stdClass Object
(
    [id] => 18033
    [paper_index] => 202511-01-024755
    [title] => ARTIFICIAL INTELLIGENCE (AI) APPLICATION TOOLS USAGE AND ITS INFLUENCE ON THE ACADEMIC PERFORMANCE AMONG GRADE 11 STUDENTS IN TAFT NATIONAL HIGH SCHOOL
    [description] => 
    [author] => Justine JM F. Baldonaza, Emily C. Calapano
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra24755
    [year] => 2025
    [month] => November
    [volume] => 11
    [issue] => 11
    [file] => fm/jpanel/upload/2025/November/202511-01-024755.pdf
    [abstract] => The rapid integration of Artificial Intelligence (AI) tools like ChatGPT, Quillbot, Grammarly, and Cici is actively transforming education in the Philippines, a nation with a tech-savvy, youthful population. This surge provides new avenues for personalized learning and enhanced student engagement, directly impacting how students approach reading and writing.
	This research specifically sought to determine the influence of AI tools on the academic writing performance of Grade 11 students at Taft National High School during the first semester of the 2024-2025 academic year. The study utilized a descriptive-correlational quantitative design to examine the relationship between AI application tool usage and student academic performance.
	The data analysis yielded several significant findings: A remarkable 66% of Grade 11 students reported using AI application tools daily for academic writing, indicating a high level of usage. The specific tool Cici was the most commonly used, consulted by 52% of the students. The average academic rating for students exposed to AI tools in their Reading and Writing subjects was 89.08%, placing their performance solidly in the Proficiency Level. Students generally held very favourable perceptions regarding the usage (Grand Mean: 4.532) and benefits (Grand Mean: 4.486) of AI tools, both showing a high level of agreement. Perceptions regarding challenges were also high (Grand Mean: 3.642).
	A statistical correlation was established between AI usage and academic performance. The frequency of AI tool usage showed a moderate positive correlation (r = 0.543, p < .001) with Reading and Writing performance, meaning increased usage positively influences academic outcomes. Student perceptions of the usage and benefits of AI tools had a significant influence on their performance. Conversely, student perceptions of the challenges associated with AI tools (r = -0.031, p = 0.830) did not have a significant influence on their learning.

    [keywords] => Artificial Intelligence (AI), Academic Writing, Student Academic Performance
    [doj] => 2025-11-05
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 17
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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