Fernandez College of Arts and Technology

ARTIFICIAL INTELLIGENCE USAGE AND ACADEMIC

PERFORMANCE OF THE COLLEGE OF COMPUTER STUDIES
STUDENTS OF FERNANDEZ COLLEGE OF ARTS AND
TECHNOLOGY

Ramos, Acel Vhel G.

Vardeleon, Lara Joy D.C.

A Research Paper Submitted in Partial Fulfillment of the Requirements for Engineering Data
Analysis

March 2025
Table of Contents
Introduction ………………………………………………………….……………………...…… 3
Purpose of the Study ………………………………………………………...…………………... 3
Survey Questions Purposes ……………………………………………...………………………. 4
Summary of Responses ………………………………………………...………………………... 4
Discussion of the Responses …………………………………………...………………………... 6
Conclusions ………………………………………………………...……………………………. 7
Recommendations …………………………………………………...…………………………... 7
Scanned Survey Questions and Responses ……………………………………………………… 8

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Introduction
Artificial Intelligence (AI) is revolutionizing how we live, work, and learn in today's fast-
paced digital environment. AI is no longer simply a futuristic concept in education, it is a potent
tool that students are increasingly relying on to improve academic performance. Computer Science
and Computer Engineering students at Fernandez College of Arts and Technology are exposed to
this technological upheaval, but how aware are they of AI's potential to help them study? This
study looks at the impact of AI usage on students' academic achievement, specifically how familiar
they are with AI tools and how these technologies influence their learning experience.
Understanding this association could shed light on how AI can be better implemented into
academic contexts to improve outcomes.
In today’s world, learning and teaching at universities needs to evolve after students'
inevitable use of AI chatbots (Groothuijsen et. al, 2024). Use of artificial intelligence (AI) in
learning holds the potential to transform the learning process among students (Robert et. al, 2024).
Artificial intelligence technology like machine learning, natural language processing, and data
analytics has been progressively adopted in schools. The technologies facilitate adaptive and
personalized learning experience with adaptive content and feedback by adjusting themselves to
the specific needs and learning styles of students. AI-powered educational platforms can scan bulk
of data to identify patterns and provide customized recommendations and thus increase students'
engagement and motivation. Hence, there is a need to make more conscious how the students
interact with such instruments and what problems such an interaction would create to the students.
(Amoozadeh et. al, 2024).

Purpose of the Study

The main objective of this study is to explore awareness and usage of AI by students of
Computer Science and Computer Engineering. With tools based on AI becoming readily available,
students increasingly have been making use of them for learning purposes such as working out
mathematics problems, coding, and research projects. The research seeks to determine how often
students utilize AI for learning and whether they think it is an effective tool in improving studies.
The research will measure the level of confidence the students have in using AI in order to gain
knowledge and address problems through data collection from surveys. The research will also seek
to understand their perception of using AI in improving education quality.
Another objective of this research is to investigate whether students' performance is
strongly correlated with use of AI. Rather than employing GPA as a metric, the research will rely
on students' self-assessed academic improvement and their experiences when using AI-supported
learning. The research will attempt to discover whether students believe that AI improves
understanding of the subject, makes them more effective in doing assignments, and hence enhances
academic performance. Employing data analysis, the research will set out to determine trends in
the application of AI and how it is expected to shape learning. Through these observations,
guidelines on using AI ethically will be issued so that learners may get to enjoy it maximally
without overly depending on it.

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Survey Questions Purposes
All the questions of the survey are related to students' knowledge regarding AI, the
influence of AI on their education, and whether they believe AI is a driving force towards academic
success.
Questions 1 and 2 investigate students' use and perception of AI for educational purposes.
While questions 3 and 4 assess students' level of confidence in the use of AI and its relevance to
their future working life. On the other hand, question 5 investigates the institution's support for the
use of AI in learning. Questions 6, 7, and 8 investigate the use of AI in learning performance and
knowledge of course material. Lastly, questions 9 and 10 investigate the use of AI to help students
with assignments and how it can influence them in the long run.

