Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11

Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

CHAPTER I

INTRODUCTION

Background of the Study

The rapid and continuous evolution of Artificial Intelligence (AI) has fundamentally

altered the pedagogical landscape, particularly in how students engage with and accomplish

academic tasks. AI writing tools is sophisticated large language models and algorithmic

processors such as ChatGPT, Grammarly, and QuillBot transitioned from niche assistive

technologies to mainstream academic fixtures between 2019 and 2023. These platforms offer

unparalleled convenience by providing real-time grammar correction, structural suggestions,

and even full-scale content generation, making them highly attractive to Grade 11 students

(Zhai, 2023). By late 2023, studies indicated that the accessibility of these tools had created a

new era of "automated academia," where the speed of production often takes precedence over

the depth of the learning process (Sullivan et al., 2023).

The integration of these tools into the senior high school environment presents a dual-

natured reality for modern education. On one hand, AI tools act as personalized tutors that

provide instant feedback and reduce the cognitive load of drafting and revising, which can be

particularly beneficial for students struggling with language barriers or writing anxiety

(Rashid et al., 2020). On the other hand, the ease of access creates a "cognitive offloading"

effect where students may neglect their own analytical development in favor of machine-

generated speed. This shift necessitates a critical look at how technology reshaped the

standard of original work during the pivotal 2019–2023 period (Holmes, 2020).

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

For Grade 11 students, who are at a critical juncture in developing their academic

voice and ethical decision-making skills, the line between "assistive use" and "academic

dishonesty" has become increasingly blurred. While these tools can support learning, their

ability to produce human-like text makes it difficult for educators to distinguish between a

student’s original intellectual effort and machine-generated output. In the context of Abueg

National High School, the increasing digital exposure of students necessitates a rigorous

examination of how these technologies correlate with traditional concepts of academic

integrity (Dehouche, 2021).

Furthermore, the lack of standardized institutional policies during the early 2020s left

many students in a state of ethical ambiguity. Without clear guidelines on what constitutes

"authorized assistance," students often rely on their own internal moral compass or peer

norms to decide how to use AI (Moorhouse et al., 2023). This absence of clarity can lead to

unintentional academic misconduct, where a student believes they are using a tool for "help"

while the teacher perceives the act as a violation of integrity.

Finally, the psychological impact of AI on student performance became a major

research focus toward 2023. Studies began to show that students who use AI as a primary

writing source often report higher levels of confidence in their grades but lower levels of

mastery over the actual subject matter (Qadir, 2022). This discrepancy suggests that while AI

may improve short-term academic outcomes, it could be creating a long-term competency

gap that will affect students as they move into higher education. This study aims to bridge

this gap by examining the behavioral patterns of Grade 11 students in a local setting.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

Statement of the Problem

This study investigates the relationship between the use of AI writing tools and

academic dishonesty among Grade 11 students at Abueg National High School. Specifically,

it addresses the following:

1. what are the frequency, purpose (corrective vs. generative), and specific types of platforms

preferred by students for their academic requirements?

2. is there any prevalence of behaviors such as submitting AI-generated work without

attribution or using AI to solve problems during prohibited examinations?

3. is there a significant statistical relationship exists between the volume of AI tool usage and

the frequency of self-reported dishonest academic acts?

Significance of the Study

This research provides a critical framework for students to navigate the complex

ethical boundaries of modern technology. By understanding the findings of this study,

students will be encouraged to transition from a mindset of "using AI to write" to "using AI

to learn." This shift is vital for ensuring that they maintain their intellectual autonomy while

still benefiting from technological advancements. Furthermore, it empowers students to

advocate for clearer ethical guidelines within their own learning environments, fostering a

culture of transparency and responsibility.

In addition to personal growth, this study helps students recognize the long-term value

of their original work. In a world where AI can replicate many technical writing tasks, the

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

human elements of voice, personal experience, and critical judgment become more valuable,

not less. By examining the correlation between AI use and dishonesty, students can better

understand the risks of "cognitive shortcuts" that might undermine their future professional

and academic credibility.

For teachers and educators, the study offers data-driven insights into the evolving

nature of student work in the age of generative AI. By recognizing the specific ways students

utilize these tools, teachers can adapt their pedagogical strategies and assessment methods,

such as incorporating more in-class, oral, or handwritten evaluations (Currie, 2023). This

research helps educators move beyond a purely punitive approach to AI, allowing them to

mentor students in the safe and ethical use of technology rather than simply policing it.

Teachers also gain a better understanding of the "digital divide" that may exist within

the classroom. Not all students have equal access to or knowledge of AI tools, and this study

can highlight potential inequities in how students are completing their assignments. By

addressing these gaps, educators can ensure that their grading remains fair and that students

who choose not to use AI are not unfairly disadvantaged by the polished, machine-assisted

outputs of their peers.

