Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies

2024, Vol. 1, No.1, 1 – 15

DOI: https://doi.org.00.0000/00000000.2024.0000000

Relationship Between Artificial Intelligence (AI) and

Academic Performance of Business Administration
Students
Jaysone Christopher M. Bancoro Article History:
Assistant Dean, Negros Oriental State University, Dumaguete City, Philippines Received: 07 December 2023
Accepted: 24 January 2024
Published: 12 February 2024
Abstract
Artificial Intelligence, renowned for its data interpretation, learning, and task achievement capabilities, has
gained popularity in various industries and academies due to enhanced efficiency and quality. This study aims
to determine the extent of AI usage among students, including functionality, availability, complexity, assessment
scores, course mastery, and grading metrics. It also seeks to determine if a relationship exists between AI
usage and their academic performance. The study employs a quantitative approach using a correlational design.
The respondents of the study are 293 Business Administration students from Negros Oriental State University
Main Campus 1, Dumaguete City. The study's findings suggest that AI usage among students is moderately
prevalent in terms of functionality, availability, and complexity. However, the students' academic performance
was found to be above-average, with high scores on assessments, course mastery, and excellent grades. There
is no significant relationship between AI use and academic performance found. In conclusion, AI tools offer
personalized learning experiences, immediate feedback, and collaborative activities, but further growth and
improvement are needed, including training, accessibility, research, monitoring, and best practices sharing.
Keywords: academic performance, Artificial Intelligence (AI), business administration

INTRODUCTION of human resources toward job opportunities

creation. Nabila et al. (2021) explained that this
Artificial Intelligence (AI) was established as an “man-made brain power” has induced advances
academic discipline in the 1950s wherein it was that have been subjects in academic, public, and
described as a systemic ability to interpret, business arrangements, promoting proficiency
learn, and achieve specific tasks from data. It and efficiency in the development of processes
was classified as “analytical, human-inspired and mechanisms. It has tapped into several
intelligence” because of the features it contains, societal spheres such as marketing, healthcare,
together with the exhibited outputs that involve and human rights (Perifanis & Kitsios, 2023).
cognitive, emotional, and social display. In
recent developments and advancements, Furthermore, Emmert-Streib (2021) discussed
several platforms have popularized that technological progress, such as AI, has led
mainstream usage of AI as part of daily to powerful mechanisms and technologies that
processes such as incorporation of AI in tools have barged through the intricacies of several
that are used in several industries. This has areas of knowledge including science,
implicated the inclusion of AI systems in day- industries, and daily lives. This has placed a
to-day usage, indicating the improved outcomes significant increase in digital traces of data that
of using AI as a powerful tool to increase has welcomed both opportunities and
efficiency and quality. challenges in the adoption of the technologies.
Considered a digital revolution, these
Zhang & Lu (2021) described AI as a knowledge developments are subject to the scrutiny of
project that absorbs various information, responsible usage of these advancements, as
analyzes these data, and studies the methods of well as the generated data from its processes.
expressing the outcomes. It compiles multi- Emmert-Streib also emphasized that these
disciplinary information, processes it according advanced learning paradigms put forward the
to categories, and displays based on necessity to facilitate general approaches to
commands. It was noted as a revolutionary maximize usage while maintaining ethical and
technology that results in efficient labor appropriate use.
improvements, cost reduction, and optimization
In addition, Merhi (2023) found out that there are respondents use AI tools for academic
several barriers to responsible AI which can be purposes on an occasional basis. However,
classified into three general concepts: there is a small portion of students who rarely
technology, organization, and environment. or never utilize AI tools for academic tasks,
These three categories determine the context of while others consistently rely on AI tools. Some
usage and how the adoption of technology individuals regularly use these tools to meet
responds to its environmental needs. With this, their academic requirements.
considerations of both internal and external
factors were placed, emphasizing that the use Theoretical Framework. The study employs the
of responsible AI is context-based, and that Technological Determinism Theory as the
perceived direct and indirect benefits vary on its guiding and foundation concept in which the
categorical differences. paper is anchored from. The theory was coined
In academia, there has been a rise in the use of by Marshall Mcluhan in 1962 wherein it states
AI, particularly in using AI-powered tools that that media technology influences and shapes an
are used by both instructors and students. individual’s behavior and outcomes (Mcluhan,
These tools have been used across various 1962). This highlights that the society operates
disciplines taught by educational institutions based on the technological age it belongs to,
but mainly influenced developments in and adopts the advancements that the era
Information and Communication Technologies offers.
(ICT). Based on the study conducted by
Crompton & Burke (2023), it was revealed that In using this theory, it helps in understanding
72% of AI users in academic institutions are the potential technological influence of AI in the
students who use AI as an aid to access behavior and outcomes of Business
learning materials, answer student Administration students and how they respond
assessments, and do self-testing purposes. to adoption of systematic changes in the
Klutka et al. (2018) explained that using AI in education system. It will also help in identifying
higher education yields several benefits how AI helps to shape the learning process,
including increased outcomes, access, and performance, and outcomes of the learners.
retention; lower costs; and a substantial Moreover, it also looks into the phenomenon in
decrease in completion time. They emphasized a wider scope. Instead of looking at AI usage as
that AI provides aid, not only in learning and a personal choice, it is seen in a lens wherein
instruction but also in absorbing this knowledge societal forces as aided by technological
and applying them in the field. developments influenced the decision-making
In the Philippines, AI is relatively a new concept of the students to use AI tools for their
and has limited restrictions, regulations, and education. It also allows speculation of the
guidelines on how to appropriately and ethically trends and development in the education sector
use it in the academic context. Estrellado & as AI continues to develop and consider the
Miranda (2023) explained that AI in education in trajectory on the relationship of AI and
the Philippines can provide great potential and academic performance.
offerings to enhance the learning experience
but there remains a gap in the existing Objectives of the Study. The study aims to fulfill
information about the reflection of AI usage in the following objectives:
the education sector. There exists a need to
identify the possible augmentation that AI can 1. Determine the extent of Artificial
offer in the learning process and teaching Intelligence (AI) usage of Business
strategies to achieve desired academic Administration Students in terms of:
outcomes. With this, it is deemed necessary to 1.1. Functionality
investigate the possible relationship between AI 1.2. Availability
usage and academic outcomes based on 1.3. Complexity
educational indicators in the Philippine context.
In this study, a significant portion of

