENT SAMPLES)

x 1−x 2
t=

√( S S 1∨s s 2
n1 +n2−2 )( 1 1
+
n1 n2 )
Where:

x 1=¿ the mean of the first group

x 2=¿the mean of the second group

s s 1=¿ the sum of the squares of the first group

s s 2=¿ variance of the second group

n1=¿ the number of observations in the first group

n2 =¿ the number of observations in the second group

 DEFINITION OF TERMS

The following are terms that are operationally defined.

Artificial Intelligence Tool. Is a set of technology that enables computer to do a variety

of advanced task. This category include applications specifically design to support

learning and instruction of the students in the context of their learning experienced.

Cognitive Skill. It refers to students measurement of how effectively their brain

functions. This include their memory and attention as well as their focus on their school

works and performances.

Effect. It refers the effect of artificial intelligence on specific cognitive skills among the

students.

Artificial Intelligence Users. This refers to the students who used an artificial

intelligence on their school works and performances.

Non- Artificial Intelligence Users. This refers to the students who doesn’t used artificial

intelligence on their school works and performances.

 Questionnaire
Student’s Questionnaire
We, the researchers, request your cooperation and participation in taking this
questionnaire about the “The Effect of Artificial Intelligence Tools on Students’
Cognitive Skills”. All the information that you provide will be kept confidential. Your
name and other details will not appear on study reports. The data will be reported as
statistical summaries only.
Part I. Profiling
Name(optional): ________________________
Grade Level: ___________________________
Part II. ARTIFICIAL INTELLIGENCE
Directions: Put check mark (/) inside the circle that corresponds to your answers.
1. Are you familiar with the concept of artificial intelligence? If YES proceed answering
the following questions, if NO proceed Part III
o Yes
o No
2. Which of the following Artificial Intelligence Tools that you used
o ChatGPT
o CiCi
o Chatbot
o Google Assistant
o Others, please specify ___________
3. How often do you use Artificial Intelligence tools
o Never
o Rarely
 o Sometimes
o Frequent
o Always
4. Are you interested in learning more about Artificial Intelligence tools?
o Yes
o No
Source:https://www.startquestion.com/survey-ideas/questionnaire-about-ai-for-students/

Part III. COGNITIVE SKILLS

Directions: Put check mark (/) inside the box that corresponds to your answers using a

scale of 1-5.

5 4 3 2 1
Very High Moderately Low Very
High High Low

1. Do you read something and

find you haven’t been thinking
about it and must read it
again?
2. Do you find yourself forget
why you went from one part of
the house to the other?
3. Do you fail to listen to
people’s name when you are
meeting them?
4. Do you forget where you
put something like a
newspaper or a book?
5. 5.Do you find yourself can’t
quite remember something
although it’s “on the tip of your
tongue”?

6. 6. Do you bump into people?

7. 7. Do you find yourself
forgetting what you came to
the shops to buy?
8. 8. Do you find yourself forget
the people’s names?
9. Do you fail to hear people
speaking to you when you are
doing something else?
10. Do you find yourself
suddenly wondering whether
you’ve used a word correctly?
11. Do you say something and
realize afterwards that it might
be taken insulting?
12. Do you start doing one
thing at home and get
distracted into doing
something else
(unintentionally)?
13. Do you find you can’t think
of anything to say?
14. Do you lose your temper
and regret it?
15. Do you leave important
letters unanswered for days?
16. Do you daydream when
you ought to be listening to
something?

Forgetfulness (Items 1,2,3,4,5,6,7,8) “a tendency to let go from one’s mind something

known or planned, for example names, intentions, appointments, and words”.

Distractibility (Items 9,10,11,12,13,14,15,16) “mainly in social situations or interactions

with other people such as being absentminded or easily disturbed in one’s focused”.
Source:https://www.pacificneuroscienceinstitute.org/brain-health/wp-content/uploads/

sites/10/2018/10/Cognitive-Assessment-Questionnaire-PBHC.pdf

THE EFFECT OF ARTIFICIAL INTELLIGENCE TOOLS

ON STUDENTS’ COGNITIVE SKILLS

_______________

A Research Presented to the Faculty of

Guinsularan National High School

Duero, Bohol

_______________

In Partial Fulfillment of the Requirements

For the Subject

Practical Research 2

_______________

Allysa Nicole B. Revilloza

Rica Jean M. Abejuela

Jane Francis G. Caga

Ethel Mae F. Felisilda

Junefer P. Escolano

Arianne M. Serenio
Cedrick N. Escleto

Jane Sheina A. Sy

Rey V. Ampo

October 2024