Administrators and policymakers will benefit from this study as it provides a localized

evidence base for the creation of updated academic integrity policies. Between 2019 and

2023, many institutions operated without explicit definitions of "AI-giarism" or

"unauthorized AI assistance," leading to inconsistent enforcement of rules (Perkins, 2023).

The data gathered from Governor Alfredo Abueg Sr. National Technology and Vocational

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

Memorial High School can serve as a blueprint for crafting policies that are both fair and

reflective of the current technological reality, ensuring that academic standards are upheld.

Moreover, the parents and the wider community gain a better understanding of the

digital pressures facing today’s youth. As AI becomes a standard fixture in the workplace,

parents need to know how their children are engaging with these tools to provide the

necessary moral and academic guidance at home. This study contributes to the broader

societal conversation on how to maintain human values of honesty and effort in an

increasingly automated world.

Lastly, this study serves as a foundational resource for future researchers who wish to

explore the long-term effects of AI on educational development. As AI continues to advance

at a record pace, the variables explored in this study, usage patterns and integrity will

continue to evolve. This research provides a "snapshot" of the current relationship between

AI and ethics, offering a baseline for longitudinal studies that could track how these

behaviors change as students enter higher education and the workforce.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature

The academic landscape between 2019 and 2023 underwent a transformative shift as

generative Artificial Intelligence transitioned from a theoretical concept to a ubiquitous

classroom tool. Literature from this era describes AI writing assistants not merely as software

but as "cognitive prosthetics" that significantly alter the traditional writing process (Holmes,

2020). Scholars argued that while traditional word processors assisted with the mechanics of

writing, AI began to assist with the synthesis of thought, creating a new "co-authoring"

dynamic that complicates the assessment of individual student effort.

During this period, the focus of educational literature shifted toward the "efficiency-

integrity" paradox. Research suggests that students, particularly those in senior high school,

often prioritize efficiency—the ability to produce polished work rapidly—over the long-term

cognitive benefits of struggling with a draft (Dehouche, 2021). This body of literature

highlights that the appeal of AI is strongest when students face heavy modular workloads and

high-stakes deadlines. In these contexts, the convenience of automation often outweighs the

abstract risks of violating academic integrity.

Furthermore, literature during the 2020–2022 pandemic era emphasized how the shift

to online learning lowered the psychological barriers to using digital assistance. As the

boundary between the physical and digital classroom blurred, the "normalization" of tool-

assisted writing became prevalent (Rashid et al., 2020). Literature suggests that students who

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

became accustomed to digital aids during remote learning have integrated these tools into

their permanent academic workflow, viewing them as essential resources rather than external

shortcuts.

Finally, the literature explores the "ethical vacuum" created by the uniqueness of AI

output. Unlike traditional plagiarism, which involves copying existing text, AI generates

original sequences of words that did not previously exist. This has led to a misunderstanding

among students who believe that if a text is unique, it is not "stolen" (Moorhouse et al.,

2023). This recurring theme in recent literature points to an urgent need for institutions to

redefine "originality" and "authorship" in an era where machines can mimic human creativity.

Review of Related Studies

Research conducted from 2019 to 2023 consistently reveals a rising trend in the

clandestine adoption of AI by secondary learners. A pivotal 2023 study found that while over

60% of students utilized AI for drafting, less than 15% believed their instructors were aware

of the extent of this usage (Sullivan et al., 2023). This study concluded that a "hidden

curriculum" of technological reliance exists, where students leverage automation to meet high

institutional standards while carefully concealing the process to avoid academic penalties.

In the Southeast Asian context, studies have specifically highlighted the role of AI in

bridging linguistic gaps. Research from 2022 indicated that Filipino students often use tools

like Grammarly and QuillBot to reconcile their ideas with the requirements of academic

English (Qadir, 2022). While these studies acknowledge the "equalizing" effect for ESL

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

(English as a Second Language) learners, they also warn that it can lead to a "linguistic

dependency" where students lose the ability to construct complex arguments without

algorithmic assistance.

Correlational studies during this period have also examined the psychological drivers

of digital cheating. A 2022 study on academic integrity found that the "perceived ease of

cheating" is now the strongest predictor of dishonest behavior among high schoolers

(Halaweh, 2023). When students perceive that AI can generate a perfect, "detection-proof"

essay, the moral barrier to cheating is significantly reduced. This research suggests that the

technology acts as a catalyst for existing tendencies toward academic shortcuts.

Lastly, recent studies have evaluated the reliability of AI detection tools themselves.

Research from early 2023 demonstrated that many detectors are prone to "false positives,"

particularly when evaluating the work of non-native English speakers (Zhai, 2023). This has

created a secondary problem where the fear of false accusations drives students to use even

more tools, such as "AI humanizers," to mask their legitimate work. These studies highlight a

complex, technology-driven arms race that defines modern senior high school life.