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 2

2. Determine the Academic Performance of and intelligence.” Hence, this "Virtual Mentor
Business Administration Students in terms (VM)" can be understood as a complex e-
of: learning environment that incorporates
2.1. perceived assessment scores multimedia elements. Its emphasis on
2.2. perceived course mastery interaction implies a dynamic and engaging
2.3. grading metrics learning experience. The mention of
personalization suggests tailoring educational
3. Determine if a relationship exists between content to individual learners where it adapts to
AI Usage and Academic Performance of their specific needs and preferences.
Business Administration Students. Additionally, the reference to intelligence
indicates the incorporation of smart features,
Hypothesis which involve data-driven insights, adaptive
Ho: There is no significant relationship between learning algorithms, or other advanced
AI Usage and Academic Performance of technologies to enhance the overall learning
Business Administration Students. experience.

AI can also serve as a voice assistant. Voice

LITERATURES Assistant technology is a widely recognized AI
application utilized across various fields,
AI is revolutionizing education ushering in including education. Some applications include
innovative approaches that transform the well-known examples such as Google
traditional learning paradigm. With its capacity Assistant, Siri (Apple), and Cortana (Microsoft).
to personalize learning experiences, provide According to Fitria (2021), tts functionality
real-time feedback, and enhance educational enables students to effortlessly search for
accessibility, AI has become a powerful ally in materials, reference questions, articles, and
the realm of education. This evolving landscape books by speaking or mentioning keywords. The
underscores the importance of understanding Voice Assistant responds by displaying relevant
the dynamic relationship between AI and information based on the keywords mentioned
education. and, uniquely, can articulate and explain the
information, resembling a personal assistant.
Benefits of AI in Education. Various educational Voice Assistants, acting as an interface with
technology platforms extensively utilize various learning materials, offer interaction
artificial intelligence. One notable application is without the need for direct communication with
the utilization of AI as a virtual mentor, a teacher. Through Voice Assistant, students
particularly in online-based educational can comprehend information solely through
platforms. This involves a process where AI, voice, eliminating the need for a teacher or
acting as a virtual mentor, assists learners in tutor. The integration of artificial intelligence
achieving their educational objectives. The into Voice Assistants shares similarities with
mentor-mentee relationship, where a more virtual mentors, but Voice Assistant places a
knowledgeable entity aids a less greater emphasis on voice functionality as the
knowledgeable one, is facilitated through AI core of interaction and communication. This
providing feedback on students' learning flexibility allows educational platforms to be
activities and practice questions. Subsequently, accessible anywhere and anytime, enabling
it offers recommendations for revisiting specific students to learn independently.
study materials, functioning akin to a teacher or
tutor. According to Klamma et al. (2020), AI can be associated with “Global Courses”.
mentoring, in this context, is a collaborative Users or students of Global Courses can
process facilitated by AI. Winarno and Hwihanus explore and enroll in online courses from
(2023) describe the Virtual Mentor (VM) as “a various parts of the world (Fitria, 2021; Palvia et
multimedia integrated e-Learning environment al., 2018). The platform intelligently
that emphasizes interaction, personalization, recommends courses aligned with users'

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 3

previously entered keywords and interests. other parameters, then share the quiz link for
Currently, numerous free and open courses online completion by students. The automated
