EXPLORING THE ROLE OF ARTIFICIAL INTELLIGENCE ON THE ACADEMIC
ACHIEVEMENTS OF THE JUNIOR HIGH SCHOOL STUDENTS
CHEVERT C. ALMADEN
MEL SAMRICKS CID B. ANATEN
QUIARAH MHEY M. AÑASCO
ADRIEL KIM A. FABRIA
LEI SHAYNE D. MELISTON
A QUALITATIVE RESEARCH SUBMITTED TO THE FACULTY OF BUKIDNON
NATIONAL SCHOOL OF HOME INDUSTRIES, IN REQUIREMENTS FOR THE
SENIOR HIGH SCHOOL LEVEL
CSS
A QUALITATIVE RESEARCH
JANUARY 2025
INTRODUCTION
Background of the Study
Basic education refers to the foundational educational levels that give
students the necessary abilities and informational skills. Academic achievement
refers to the outcomes or performance of students in their education. This
performance is typically assessed through assignments, quizzes, activities, and
similar evaluations. However, many students face challenges that hinder their
academic performance, such as inadequate resources and lack of motivation,
varying levels of study habits.
Artificial intelligence (AI) is a technology that allows computers and
machines to mimic human learning, comprehension, problem-solving, decision-
making, creativity, and autonomy, stated by Cole Stryker (2024). Artificial
Intelligence (AI) is increasingly relevant to junior high school students, as it
shapes various aspects of their lives and education. From personalized learning
platforms that adapt to individual student needs to AI-driven tools for research
and creative projects, students can enhance their learning experiences.
Moreover, understanding AI concepts encourages critical thinking and prepares
them for future careers in a technology-driven world. Engaging with AI also
opens discussions about ethics, privacy, and the impact of technology on society,
fostering a well-rounded perspective in young learners. Through hands-on
projects and collaborative learning, students can explore AI’s potential and
develop skills that are essential in today’s digital age. These days, the education
and service sectors make extensive use of artificial intelligence technologies
proposed by Luo, et al. (2018)
According to Chassignola et al (2018), it is clear that Artificial Intelligence
(AI) has been applied in the education sector, both in the office and in the
classroom, and thus affects students’ learning. By customizing learning materials
according to each student's unique learning preferences or degree of knowledge,
AI tutoring systems can offer individualized advice, assistance, or feedback
(Hwang et al., 2020). But there are worries that its extensive use may impair
cognitive function, especially when it comes to academic writing (Liu et al., 2023).
Furthermore, the potential of AI to improve learning has been the subject of much
research on its role in education; yet, the precise effects of AI adoption on
academic achievement have not been well examined.
In particular, this study will assess student’s reactions toward AI tools,
determine which of them are commonly used, and determine students concerns
about using these technologies in their learning processes. To address these
objectives, this study will provide important qualitative insights into the integration
of AI in education and recommend how these technologies can be properly used
to enhance student learning.
While raising ethical and equity concerns, the effects of artificial
intelligence (AI) on junior high school students' academic performance would
likely show a progressive rise in AI integration in the classroom, starting with
basic applications like automated grading and personalized learning platforms
and moving on to more complex uses like AI tutors and adaptive learning
software. However, the greatest impact is likely to occur in the coming years as
AI technology becomes more accessible and simpler to incorporate into
instructional strategies. Understanding and engagement may rise as a result of
the development of intelligent tutoring systems (information technology) that
provide students with more personalized and interactive feedback. widespread
use of AI-powered teaching resources, such as chatbots, virtual reality, and
language-learning applications, with an increasing focus on moral issues and
responsible use of AI in the classroom.
Statement of the Problem
This study will explore the role of artificial intelligence on the academic
achievements among the junior high school students. This study will be
conducted in the Bukidnon National School of Home Industries District 1 division
of Bukidnon during the school year 2024-2025.
1. What is the role of AI tools on the academic achievements of the
Junior high school student?
2. How do AI programs employ the effectiveness of students using AI
platforms?
Objective of the Study
This study will determine the role of artificial intelligence encountered by
the junior high school students during their academic in the Bukidnon National
School of Home Industries, district I in the school’s division of Bukidnon during
the school year 2024-2025. Specifically, it:
1.Describe the role of AI tools on the academic achievement of the junior
high school students.
2.Determine if AI programs employ the effectiveness of students using AI
platforms.
Significance of the Study
This study aims to explore the role of Artificial Intelligence (AI) on the
academic achievement of junior high school students. The findings will provide
valuable insights into the integration of AI in education, benefitting various
stakeholders as outlined below:
To the Department of Education:
The research will contribute to the understanding of how AI tools influence
student performance, serving as a foundation for policy development. This
information can guide the design of programs and initiatives that promote
effective AI integration in classrooms, ensuring that educational strategies align
with technological advancements.
