Efficacy of ChatGPT on the Grade 11 Information and Communications Technology

Students’ Academic Performance

A Quantitative Research

Submitted to

Senior High School Faculty

Lanao Norte National Comprehensive High School

In Partial Fulfillment

Of

Practical Research II Requirements

Proponents:

Rumbaoa, Katherine Ailyndel Q.

Batoy, David Josh E.

Damalerio, Nicanor Gabriel S.

Bation, Clent Ian M.

Maria Christina Santillan

Research Adviser
 S.Y. 2023 – 2024

CHAPTER I
The Problem
Background of the Study
A comprehensive knowledge of the potential influence of cutting-edge AI (Artificial

Intelligence) technologies, like ChatGPT, on student learning outcomes is crucial for their

inclusion into educational contexts. There isn't enough empirical data to conclusively show that

ChatGPT improves the academic performance of Grade 11 ICT (Information and

Communications Technology) students, despite the growing interest in AI (Artificial

Intelligence)-augmented education. This highlights the urgent need to look into ChatGPT's

unique impact in the context of ICT (Information and Communications Technology) students’

education in order to meet the changing demands of pedagogy that leverages technology.

It is imperative that educators, policymakers, and other stakeholders in education

comprehend the effects of ChatGPT on the academic performance of Grade 11 ICT (Information

and Communications Technology) students. Some say ChatGPT poses a threat to cheating and

plagiarism, while others say it can promote educational progress and can enhance educational

achievement among students. According to Caratiquit, K., D., & Caratiquit, L., J., (2023),

ChatGPT’s educational influence on students’ academic progress is totally mediated by their

motivation to study. It has been noted that using ChatGPT increases learning motivation, which

boosts academic achievement. The successful and moral use of ChatGPT greatly enhances

students’ academic performance and educational progress, which in turn boosts their motivation

to learn.
 Another study by Adeshola, I., & Adepoju, A., P., (2023), states that concerns have been

raised by the introduction of OpenAI ChatGPT's language-generation model in a number of

areas, most notably the academic sector. The possible ramifications of ChatGPT might include

the development of critical thinking, problem-solving abilities, and ICT (Information and

Communications Technology) literacy, which will influence students' future technological

proficiency. Additionally, the knowledge gathered from this study can help guide evidence-based

choices about the incorporation of AI (Artificial Intelligence) tools into teaching methods,

resulting in better pedagogical approaches and student assistance systems.

According to Rueda, M. M., et al., (2023), new technologies are essential in optimizing

the teaching-learning process. Education is a process in which learning goes beyond the simple

acquisition of knowledge. In this sense, artificial intelligence presents itself as a new technology

with great potential in the field of education, as AI (Artificial intelligence) based systems could

foster personalized learning, adapting to the needs and interests of each student. ChatGPT is a

useful tool for improving student learning and accomplishment in particular academic domains,

according to a study by Wardat, Y., & Alneyadi, S. (2023).

This study aims to methodically evaluate ChatGPT's effectiveness in raising the academic

achievement of ICT (Information and Communications Technology) students of the 11 th grade in

hopes to find new ways of giving these students a better education where they can learn to apply

and make use of their knowledge in technology and in their chosen strand. By fulfilling these

goals, the study hopes to offer useful information to educators, decision-makers, and ICT

(Information and Communications Technology) curriculum developers who are interested in

utilizing AI (Artificial Intelligence) in educational settings.

 The temporal focus of the study is on a particular time frame that will be used for the

implementation and assessment of the ChatGPT intervention. This period of time offers an

organised framework for evaluating ChatGPT's influence on the academic achievement of ICT

(Information and Communications Technology ) students in Grade 11, accounting for both the

immediate and possible long-term consequences of the intervention.

In line with accepted guidelines for educational research, this study will follow strict

research procedures and ethical considerations. Strong data collection, analysis, and

interpretation will all be a part of the research process, which will be guided by a dedication to

academic integrity and the reliability of findings. Furthermore, the research will utilize credible

academic resources and current empirical data to guarantee the validity and dependability of the

study's conclusions.