with diverse and engaging features and content system records student results, including
are available for exploration. Courses on scores, correct and incorrect questions, and
platforms like MOOCs, Udemy, Google AI, Alison, discussions (Google, 2024). This alleviates the
Khan Academy, edX, Udacity, Coursera, among burden on teachers, allowing them more time
others, exemplify the integration of AI for monitoring student progress and refining
technology (Zhang, 2021). AI-powered courses teaching techniques. AI technology not only
include personalized components that track handles repetitive administrative tasks but also
exam results, offer overall assessments, adapts to user habits (Libai et al., 2020). These
propose pertinent readings, and keep students offer personalized recommendations for
updated on their progress. AI-based solutions further study. The autonomous functioning of
are perfect for international programs because the AI system, based on programmed
they allow for the design of personalized instructions and user habits, extends to
lessons that are in line with certain curricula English-aided education systems. This strategic
with a guarantee that individualized learning deployment enhances and humanizes various
experiences are based on variables such as functions of the English teaching system,
students' nationality and cultural background aiming to improve the quality and effectiveness
(Anis, 2023). Additionally, the technology of English instruction (Bin & Mandal, 2019). Thus,
facilitates seamless interaction between AI simplifies administrative duties, saving
teachers and students by improving teachers valuable time spent searching for
communication with features like automatic educational resources and freeing them up to
translation and subtitles. In the midst of the concentrate on teaching.
recent pandemic, as the traditional methods of
education were upended and replaced with Negative Effects of AI. The incorporation of AI
online learning, the importance of AI became into education, although advantageous,
apparent. With AI, education can now transcend presents some drawbacks. One main issue is
the constraints of physical space and time, the potential decline in interpersonal
allowing for learning to continue uninterrupted communication between students and
(Alam & Mohanty, 2023). Hence, the integration instructors (Luan et al., 2020). The valuable
of AI in education is not solely a technological relationship and deep comprehension that
advancement, but also a fundamental tool for human teachers offer could be compromised.
promoting independent learning and meeting Furthermore, there is a possibility of widening
the ever-changing needs of the education. As it existing inequalities as students without access
is expected that individuals will embrace AI in to technology or from financially disadvantaged
education, it is imperative to strike a balance families may encounter obstacles in utilizing
between technological progress and upholding AI-based educational resources (Goralski &
the timeless values that lie at the core of Tan, 2023). These result in a digital gap.
effective teaching and learning.
The integration of AI in education, particularly in
AI is extensively utilized for online automatic chatbot programs like ChatGPT, presents also
assessment and question correction and negative implications. One significant issue is
streamlining the process of quiz and test the risk of cheating, where students may submit
preparation for teachers and tutors (Babitha et unoriginal texts (Ibrahim, 2023). Proactive
al., 2022). The implementation of such features measures are needed to prevent such fraud,
eliminates the manual effort required for with ongoing discussions exploring methods to
question creation and correction. A practical detect AI-generated text. Inaccurate answers
example is the Google Form, offering quiz are another challenge, as ChatGPT lacks real-
creation and automatic correction features. In time information, leading to potential
this form, teachers can easily create quizzes by inaccuracies in responses to events after 2021
specifying subject type, difficulty level, and (Abdullah et al., 2021). Hence, overreliance on