To the teachers:
Educators will gain insights into how AI can enhance teaching methodologies
and support student learning. This study will help teachers understand the
potential of AI tools to address diverse learning needs, thereby enabling them to
implement innovative practices in their classrooms. Additionally, it will highlight
the training requirements for teachers to effectively utilize AI technologies.
To the learners:
Junior high school students will directly benefit from the findings, as the study will
shed light on how AI tools can be used to enhance their learning experiences. By
understanding the role of AI in academic achievement, educators can tailor
instructional strategies to better meet the needs of students, thus fostering a
supportive learning environment that maximizes their potential
To future researchers:
This study will serve as a reference for future investigations into the intersection
of AI and education. It will help identify gaps in the existing literature and suggest
areas for further research, particularly in understanding the long-term effects of
AI on student learning outcomes and educational practices.
Scope and Delimitation
The purpose of this project is to investigate how artificial intelligence (AI) can
improve junior high school students' academic performance, particularly at the
Bukidnon National School of Home Industries, in the 2024–2025 academic year.
In order to determine how effective AI tools and programs are in educational
contexts, the research will look at how they affect students' academic
achievement and learning experiences. The study's focus on a particular
institution is intended to collect comprehensive qualitative data that captures the
distinct circumstances and difficulties that students encounter.
Only five to seven junior high school students from each grade level who
have proven to be academically successful and actively use AI technologies in
their studies will be chosen as participants. This criterion guarantees that the
knowledge acquired will be pertinent to comprehending the possible advantages
of integrating AI in the classroom. Additionally, the project will use surveys an
semi-structured interviews as its main data gathering tools, enabling a thorough
investigation of students' perspectives and experiences with AI's impact on their
academic performance.
This study's shortcomings include its exclusive focus on a particular region
and academic level, which may restrict the findings' applicability in other
situations or learning environments. Furthermore, the emphasis on qualitative
approaches might not yield quantitative evidence that would support the impact
of AI on academic achievement. Not with standing these drawbacks, the study
hopes to provide insightful information about how AI is being incorporated into
education and how it affects junior high school pupils.
Definition of Terms
To clarify some terms used in this study, the following are defined either
operationally and/or theoretically:
Academic Achievement. Refers to the range of which a learner has
reached their short-term or long-term goals. It can be estimated in a plethora of
ways such as grades, scores, and graduation rates.
Artificial Intelligence. It allows computers and machines to stimulate human
intelligence and problem-solving tasks. The ideal characteristic of artificial
intelligence its ability is to rationalize and take action to achieve specific goal.
Junior high school. Junior high school is the middle stage of a student’s
academic career, it begins during the 7th grade and ends in 10th grade serving
as learners introduction to higher-level topics and different strands.
Role. Role is a specific position of function within a situation or society. It
can also refer to the expected behaviors and responsibilities associated with a
role.
Students. Refers to someone who go to school to learn something. Who
are enrolled in a school or educational institution to learn.
REVIEW OF RELATED LITERATURE
This chapter presents the different related literature found in global
and local literature reviews, namely the articles, books, journals, thesis, and
reliable websites that serve as the main references of the study.
The integration of artificial intelligence (AI) in educational environments
has increasingly garnered attention for its potential to enhance student learning
and academic performance. AI applications, such as personalized learning
systems and intelligent tutoring, are designed to cater to individual learning
needs (Luckin et al., 2016).
While there is considerable research on AI in education, studies
specifically focusing on junior high school students and their academic
achievements remain limited. Most existing literature tends to concentrate on
higher education or early childhood education contexts (Baker et al., 2019).
Theoretical frameworks such as Constructivist Learning Theory and
Vygotsky's Zone of Proximal Development provide foundational understanding of
how AI can facilitate personalized learning experiences. These theories suggest
that tailored educational support can lead to improved student outcomes (Piaget,
1976; Vygotsky, 1978).
Research indicates that AI-driven educational tools can enhance student
engagement and motivation. For example, a study by Chen et al. (2020) found
that students using AI-based platforms showed significant improvements in their
academic performance compared to their peers in traditional learning
environments.
The authors hypothesize that the implementation of AI technologies will
positively impact the academic achievements of junior high school students by
providing personalized learning experiences and feedback (Wang et al., 2019).
Current literature often fails to explore the long-term effects of AI on
student performance and how demographic factors, such as socioeconomic
status, influence the effectiveness of AI interventions (Smith & Jones, 2021).
Longitudinal studies are necessary to address these gaps.
Findings from various studies suggest a positive correlation between the
use of AI in education and improved academic achievements among junior high
school students. However, the extent of this impact can vary based on individual
learning styles and access to resources (Johnson et al., 2022).