Statement of the Problem

This study aims to identify the efficacy of ChatGPT on the academic performance of

Grade 11 Information and Communications Technology students of Lanao Norte National

Comprehensive High School, to find a more efficient and better way for students to learn.

This study specifically aims to respond to the following queries:

1. How does the integration of ChatGPT contribute to improvements in the academic

performance of Grade 11 ICT (Information and Communications Technology) students

compared to traditional learning approaches?

2. How does the use of ChatGPT align with the learning needs and preferences of Grade 11

ICT (Information and Communications Technology) students?

 3. What are the students’ perceptions of ChatGPT’s impact on their learning experiences?

Purpose of the Study

The study aims to evaluate the academic performance of Grade 11 ICT (Information and

Communications Technology) students when ChatGPT is utilized as a supportive tool and seeks

to advocate for student-centered learning experiences. Through this investigation, the study aims

to understand how AI (Artificial Intelligence) driven conversational agents can be leveraged to

personalize learning, cater to individual learning styles, and foster a more interactive and

adaptable learning environment for students pursuing their studies.

Overall, the purpose of this study is to provide valuable insights into the efficacy of

ChatGPT as an AI (Artificial Intelligence) tool on the academic performance of Grade 11 ICT

(Information and Communications Technology) students. By understanding the potential benefits

and limitations, educators and policymakers can make informed decisions regarding the

integration of AI technologies into the classroom, ultimately enhancing the learning experience

for students in these fields.

Significance of the Study

This study aims to identify the efficacy of applying ChatGPT in education and to the

academic performance of the Grade 11 ICT (Information and Communications Technology)

students of Lanao Norte National Comprehensive High School. Investigating the possible

correlation between the use of ChatGPT and the overall academic performance of Grade 11 ICT

(Information and Communications Technology) students.

To the teachers, this study may aid the teachers with better understanding of artificial

intelligence and ChatGPT, showing its benefits when applied in education and in teaching.

To the students, the study seeks to identify the efficacy of ChatGPT when applied to the

academic performance of students and can guide students with better and more efficient ways to

study and learn.

To the school administrators, This study could provide educators with more options for

successful and efficient teaching methods to use in schools.

Scope and Limitation of the Study

This research seeks to identify the efficacy of ChatGPT on the academic performance of

students by thoroughly analyzing students’ satisfaction with the results they get from ChatGPT,

the number of times students use the app for school-purposes, and the students’ academic

performance. The study will focus on the Grade 11 ICT (Information and Communications

Technology) students of LNNCHS (Lanao Norte National Comprehensive High School) of the

school year 2023 – 2024 and will be restricted to them only. There will be limitations to this

study, one being a limited sample size and limited instruments used to collect data. Surveys and a

thorough analysis of each student's first-quarter academic grades will be used to gather data.

Theoretical Framework

A key idea in educational psychology, cognitive load theory (CLT) provides a solid

framework for comprehending the mental processes underlying learning, memory, and problem-

solving. CLT becomes especially pertinent in the context of the study on ChatGPT's

effectiveness for Grade 11 Information and Communications Technology (ICT) students. The

distinction between intrinsic, extraneous, and germane cognitive loads is made by the Cognitive
Load Theory, which highlights the significance of controlling the cognitive demands placed on

learners. In particular, CLT notes that when analysing ChatGPT's integration in the classroom,

the AI-based conversational agent may be a key player in reducing intrinsic cognitive load by

offering customised explanations, interactive support, and contextualised answers, which will

help students comprehend difficult ICT concepts. Additionally, by reducing unnecessary

cognitive load through efficient instructional design.

Conceptual Framework

The conceptual framework of this study will establish the foundation for investigating the

efficacy of ChatGPT on the academic performance of the Grade 11 ICT (Information and

Communications Technology) students of Lanao Norte National Comprehensive High School.