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 4

technology poses a threat to the development of competence levels. Will is the most important
critical thinking skills. Excessive dependence factor, followed by skill.
on AI might hinder students' ability to cultivate
problem-solving skills and navigate real-world The AI-based Scaffolding System (AISS) for
challenges. While AI can enhance educational scientific writing in STEM education has
processes, it should not replace human garnered excellent feedback from teachers
judgment and intervention entirely. based on a study conducted by N. Kim and Kim
(2022). They gave the system high marks for
Legal issues arise, as texts produced by offering well-written examples, tailored
ChatGPT may lack the quality of human- feedback, and guidance on logical reasoning,
authored work which spark debates about the argumentation, and thinking. The AISS supports
legal standing of AI-generated content (Rane et learner-centered instructional approaches in
al., 2023). The use of AI in education also STEM fields by emphasizing problem-solving
presents ethical challenges that require careful and self-directed learning. Nonetheless,
consideration. Ethical concerns arise due to the questions have been raised regarding the
lack of ethical thinking awareness in ChatGPT, teacher-student mediator role, which may
as its response-oriented nature introduces the lessen their influence. Teachers are aware of
risk of undesirable results. AI systems may also the potential advantages of AI in STEM
unknowingly adopt biases present in the data education, especially in terms of improving
they are trained on (Schwartz et al., 2022). If the scientific writing abilities, notwithstanding
training data contains biases, the AI algorithms these reservations. Additionally, they recognize
can learn and reproduce these biases, that in order to successfully incorporate AI into
potentially leading to unfair or biased outcomes educational settings, professional development
when the AI is used in real-world situations. is necessary.

Teachers’ Perspectives toward AI. The study of Mandal and Mete (2023) examined the views of
Kaplan-Rakowski et al. (2023) investigated how both students and teachers on AI integration
educators view open generative AI (GAI) in the into the curriculum, a common thread emerges:
classroom. Regardless of their teaching the shared interest in and enjoyment of learning
approach, 147 teachers from Canada in total about AI. A significant majority believes that AI
expressed positive opinions in the survey they should be a compulsory subject, indicating a
completed. Teachers' views got more optimistic consensus on its importance in education.
the more often they utilized GAI. Given that However, opinions diverge when it comes to the
instructors' initial opinions influence the role of AI in promoting self-learning habits.
integration and spread of technology, the While students generally see AI as a tool for
findings have implications for how GAI might be self-learning, teachers exhibit mixed views on
included into teaching and learning methods. this aspect. Additionally, there is a collective
Polak et al. (2023) posit that teacher integration stance against confining AI education to higher
of AI education into lessons is crucial, with a classes, emphasizing its relevance across
focus on user empowerment and skill various educational levels. The unanimous
improvement. Digital competencies are seen as agreement between students and teachers lies
a prerequisite for AI literacy and are essential in recognizing the practical applicability of AI
for both teachers and students. Teachers need knowledge in real-life situations, extending its
to gain digital competencies to use digital tools utility beyond the classroom. Addressing future
like the envisioned AI education platform. scenarios, students, in majority, do not
Teachers' perception of their current skills is anticipate the replacement of human teachers
more important than their full proficiency in the by mechanical ones.
topic. The survey shows no significant
difference in attitude towards AI education Teachers generally support the integration of AI
between teachers with high and low digital in education, emphasizing the importance of
digital capabilities for AI literacy. They are eager