The authors evaluate the existing literature as promising yet incomplete.
They emphasize the need for more targeted studies that focus on the diverse
impacts of AI across different educational settings and populations (Garcia,
2023).
In summary, while evidence supports the beneficial role of AI in enhancing
academic achievements, significant gaps remain in understanding its
comprehensive effects on junior high school students. Further research is
needed to validate these findings and explore the complexities of AI's influence
(Miller & Zhang, 2022).
The Technology Acceptance Model (TAM) and Social Cognitive Theory
provide insights into how students interact with AI tools, emphasizing the
importance of user perception and social context in educational settings (Davis,
1989; Bandura, 1986).
The authors predict that continued advancements in AI technologies will
lead to increased academic achievements among junior high school students,
ultimately enhancing their educational experiences (Nguyen & Tran, 2023).
METHODOLOGY
This section elaborates the set of procedures and techniques that the
researchers will employe in gathering and analyzing the data of the study. It
includes the research design, locale of the study, participants of the study,
research instruments, data gathering procedure, and data analysis.
Research Design
Junior high school students enrolled at Bukidnon National School of Home
Industries are the study's target population. Participants who had prior
experience using AI technologies for academic reasons are chosen using a
purposive sample strategy. For the study, 30 students in all, representing a range
of academic backgrounds and abilities, ware enlisted.
Locale of the Study
This study will be conducted in region 10, Maramag, District 1 in the
Bukidnon National School of Home Industries, Division of Bukidnon, Municipality
of Maramag during the school year 2024-2025. The Bukidnon National High
School of Home Industries is located at the northern part of Maramag.
The school is chosen since this school has a wide population of junior high
school students and it is a recognizable and a government school in the area. Its
dedication to integrating modern learning materials, such as artificial intelligence
(AI), into the educational process, because the school serves students from a
wide range of classes, it offers a rich structure for analyzing how AI affects
academic performance across different audiences.
Figure 1
Participant of the Study
For this five to seven (5-7) Junior High School student in each levels of
Bukidnon National School of Home Industries during the school year 2024-2025
are going to be contacted during this study. They are going to be chosen via
criteria of the researchers.
Research Instrument
For this study the data will be gathered through a survey and semi-
structure interview with the participants who are academic achievers and uses
artificial intelligence. These methods of data gathering are utilized to create,
authenticate, and confirm obtained and observed data at the same time, which is
critical in any qualitative study.
Data Gathering Procedure
The Bukidnon National School of Home Industries will be the site of the
data-gathering procedure for this qualitative study. Initially, the researchers will
request permission to conduct the study from the school administration. After
obtaining the necessary approvals, the researchers will locate and choose
participants, including junior high school students who have employed artificial
intelligence techniques in their research. The researchers' primary method of
data collection will be semi-structured interviews. A set of open-ended questions
will be developed to find out more about the participants' viewpoints and
experiences on the impact of artificial intelligence on their academic
achievement. Prior to the interviews, the researchers will conduct a pilot test with
a small sample of students to ensure clarity and enhance the questions.
The interviews will be scheduled at times that are most convenient for the
participants in order to provide a laid-back and engaging atmosphere. Every
interview will be videotaped with consent from the participants, and detailed
notes will be collected to record nonverbal cues and contextual information.
During the 30- to 45-minute interviews, participants will have ample opportunity
to elaborate on their thoughts. Following the interviews, the researchers will
transcribe the recordings and gather the data for study. In order to identify
recurrent themes regarding the ways in which artificial intelligence supports
children's academic achievement, the gathered data will thereafter be classified
and categorized.
By employing this systematic approach, the researchers want to learn more
about how artificial intelligence impacts the educational experiences of junior
high school students.
Data Analysis
The study utilizes the three concurrent flows of activity in analyzing
the data as described by Miles et al. (2014)
a. Data Condensation
Data condensation refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data that appear in written-
up field notes or transcriptions. In this stage, the researchers will gather
raw data from the survey and interview. They will code the data, omit
irrelevant data, and include the needed data.
b. Data Display
A display is an organized, compressed assembly of information that
permits conclusion drawing and action which could be in the form
of matrices, graphs, charts, and networks. In this study, the researchers
will use tables, figures, and narrative text in displaying the data which is
the most frequent form of display for qualitative data.
c. Drawing and Verifying Conclusions
From the start of data collection, the qualitative analyst interprets
what things mean by noting patterns, explanations, causal flows, and
propositions. Final conclusions may not appear until data collection is
over. In this stage, the researchers will draw a temporary conclusion to
make the data valid. The conclusion drawing will start in the beginning of
the research after the data will be collected by making temporary
conclusion. Then, in the last step, the researchers will draw the final
conclusion. It can be said that the conclusion will be analyzed and verified
continuously to make it more valid.