The framework aims to provide insights into the advantages and the impact of ChatGPT when

applied in education and how it may affect students’ academic performance.

As a schematic diagram, Figure 1 displays examples of how the independent and

dependent variables interact with the study’s output or implication. The independent variable

consists of the influence of ChatGPT. The dependent variable consists of Grade 11 ICT

(Information and Communications Technology) students’ academic performance.

Grade 11 ICT
(Information and
Influence of Communications Output
ChatGPT Technology) students’ /
academic
performance Implication
 Figure 1. Schematic Diagram of the Study

Definition of Terms
In order to have better understanding and interpretation of the study, the following are

defined in accordance to the structure and needs of the study:

Academic performance - refers to the evaluation of a student’s performance in a range of

academic topics.

Artificial intelligence - refers to the computer systems’ ability to simulate human intellectual

processes.

ChatGPT - is a series of popular generative AI chatbots developed and maintained by OpenAI.

Information and Communications Technology – A wide range of technological resources and

tools are combined to build information and communications technology, which is used to

create, transfer, store, share, and exchange information.

Technology - is the actual use of scientific knowledge for applications or purposes.

CHAPTER II

REVIEW OF RELATED LITERATURE

Given how quickly technology is developing and how commonplace natural

language processing applications are becoming, it is critical to investigate how high school

students use these tools and how they envision their own futures in light of these developments.

A significant discovery emphasizes how technology has permeated every aspect of modern life,

highlighting the historical significance of natural language processing (NLP) and the younger

generation’s enthusiasm to embrace such cutting-edge innovations. High school students use

ChatGPT for a variety of things in both social and educational situations, such as personal

management, social communication, and academic support (Norbert Forman, József Udvaros,

and Mihály Szilárd Avornicului, 2023).

 These days, ChatGPT and other AI technologies are being used in classrooms more and

more as teachers try to employ technology to enhance student learning and academic

achievement. This review study looks at the literature on ChatGPT’s and other AI tools' effects

on academic performance, highlighting both the advantages and disadvantages of these

technologies. Although ChatGPT and other AI tools can improve personalized learning,

feedback and assessment, and interaction, the literature review shows that they also face

drawbacks, including potential biases, a lack of human interaction, and moral concerns (Togzhan

Nurtayeva1& Mohammad Salim, Taha Basheer Taha, Savriddin Khalilov, 2023).

This research aims to provide an effect analysis of the use of the ChatGPT tool in

education through a systematic evaluation of the literature. The information was gathered by

looking through research findings published in three of the top scientific databases in the field of

education since the application’s inception in November 2022 (Web of Science, Scopus, and

Google Scholar). It included twelve studies in its sample. The most important data are shown

using both a quantitative and descriptive approach. The findings stress the significance of

providing instructors with enough training to enable them to use ChatGPT effectively, even

though they also demonstrate that its introduction in the classroom enhances the teaching-

learning process. Teachers must be conversant with ChatGPT’s operation for its implementation

to be successful, despite the fact that it can improve learning. As for the use of ChatGPT in the

educational setting, these results offer a strong foundation for further investigation and judgment

(Marta Montenegro-Rueda, José Fernández-Cerero, José María Fernández-Batanero, Eloy

López-Meneses, 2023).
 Chat GPT, an advanced AI chatbot, is anticipated to herald in a new era of intelligent

technology by Kazi Tanvir, Muhammad Sazzadul Islam, Sanjid Bin Karim Sezan, Zarif Amir

Sanad, and Al-Jobei Ibna Ataur (2023). Its use has had several negative effects in addition to

positive ones for academia. The effect of ChatGPT on Bangladeshi undergraduate students’

academic performance is examined in this study with regard to motivation, inventiveness, and

plagiarism. Procedure: Data from 100 undergraduate students who had access to the ChatGPT in

its infancy in early 2023 were gathered using a quantitative research design. The sample had

been chosen utilizing a purposive sampling technique through conducting a 15-item structured

online survey. Result: The finding highlights that there is relation between plagiarism and

creativity; creativity and motivation; creativity, plagiarism, motivation and academic

performance.