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 5

to learn about AI-related issues and emphasize relationship between the variables, but only
the need for professional development. Both focuses on determining the existence and
teachers and students are interested in AI, but significance of the relationships (Price et al.,
have differing opinions on its usefulness in 2020). The discussion, analysis, and
encouraging self-learning behaviors. Both presentation of data will follow the structure of
sides disagree with limiting AI education to this design. The conclusions and
upper-level courses and recognize its value recommendations were based on the statistical
beyond the classroom. data provided upon the application of
appropriate treatment.
In summary, the benefits of AI in education are
multifaceted. AI plays a pivotal role in education The respondents of the study are Business
by serving as a virtual mentor which may offer Administration students from Negros Oriental
personalized feedback and recommendations State University (NORSU) Main Campus 1,
to learners, thereby enhancing the learning Dumaguete City. Based on the latest University
experience. It facilitates independent learning data, a total of 1,692 students comprised the
by enabling students to access educational Business Administration population of NORSU
materials through voice commands. It also Main Campus 1, Dumaguete City. Among these
contributes to making online learning are 471 freshmen, 413 sophomores, 451 juniors,
accessible on a global scale by providing and 357 senior students. In this population, only
personalized recommendations. Furthermore, 1,221 are eligible to participate in the study,
AI's involvement in online assessment not only excluding freshmen since they do not fit the
streamlines processes but also alleviates the participant criteria listed below:
administrative burden on teachers. Despite
these advantages, the integration of AI in 1. Must be a bonafide Business Administration
education raises concerns, including potential student at Negros Oriental State University
declines in interpersonal communication, the Main Campus 1, Dumaguete City for at least
risk of biases, and ethical challenges. Students one full term/semester.
and teachers share a collective interest in
learning about AI, with some variations in 2. Must have used AI tools (e.g. ChatGPT, LMS,
opinions on its role in self-learning and future Chatbots) during the semester in at least
scenarios. Striking a balance between three courses: Human Resource
technological progress and timeless teaching Management, Administrative and Office
values is deemed crucial for responsible AI use Management, and Franchising.
in education.
3. Must have received a numeric grade from
MATERIALS AND METHODS the courses in which AI tools were used.
For the sampling method since the correlational
The study focused on the determination of the design requires a non-experimental and non-
existence of the relationship between AI usage controlled population environment, random
and academic performance of Business sampling was conducted in the data-gathering
Administration students. Additionally, this study procedure. To make sure that the correlational
looked into the potential implication of AI- analysis will not omit variables and sufficient
powered tools in the learning process and data will be used in the analysis, a total of 293
application of students towards achieving are required to be surveyed. This is based on the
learning outcomes. With this, the study computation of a sufficient sample size based
employed a quantitative approach using on a 95% confidence interval.
correlational design. This type of design allows
the quantified measurement of the variables To gather data, a survey method was employed
and the assessment of statistical relationships wherein a questionnaire was administered
without controlling the variables. It also randomly to the randomly selected participants
emphasized that it does not predict any causal

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 6

which contained the necessary components Table 2
needed for the correlation analysis. The Likert Scale on the Level of Academic Performance
questionnaire, found in Appendix C, is divided
into three parts.

The first part of the questionnaire is intended to

gather basic information about the participants
and to make sure that they meet the criteria.
This included the demographic and student
profile of participants to determine their
eligibility. The second part focused on the AI
usage of students, including three domains -
functionality, availability, and complexity. This
also determined the type of academic
assessments, school materials, and learning
methods in which they applied the use of AI. The
last part included a description of the
participants’ academic performance wherein
they rated their academic performance and
outcomes based on the questions presented. In
both parts II and III, a Likert scale format was
Table 3
followed for ease of data quantification and Instrument Internal Validity Results
inputting on the statistical software that will be
used. The scale used a range spanning five
items to assess the respondents’ level of
utilization of the questions in AI usage and the
level of their academic performance. Below is a
table showing the interpretation of the scales
used.