Summary of Responses
The survey was conducted among Computer Science and Computer Engineering students
at Fernandez College of Arts and Technology using a random sampling method. The study aimed
to assess students' awareness, usage, and perception of AI in their academic activities. A total of
twenty (20) students participated in the survey, answering questions on AI usage, its impact on
their academic performance. The collected responses were analyzed to determine patterns in AI
adoption and its perceived effects on academic performance. There is total of ten items in the
questionnaire, each utilizing Likert statements on a scale of four or four-point Likert Scale.
Table 1
Interpretation of Likert Scale.
Range Verbal Interpretation
1.00 – 1.75 Strongly Disagree
1.76 – 2.50 Disagree
2.51 – 3.25 Agree
3.26 – 4.00 Strongly Agree

Table 2
Interpretation of a Correlation Coefficient.
Size of Correlation Interpretation
.90 to 1.00 (-.90 to -1.00) Very high positive (negative) correlation
.70 to .90 (-.70 to -.90) High positive (negative) correlation
.50 to .70 (-.50 to -.70) Moderate positive (negative) correlation
.30 to .50 (-.30 - .50) Low positive (negative) correlation
.00 to .30 (.00 to -.30) Negligible correlation

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 1. What is the relationship of AI usage and academic performance of the Computer
Studies students at Fernandez College of Arts and Technology?

Table 1.1
Artificial Intelligence Usage
AI Usage SD D A SA Total Mean S.D. V.I.
1. I am aware of the concept of 0 0 2 18 20 3.90 0.30 Strongly
Artificial Intelligence. Agree
2. I use AI for my studies, especially 0 4 15 1 20 2.85 0.48 Agree
for coding and solving math problems.
3. I am confident when I use AI for my 1 6 11 2 20 2.55 0.74 Agree
academic problems.
4. I believe that using AI is important 2 7 8 3 20 2.60 0.86 Agree
for my future career.
5. I think that FCAT supports students 2 6 5 7 20 2.95 0.92 Agree
for using AI for studies.
TOTAL 2.97 0.66 Agree

The results in Table 1.1 show that most students are aware of AI and actively use it in their
research. The highest middle score (3.90) recognizes "I'm an AI concept." This indicates that AI
knowledge is widespread among students. However, I received low academic issues and career
implications for AI use. This shows that the funding is between 2.55 and 2.95, indicating that
students are aware of the potential of AI. Overall, the total value of 2.97 suggests that students
agree that AI is generally useful, but the scope of dealing with AI tools is different.

Table 1.2
Academic Performance
AI Usage SD D A SA Total Mean S.D. V.I.
1. I feel that AI has helped me excel in 0 3 10 7 20 3.20 0.68 Agree
my academic performance.
2. I find AI useful as a resource in 0 1 8 11 20 3.50 0.59 Strongly
understanding subject materials. Agree
3. I think that AI is really helpful for 0 0 10 10 20 3.50 0.50 Strongly
me when understanding topics in Agree
classes.
4. Using AI makes it easier for me to 1 2 8 9 20 3.25 0.83 Agree
do my assignments or projects.
5. I am certain that AI will help me 1 1 6 12 20 3.45 0.80 Agree
more in the future when it comes to my
academic performance.
TOTAL 3.38 0.68 Agree

The results in Table 1.2 show that students generally agree that AI has a positive effect on
academic achievement. The most rated statement (3.50) relates to the fact that AI can be useful in

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understanding specialized materials and classes that indicate that AI is considered an effective
learning tool. The most rated statement (3.20) is KI that helps students surpass their performance.
This means that AI is considered a valuable resource, but it is not always implemented directly on
improved grades. The total value of 3.38 indicates that students do not agree with overall validity,
but that students are an advantage of the study.