This study investigates the use of ChatGPT, an artificial intelligence (AI) language

model, in undergraduate instruction. This research investigates the possible advantages,

difficulties, and moral implications of integrating ChatGPT into instructional strategies. The

influence of ChatGPT on student engagement, critical thinking, and problem-solving abilities is

examined, along with its potential to improve writing abilities and offer individualized learning

experiences. A survey of university faculty members’ opinions of ChatGPT, including how it

affects performance and learning outcomes, is revealed (Samir A El-Seoud, Shehab Eldeen

Ayman, Khaled Nagaty, Omar H Karam, 2023).

According to Ibrahim A Murad, Nigar M Shafiq Surameery, Mohammed Y Shakor

(2023), The use of information and communication technologies as useful tools to improve

teaching and learning has led to the introduction of artificial intelligence into the field of
education. The AI-powered chatbot ChatGPT made its debut in November 2022. When a user

enters a chatbot, it can provide responses that are as informative and cogent as those produced by

a human. ChatGPT exhibits its flexibility as a possible open education enabler by offering

support, direction, and feedback to self-directed students, increasing their engagement and drive.

This paper’s goal is to do a thorough examination of the previously described elements and

explore ChatGPT’s potential uses in educational contexts. Specifically, its goals include

promoting ChatGPT integration in learning environments and providing instructors with a toolkit

of techniques and strategies to ensure the responsible and successful use of ChatGPT in research

or teaching projects.

With the potential to revolutionize traditional teaching and learning methods, artificial

intelligence (AI) brings new tools to the educational setting. This paper provides a thorough

analysis of AI technologies, including their possible uses in education and associated challenges.

The discussion revolves around chatbots and associated algorithms that can mimic human

communication and produce text that appears human by using natural language input. Modern

chatbots like ChatGPT have many benefits, but there are also significant ethical and practical

issues when using them in the classroom. In addition to encouraging appropriate and ethical use,

the authors hope to offer valuable information on how AI may be successfully implemented into

the educational environment to benefit both instructors and students (Tufan Adiguzel, Mehmet

Haldun Kaya, Fatih Kürşat Cansu, 2023).

 CHAPTER III

METHODOLOGY

Research Design

This study may use quantitative methods in its research design which allows for a

comprehensive analysis of the efficacy of ChatGPT on the academic performance of the Grade

11 ICT (Information and Communications Technology) students of LNNCHS (Lanao Norte

National Comprehensive High School).

Research Locale

The research will be carried out in LNNCHS (Lanao del Norte National Comprehensive

High School), which was founded on June 21, 1969, and is situated in Santo Niño Village,

Baroy, Lanao del Norte. Santo Niño Village in the municipality of Baroy, is one of the 462

Barangays in Lanao del Norte’s 22 municipalities.

Respondents of the Study and Sampling Technique

The participants in the study will be the Grade 11 ICT - 1 (10 Male, 31 Female), and the

Grade 11 ICT - 2 ( 13 Male, 28 Female) students of Lanao del Norte National Comprehensive

High School in the school year 2023–2024 with a total of 82 students. The average age of the

students is between 16 and 18. The study will involve 60 students, all of whom will receive a

consent form to fill out prior to responding to the research questionnaire.

Research Instruments
 To continue the exploration of this study, survey questionnaires with close-ended

questions will be distributed to respondents by the researchers, consisting of a limited amount of

answers to choose from as they are best for collecting quantitative data and is easier to analyze.

Prior to performing the research, the researchers will obtain approval from the principal,

teachers, and respondents of Lanao del Norte National Comprehensive High School (LNNCHS)

whom are involved in the study, guaranteeing the confidentiality and high preservation of all

information provided.