Table 1
Likert Scale on the Level of Utilization on AI Usage
The Cronbach’s alpha test was utilized to
evaluate internal consistency, determining the
degree to which the elements of the tool align
with one another and assess the same
underlying concept (Doval et al., 2023). Table 2
provided Cronbach's alpha coefficients for a
variety of items related to AI usage. The results
were based on the responses of the pilot study
employing ten students who did not participate
in the study. These coefficients hold great
importance as they ensure consistency in
measuring different aspects. The category of
functionality is indicated by a high Cronbach's
alpha of 0.8125. A moderate level of reliability is
observed for the availability category with a
coefficient of 0.7306. The complexity category
has a strong reliability among other items with
a coefficient of 0.8648. Similarly, the perceived
assessment scores category shows a moderate

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 7

internal consistency with a coefficient of 0.757. AI tools whenever I feel my output is lacking or
The findings show that the perceived mastery of inadequate” received a mean score of 3.40,
the course is exceptionally high, with a score of which had the highest rating among the
0.8961, the second highest among the values. functionality dimension. The mean score of 3.4
Particularly noteworthy is the internal suggests a moderate level of utilization.
consistency of the grading metrics, which has a Participants tend to employ AI tools when they
high Cronbach's alpha of 0.9113. This perceive their work output as lacking or
demonstrates the exceptional reliability of the inadequate. This could imply a somewhat
items used to assess performance based on proactive approach to improving the quality of
grading metrics. their work by leveraging AI assistance. The
focus is on the quality of work. Individuals are
The data collected from the population was likely to use AI tools as a means to elevate the
subjected to statistical treatment. To gather the standard or excellence of their output. This
collective responses, both descriptive and indicates a conscious effort to produce work
inferential statistics were applied. Descriptive that meets higher standards or aligns more
statistics include quantification through closely with their expectations or the
averages, percentages, and computation of the expectations set by their academic or
weighted mean of each scale to describe the professional environment. According to Dwivedi
responses and the outliers. The Spearman et al. (2021), AI has the potential to significantly
Correlation Coefficient was used to determine transform various aspects of human tasks and
the existence and significance of the activities across industrial, intellectual, and
relationship between AI usage and Academic social applications. The rapid pace of change in
Performance. To compute the correlation, the this AI technological era presents opportunities
statistical software Stata was used. for innovation. The impact of AI extends across
diverse industries such as finance, healthcare,
RESULTS AND DISCUSSION manufacturing, retail, supply chain, logistics,
and utilities, potentially disrupting traditional
In this section, the results of this research on practices.
the usage of artificial intelligence (AI) and its
impact on academic performance are However, the fourth statement received the
presented. This section provides a detailed least value of a mean score of 2.81. This implies
overview of the findings, highlighting that respondents are less inclined to rely on AI
implications that emerge from this research. tools solely as a response to poor grades. It is
worth noting that AI tools should not be seen as
Table 4 a quick fix for low grades. While they can offer
Extent of Students’ AI Usage in terms of Functionality
assistance and support, addressing the
underlying issues that led to low grades, such
as a lack of understanding or insufficient effort,
may require more comprehensive approaches,
such as seeking guidance from teachers or
engaging in additional study or practice (Chew
& Cerbin, 2021).

Based on the survey results, the overall

functionality of AI received a mean score of 3.07,
indicating that respondents moderately utilized
AI. The moderate utilization of AI suggests that
respondents recognize the value and benefits of
AI technology in various aspects of their
For the extent of AI usage level for the
academic requirements but do not heavily rely
functionality domain, the third statement, “I use
on AI. AI offers a wide range of functionalities