Conceptual Framework

The conceptual framework of this study is grounded in the Input-Process-Output

(IPO) model, which provides a structured way to analyze the relationship between technology

and behavior. The Input phase consists of the independent variable: the utilization of AI

writing tools (measured by frequency and purpose). This phase also considers the external

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

pressures such as academic workload and peer influence that drive a student toward the use

of these platforms in the first place.

Operational Definition of Terms

The following terms in this study are defined based on their relevance to this study.
These definitions aim to clarify essential concepts and terminologies, ensuring a better
understanding of their significance. By outlining these terms, readers can gain a clearer
perspective on the study’s focus, particular on how AI Writing Tools has a relationship to
academic dishonesty among grade 11 students.

Artificial Intelligence (AI) – Refers to simulation of human intelligence in machines that are
programmed to think and mimic human actions, specifically used by students for text
generation and academic assistance.

AI-Assisted Writing – The process of utilizing software like ChatGPT, Gemini, or Claude to
draft, edit, or brainstorm academic content for school requirements.

AI-giarism – A specific form of academic dishonesty where a student submits unique,

machine-generated text as their own original work without proper disclosure.

Academic Integrity – The commitment to the values of honesty, trust, fairness, respect, and
responsibility in all academic endeavors within the school environment.

Academic Dishonesty – Any act that involves a student gaining an unfair advantage through
the use of AI tools, including unauthorized generation of answers and submitting AI work as
human-written.

Algorithm – The underlying set of rules or instructions used by AI writing tools to predict
and generate the next most likely words in a sentence.

Cognitive Offloading – The habit of relying on AI to perform mental tasks (like outlining or
summarizing) that a student is expected to perform manually for learning purposes.

Correlational Research – A quantitative method used in this study to determine if a

statistical relationship exists between two variables without influencing them.

Detection Software – Digital tools (such as Turnitin or GPTZero) used by teachers to

identify whether a submitted assignment was written by a human or an AI.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

Digital Literacy – The ability of the Grade 11 student to find, evaluate, and communicate
information through various digital platforms responsibly.

Generative AI – A type of artificial intelligence capable of producing new content, including

text and images, based on the prompts provided by the student.

Large Language Model (LLM) – The technological framework (like GPT-4) that powers
writing tools, trained on vast amounts of data to understand and generate human language.

Likert Scale – A psychometric scale used in the questionnaire to measure student habits,
ranging from "1" (Never) to "5" (Always).

Paraphrasing Tools – Specific AI software (like QuillBot) used by students to rewrite

existing text into different words to avoid traditional plagiarism detection.

Pearson Product-Moment Correlation (Pearson’s r) – The statistical test used in this

research to measure the strength and direction of the link between AI usage and dishonesty.

Prototyping/Brainstorming – The legitimate use of AI to generate ideas or structures before

a student begins their own independent writing process.

Unauthorized Assistance – The use of AI tools during activities or examinations where the
teacher has explicitly instructed students to work without technological help.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

CHAPTER III

METHODOLOGY

Research Design

The study utilizes a quantitative descriptive-correlational research design. This

specific approach is chosen because it allows the researcher to not only describe the current

habits and ethical perceptions of the students but also to statistically calculate the strength and

direction of the relationship between these variables (Khalil & Er, 2023). By identifying a

correlation, the study can determine if an increase in the frequency of AI use is statistically

linked to an increase in dishonest academic practices.

The descriptive aspect of the design will be used to map out the "who, what, and how"

of AI tool usage at Abueg National High School. This includes identifying which tools are

most popular and what types of academic tasks students are most likely to "delegate" to AI.

This baseline data is essential for understanding the context of the study before attempting to

draw broader conclusions about behavior.

The correlational component will employ the Pearson Product-Moment Correlation

(Pearson’s r) to test the relationship between the two main variables. This statistical test is

ideal for continuous data and will help determine if the connection between AI use and

dishonesty is significant or merely coincidental. This adds a layer of scientific rigor to the

research that moves beyond anecdotal evidence.

This design is particularly effective for this study because it does not attempt to

"prove" that AI causes cheating, but rather that the two behaviors are related. This is a crucial
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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

distinction in social science research, as it acknowledges that other factors such as academic

pressure or personal ethics—may also play a role in the student's decision-making process.

Ultimately, this methodology provides a structured and objective way to collect and

analyze data. By relying on numerical evidence, the study can produce findings that are more

generalizable and less subject to researcher bias, providing a solid foundation for the school’s

future policy recommendations.