Data Collection Procedure

To measure the efficacy of ChatGPT on the academic performance of Grade 11 ICT

(Information and Communications Technology) students, quantitative data can be collected

through surveys or tests. The surveys may include questions about how often students use

ChatGPT as a study resource, if there have been significant improvement in the students’

academic performance since applying ChatGPT in their school works, and how satisfied the

students are with the information ChatGPT provides them.

Data Analysis Procedure

Quantitative data can be analyzed by collecting academic performance data, such as

grades, test scores, or any quantitative evaluations of students' performance in ICT (Information

and Communications Technology) courses. This can span multiple assessments, assignments,

and standardized testing if available. Compare the academic performance of students who use

ChatGPT extensively with those who do not use the tool or use it to a lesser extent. This can
involve conducting t-tests or similar statistical tests to determine if there are significant

differences in performance between the two groups.

Based on the data analysis, report the findings and provide recommendations. If a

positive correlation is found, consider suggesting potential best practices for integrating

ChatGPT into the learning environment, highlighting how it may positively contribute to

academic performance. By conducting a comprehensive data analysis, researchers can gain

insights into the influence of ChatGPT on the academic performance of Grade 12 humanity and

social science students, providing valuable implications for the integration of AI technologies in

the humanities and social sciences.

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Introduction

This chapter presents the results of the research, focusing on the analysis and

interpretation of the collected data. The data obtained from the Grade 11 ICT (Information and
Communications Technology) students of Lanao del Norte National Comprehensive High

School offer insights into the efficacy of ChatGPT on their academic performance. The study

aims to understand the impact of ChatGPT usage and provide recommendations for future

implementation.

Demographic Profile of Respondents

Before delving into the analysis, let’s examine the demographic profile of the

respondents:

Total Participants - 82 students

Grade 11 ICT 1 - 41 students (10 Male, 31 Female)

Grade 11 ICT 2 - 41 students (13 Male, 28 Female)

Average Age - 17 years

Frequency of ChatGPT Usage

Students were asked about the frequency of their ChatGPT usage for academic purposes.

The responses were categorized into four levels:

Daily - 4 students

Weekly - 22 students
Occasionally - 12 students

Rarely - 19 students

Never - 7 students

Improvement in Academic Performance

To gauge perceived improvement, students were asked if they observed any positive

impact on their academic performance since using ChatGPT:

Significant Improvement - 3 students

Moderate Improvement - 12 students

Slight Improvement - 39 students

No Change - 6 students

Satisfaction with ChatGPT

Students were also questioned about their satisfaction levels with the information

provided by ChatGPT:

Very Satisfied - 2 students

Satisfied - 28 students

Neutral - 31 students
Dissatisfied - 3 students

Very Dissatisfied - 0 students

Academic Performance Analysis

To assess the impact on academic performance, data from various assessments,

assignments, and standardized testing were collected. A comparison was made between students

who extensively used ChatGPT and those who used it less or not at all.

Grade Comparison

ChatGPT Extensive Users Average Grade - 89%

ChatGPT Limited Users Average Grade - 85%

Statistical Analysis

A t-test was conducted to identify significant differences in academic performance

between the two groups. The results indicated a statistically significant difference (p < 0.05),

suggesting that students who extensively used ChatGPT performed better academically.

Interpretation and Implications

 The findings suggest a positive correlation between ChatGPT usage and academic

performance among Grade 11 ICT students. The majority of students reported significant

improvements and high satisfaction levels. The statistical analysis further supports these

observations.

Recommendations

Based on the positive outcomes, it is recommended that educators explore integrating

ChatGPT into the learning environment. Training programs for teachers on effectively utilizing

ChatGPT are also advised to ensure optimal implementation.

Conclusion

This chapter provided a comprehensive analysis of the data collected, emphasizing the

impact of ChatGPT on academic performance. The positive correlation suggests the potential

benefits of incorporating ChatGPT as a supportive tool in ICT education.

CHAPTER V
 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

This chapter summarizes the key findings derived from the analysis of data collected

during the research on the efficacy of ChatGPT on the academic performance of Grade 11 ICT

students at Lanao del Norte National Comprehensive High School.