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 8

that can support and enhance different tasks, Overall, the survey results indicate a
such as generating ideas, proofreading, data moderately positive perception of the
analysis, and providing suggestions for accessibility and utilization of AI tools. With an
improvement (Dwivedi et al., 2023). By average rating of 3.31, it can be concluded that
leveraging AI tools, students may be able to while the respondents generally find AI tools
allocate their time and energy to other aspects accessible and usable, there may still be room
of their academic work, such as analyzing and for improvement in enhancing their
synthesizing information or engaging in critical accessibility and usefulness, especially in
thinking. specific academic requirements. Therefore, the
survey results indicate a moderately positive
Table 5 perception of the accessibility and utilization of
Extent of Students’ AI Usage in terms of Availability AI tools. According to Chen et al. (2020), the
advancement of AI technology on mobile
devices has taken mobile education to the next
level, which accomplishes interactive and
customized learning and offers students
convenience by assisting them in less time.
While the respondents find AI tools accessible
to some extent, there is room for improvement
to enhance their accessibility, ease of use, and
compatibility with different academic
For the second domain which is availability, the requirements and devices.
survey results indicate that the fourth Table 6
statement, “I can use AI tools in any type of Extent of Students’ AI Usage in terms of Complexity
academic requirement.” received the lowest
rating of 3.06. This implies that the respondents
find AI tools moderately useful across various
academic requirements. This then indicates that
while individuals acknowledge some degree of
usefulness for AI tools in academic tasks, it is
not perceived as highly essential or extensively
employed. It implies a middle-ground
assessment which suggests a balanced and
moderate integration of AI tools into academic
requirements. The rating of 3.69, the highest
among the items for the availability dimension, For the dimension of complexity for AI usage,
for the last statement, suggests that the the majority of respondents reported watching
respondents perceive AI tools to be compatible tutorial videos to learn how they can make the
with various devices, including smartphones, most out of AI, with an average rating of 2.43.
laptops, and tablets. This compatibility across This suggests that while they have engaged with
different devices enhances the flexibility and tutorial videos, they may not have fully explored
accessibility of AI tools which enable users to the potential of AI tools. Simply, they do not view
leverage them regardless of the device they watching tutorial videos for maximizing AI
prefer or have access to. Hence, AI tools are usage as highly essential. They may engage in
convenient and effective to employ across a this activity occasionally or selectively, but it
range of devices (Merenda et al., 2020). This may not be a top priority or a routine part of
further means a widespread and significant their strategy for optimizing their use of AI
adoption of AI tools in different technological tools.
environments.

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 9

Moreover, respondents reported utilizing AI with a rating of 3.56, the lowest value of mean
tools to simplify terms and concepts that they among the items. This further suggests that the
find difficult to understand, with an average students have been able to maintain a high level
rating of 3.45, the highest among the items in of performance across various subjects.
the complexity dimension. This suggests that AI Moreover, the feedback received from
tools are perceived to have been effective in instructors in the previous term or semester is
aiding comprehension and overcoming learning described as 3.86, the highest mean among the
obstacles. This implies an intentional use of AI items. This implies that the instructors have
tools as aids for enhancing their understanding provided positive feedback regarding the
of challenging content. AI often provides a individual's academic performance.
quicker and more efficient way to process and Respondents have met or exceeded teachers’
simplify complex information (Haleem et al., expectations in their coursework. In general,
2021). Users may intentionally leverage these the survey results depict a strong and above-
tools to save time and streamline the learning average academic performance, with a total of
process, allowing them to grasp challenging 3.706. While there may be some areas for
concepts more expediently. improvement, the results indicate that the
respondents perceived that they performing
Taking into account all the responses, the well academically. They have then the potential
average rating for the participants' utilization of to continue excelling in their studies.
AI tools is 3.00, indicating a moderate level of
usage due to its complexity. This implies that Table 8.
Academic Performance of the Students Based on their
while the participants have engaged with AI Course Mastery
tools to some extent, there is room for
improvement and further exploration to
maximize the benefits these tools can offer.

Table 7.
Academic Performance of the Students Based on their
Assessment Scores

Based on the survey results, the respondents

expressed above-average confidence in their
mastery of concepts from the courses in the
previous term/semester, with an average rating
The survey results provide a comprehensive of 3.43, which is the least value among the
overview of the individual's academic items. This indicates that most individuals felt
performance. According to the responses, the relatively secure in their understanding of the
individual rates their overall academic material covered. In terms of the ability to apply
performance based on their general weighted and practice the skills taught in the previous
average in the previous term/semester as 3.83 term or semester, respondents rated
or above average. This indicates that they have themselves an average of 3.66, the highest
achieved a commendable performance in their among the items in the course mastery
studies. Furthermore, the survey reveals that dimension, indicating an above-average mark.
the respondents demonstrated consistency in They perceive that they exhibited a reasonable
achieving high final grades in different courses, level of proficiency in applying the knowledge