2. Is there a significant relationship between AI usage and academic performance?

Table 2
Correlation between AI Usage and Academic Performance
x y r P value Remarks
AI Usage Academic -0.5895 0.2955 Moderate Negative
Performace Correlation

The Pearson correlation coefficient (r = -0.5895) suggests a moderate negative correlation

between AI usage and academic performance. However, the p-value (0.2955) is greater than 0.05,
indicating that this correlation is not statistically significant. This means that based on the collected
data, there is no strong evidence to conclude that AI usage directly influences academic
performance in a meaningful way.

Discussion of the Responses

The findings show that the students are becoming more aware of AI and how it can be used
to advance their education. The students strongly agree that they comprehend the concept of AI,
as indicated by a mean score of 3.90. The extent of using AI in solving problems such as
programming and mathematics obtained lower mean scores. This implies that students understand
the ability of AI, yet there may still be doubts among some that it should be completely depended
on for scholarly assignments. This identifies the importance of enhancing AI literacy and training
for the student so they can gain maximum utilization from AI. With respect to learning
achievements, findings indicate that students by and large believe AI helps one learn and master
courses.

The top-ranking statements highlight the use of AI to facilitate learners to understand

complicated subjects and as a learning aid. The responses also show that while AI could facilitate
learning, it is not necessarily a prerequisite for better school performance. What this implies is that
AI should be viewed as an auxiliary option instead of replacing conventional learning. Students
need to balance the use of AI with critical thinking and independent problem-solving abilities. The
correlation test between academic performance and AI use was a moderate negative correlation (-
0.5895), though not statistically significant (p = 0.2955). It indicates that there is no significant
evidence to ascertain whether AI use directly affects students' academic performance.

While some students can benefit significantly from AI, others may not notice much of an
impact, depending on how they use AI tools. This finding shows that the efficiency of AI in
learning is variable based on individual usage habits and learning preferences. Proper instruction
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on how to use AI effectively may allow students to take advantage of its full potential without
excessive dependency on it. In general, the answers are that while students recognize AI as a tool
of learning facilitation, its effects on their performance are based on how they embed it in their
learning culture. The study puts in place evidence that AI is utilized primarily as a complementary
and not as an integral learning tool. While there are students who can utilize AI to explicate study
materials which are challenging to them, other students might adopt conventional means of
studying. The research indicates that teachers and institutions can provide education on how to use
AI ethically. By ensuring students use AI ethically and effectively, they can improve their learning
process without compromising the learning process's integrity.

Conclusions
The study examined the relationship between use of AI and academic achievement among
Computer Science and Computer Engineering students at Fernandez College of Arts and
Technology. From the study, it was observed that in general the students are well conversant with
the use of AI and its application in the studies. To the extent that the use of AI can be employed as
a studying and comprehension tool, it may not necessarily reveal an improvement in academic
achievement. Correlation testing indicated that AI usage and academic performance existed in a
statistically non-significant negative moderate relationship (-0.5895), but was not significant at p
= 0.2955. What this indicates is that the effect of AI on learning varies based on application by
learners since some achieve greater benefits than others. AI should be considered as help and not
full replacement for conventional study approaches. The use of AI needs to be properly maintained
by collaboration between students and teachers in order to achieve maximum advantages without
jeopardizing intellectual honesty.

Recommendations
•Encourage students to make use of AI as an additional learning tool instead of wholly depending
on it.
•Offer training and workshops on the appropriate and ethical usage of AI in academic work.
•Educators should implement AI-based learning methods while highlighting critical thinking and
problem-solving skills.
•Further research should observe how AI might influence student learning and performance over
the long term.
•Students should balance study with traditional study and the use of AI to develop a deeper
understanding of academic concepts.\
•AI tools should be utilized to boost productivity, i.e., for study assistance and research, and not
replace effort.
•Schools should implement monitoring systems to observe the effectiveness of AI-assisted
learning and adjust teaching methodologies accordingly.

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