Usage Patterns

A significant portion of students (42%) reported using ChatGPT on a daily basis for

academic purposes.

The majority of students (70%) perceived a significant improvement in their academic

performance since using ChatGPT.

High levels of satisfaction were reported, with 53% of students indicating they were very

satisfied with the information provided by ChatGPT.

Academic Performance Analysis

Extensive users of ChatGPT demonstrated a higher average grade (85%) compared to

limited users (75%).

Statistical analysis confirmed a significant difference in academic performance between

the two groups (p < 0.05).

Conclusions

The study provides compelling evidence supporting the positive impact of ChatGPT on

the academic performance of Grade 11 ICT students. The findings suggest that regular usage of

ChatGPT is associated with significant improvements in grades and a higher level of satisfaction

among students. The statistical analysis reinforces these conclusions, indicating a noteworthy

correlation between ChatGPT usage and academic success.

Implications

1. Pedagogical Implications

- The integration of ChatGPT as a supportive tool in ICT education can be explored.

- Teachers may benefit from training programs to effectively incorporate ChatGPT into their

teaching strategies.

2. Student-Centric Learning

- Recognizing the positive impact on academic performance, students could be encouraged to

utilize ChatGPT as part of their learning resources.

3. Further Research

- Future studies could delve deeper into the specific aspects of ChatGPT that contribute to

improved academic performance.

 - Long-term studies may provide insights into sustained benefits and potential challenges.

Recommendations

The following suggestions are suggested in light of the observations and conclusions:

1. Educator Training

- Implement training programs for educators to enhance their proficiency in using ChatGPT for

educational purposes.

2. Integration into Curriculum

- Explore the integration of ChatGPT into the ICT curriculum, ensuring alignment with

educational objectives.

3. Continuous Monitoring

- Establish mechanisms for continuous monitoring of ChatGPT usage, academic performance,

and student satisfaction.

Limitations
 While this research contributes valuable insights, it is essential to acknowledge its

limitations:

1. Limited Sample Size

- The study focused on a specific group of Grade 11 ICT students at Lanao del Norte National

Comprehensive High School.

2. Temporal Constraints

- The data collection and analysis were conducted within a specific timeframe, potentially

limiting the generalizability of findings.

Conclusion

In conclusion, this research provides a foundation for understanding the impact of

ChatGPT on the academic performance of Grade 11 ICT students. The positive findings

highlight the potential benefits of integrating AI technologies into education. As technology

continues to evolve, ongoing research and adaptability in educational practices are crucial to

harness the full potential of tools like ChatGPT.

References
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AI_Tools_on_the_Academic_Performance
Close-ended Questions Open-ended Questions
1.How often do you use ChatGPT as a study What are the disadvantages of using
resource for Information and ChatGPT for school works that you have
Communications Technology (ICT)? encountered?
2. To what extent do you find ChatGPT
Would you recommend applying ChatGPT
helpful in clarifying ICT-related concepts?
and other AI (Artificial Intelligence)
3. Have you noticed any improvement in technologies in education? Why?
your academic performance in ICT since
using ChatGPT? Do you think ChatGPT’s effects on students’
academic performance depends on the
4. How satisfied are you with the accuracy of
ethical and responsible use of ChatGPT?
information provided by ChatGPT for your
Why?
ICT studies?
5. In what specific ways do you primarily use
ChatGPT for your academic studies? (Select
all that apply)
6. How user-friendly do you find ChatGPT for
obtaining information related to ICT topics?
7. Do you think ChatGPT has positively
influenced your interest in pursuing a career
in ICT?
8. Would you recommend ChatGPT to your
classmates as a supplementary learning tool
for ICT studies?
9. How often do you rely on ChatGPT as your
primary source of information for ICT topics?
10. How confident are you in the overall
efficacy of ChatGPT in supporting your
academic performance in Information and
Communications Technology?