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 10

gained from the courses and were able to put it midterms, with an average rating of 4.19, the
into practice successfully. lowest value of mean among the items.
Although slightly lower than the preliminary
Generally, when considering all aspects term grades, this still indicates a strong
measured in the survey, the respondents' total performance in the assessments conducted
average rating was 3.54, which is above during the middle of the term. It suggests that
average. This suggests that the respondents felt they maintained a solid level of understanding
positive about their overall learning experience and proficiency throughout the semester.
and perceived themselves as having a Overall, respondents reported an excellent
satisfactory level of mastery, understanding, current general weighted average of 4.37,
application, retention, and preparedness for further indicating outstanding academic
future courses. It reflects a positive performance. This suggests that their overall
assessment of their overall learning outcomes academic achievements have consistently been
and indicates a commendable level of of a very high standard. These results indicate a
achievement in the surveyed group. strong level of understanding, application, and
overall academic success among the
When students have a positive view of their respondents.
learning experience, being content with their
grasp of the material, comprehension, Table 10.
application, remembering, and readiness for Correlation Test Result of Students’ AI Usage and their
Academic Performance
future courses, it ultimately results in a surge
of motivation and elevated self-assurance and
belief in one's abilities (Sihite et al., 2024). In
other words, when students feel assured in
their comprehension and proficiency, they are
more inclined to have the determination to fully
participate in learning exercises, contribute to
classroom discussions, and approach difficult For the relationship between AI usage and the
tasks with enthusiasm. It will then help improve academic performance of the students, a factor
academic accomplishments, and create better loading was created, and the results were
retention of information, active participation, correlated. The correlation coefficient is found
optimistic attitudes toward learning, and to be 0.0404 indicating a very weak positive
heightened well-being (Rafiola et al., 2020). This correlation. This means that there is a slight
optimistic cycle creates a sturdy basis for tendency for higher usage of AI tools to be
continual success in academic pursuits. associated with slightly better academic
performance. However, the magnitude of the
Table 9. correlation is quite small, suggesting that the
Academic Performance of the Students Based on the relationship between AI usage and academic
Grading Metrics performance is not substantial. The p-value of
0.4916 is higher than the significance level of
0.05. In this case, the high p-value suggests the
observed correlation coefficient of 0.051 could
have occurred by chance. Therefore, the null
hypothesis that there is no significant
relationship between AI usage and academic
performance is not rejected. It is important to
note that a non-significant correlation does not
necessarily imply that there is no direct
relationship between the variables. It simply
Based on the survey results, respondents means that the observed correlation is not
achieved above-average grades during statistically significant, and any apparent

Pedagogy Review: An International Journal of Educational Theories, Approaches and Strategies 11

association between AI usage and academic personalized learning experiences, instant
performance may be due to random chance or feedback, and collaborative activities. Lastly, a
other factors not accounted for in the analysis. holistic educational approach should be
adopted, considering multiple factors
CONCLUSION AND RECOMMENDATION influencing academic performance. AI tools may
not be the sole determinant of success, but they
AI is a game-changing technology that can complement other factors like effective
increases labor efficiency, lowers costs, and teaching methods, student motivation, and
optimizes human resources for job individual learning styles. Institutions should
development. This has resulted in establish mechanisms to monitor and evaluate
breakthroughs in academic, public, and the impact of AI tools on student learning
commercial settings which will then encourage outcomes, collecting data on variables such as
competency and efficiency in process student engagement, satisfaction, and
development. The study aimed to investigate the performance. Finally, sharing best practices
relationship between AI implementation and and experiences among educators and
students' academic performances, while also institutions regarding AI integration can be
exploring the broader implications for encouraged through conferences, workshops,
educational practices. The results of the study or online platforms, fostering collaboration and
suggest that the use of Artificial Intelligence knowledge sharing, ultimately contributing to
(AI) among students is moderately prevalent in the continuous improvement of AI usage in the
terms of its functionality, accessibility, and educational context.
complexity. Despite this moderate use, the
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