Locale of the Study

study will be conducted within the premises of Abueg National High School, which

is situated in Barangay Barongbarong, Brooke's Point, Palawan. This institution serves as a

critical educational hub for the local community, providing secondary education to a diverse

group of students coming from various socio-economic backgrounds. The school

environment is characterized by a mix of traditional learning values and a gradual shift

toward digital integration, making it an ideal setting for investigating how modern

technologies are being adopted by provincial learners.

Choosing Abueg National High School as the locale allows the researcher to capture

the specific academic culture of a school that is currently transitioning into a more

technologically advanced phase of education. As internet connectivity becomes more

accessible in the area, students are increasingly exposed to global digital trends, including AI

writing assistants. This setting provides a unique opportunity to observe whether the rural or

semi-urban context influences the ethical choices students make when faced with the

convenience of automated academic tools.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

The physical and social infrastructure of the school supports the conduct of this

research, as it houses a significant number of Grade 11 students who are at a pivotal stage of

their Senior High School journey. The school is known for its commitment to character

building, providing a clear standard of integrity against which the behaviors of students can

be measured. This localized focus ensures that the findings are not just general theories but

are reflective of the actual experiences of students in the Brooke's Point district.

Data Collection Procedure

The data collection process begins with the formal acquisition of permission through a

letter addressed to the school authorities of Abueg National High School. This letter will

outline the objectives of the study, the target respondents, and the importance of the research

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

to the academic integrity policies of the school. Once the principal and the Senior High

School coordinator grant their approval, the researcher will coordinate with the Grade 11

class advisers to identify a schedule that does not disrupt regular classroom instruction.

After securing institutional approval, the researcher will use simple random sampling

to select the fifty respondents from the official enrollment lists of the Grade 11 strands. The

selected students will be invited to a brief orientation where the researcher will explain the

purpose of the survey and emphasize that their participation is completely voluntary. During

this session, information will be provided to ensure that the students understand the nature of

the data being collected and how their privacy will be protected.

The actual administration of the questionnaire will take place in a controlled

classroom environment to ensure that the respondents can focus and answer honestly without

peer pressure. The researcher will be present to answer any clarifications regarding the

wording of the questions but will maintain a professional distance to avoid influencing the

responses of the students. To ensure the highest level of honesty regarding the sensitive topic

of academic dishonesty, students will be instructed to submit their completed forms

anonymously.

Data Analysis

For the descriptive part of the study, the researcher will utilize descriptive statistics to

interpret the levels of AI utilization and academic dishonesty. The mean will identify the

average behavior of the students, indicating whether they frequently or rarely use AI tools.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

This provides a clear numerical summary of the current status of technology use in the school

and helps in understanding the general trends among the Grade 11 population.

To address the core problem of the study, the Pearson Product-Moment Correlation

will be the primary statistical tool used. This formula is designed to measure the strength and

direction of the relationship between the independent variable of AI writing tool usage and

the dependent variable of academic dishonesty. The resulting correlation value will indicate if

an increase in the use of AI tools is statistically linked to a rise in dishonest practices among

the students.

The interpretation of the statistical results will be guided by standard thresholds to

determine the significance of the findings. If the relationship is found to be significant, the

researcher will reject the null hypothesis that there is no relationship between the variables.

This level of analysis is crucial for the research, as it provides the statistical weight needed to

make recommendations to the school administration. It ensures that any suggested policy

changes are based on solid mathematical evidence rather than personal assumptions.

Ethical Considerations

The foremost ethical priority of this study is the guarantee of anonymity and

confidentiality for all participants. Because the survey asks students to admit to behaviors that

could be considered a violation of integrity, it is vital that they feel safe. No names or

identification numbers will be collected during the process. By ensuring that no one can

identify who gave which answer, the researcher protects the students from potential

disciplinary action or social stigma.

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 Use of AI Writing Tools and its Relationship to Academic Dishonesty Among Grade 11
Students of Gov. Alfredo Abueg Sr. National Technology and Vocational Memorial High
School

Informed consent is the second pillar of the ethical framework of this study. Before

any data is gathered, students will receive a clear explanation of what the study is about, how

much of their time it will take, and exactly how their information will be used. They will be

explicitly told that their participation is voluntary. This ensures that the research is not

coercive and respects the autonomy of the Grade 11 students as individuals who can make

their own informed decisions.

The study also adheres to the principle of beneficence, meaning the research is

designed to provide value to the school community. While it explores a sensitive behavior,

the ultimate goal is to help the school develop better support systems for students in the

digital age. The researcher will ensure that the findings are reported accurately and without

bias. All data gathered will be used solely for academic purposes, contributing to the broader

understanding of educational ethics in Abueg National High School.

Questionnaire Design

The research instrument is a researcher-made questionnaire specifically tailored to the

digital habits of Grade 11 students. It is structured into two distinct parts to separate the

frequency and purpose of tool usage from the acts of academic dishonesty. The design is

intentionally simple and direct.

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