RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
HOLY ANGEL UNIVERSITY
Frequency of ChatGPT Usage and the First Semester General Average of Grade 12
STEM Students at Holy Angel University
A Research Presented to the
Basic Education
Holy Angel University
Angeles City
In Partial Fulfillment
of the Requirements for
Practical Research 2
Apolan, Austine John P
DelosReyes, Nerizza Carrie C
Matias, Althea Charlene P.
Reyes, Quella Zairah C.
Sangalang, Benedict G.
12 STEM - Abraham
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TABLE OF CONTENTS
Title Page ………………………………………………………………………………….. 1
Table of Contents ………………………………………………………………………… 2
List of Figures ……………………………………………………………………………..3
List of Tables ………………………………………………………………………………3
Abstract ……………………………………………………………………………………5
Introduction
Background of the Study …………………………………………………………..6
Scope and Delimitation …………………………………………………………....8
Significance of the Study ………………………………………………………….9
Review of Literature and Studies …………………………………………………10
Theoretical Framework …………………………………………………………...21
Research Paradigm ………………………………………………………………..23
Statement of the Problem …………………………………………………………24
Hypothesis ………………………………………………………………………..25
Method
Research Design ………………………………………………………………….26
Respondents of the Study ………………………………………………………...27
Instrumentation …………………………………………………………………..30
Procedure with Ethical Consideration ……………………………………………31
Data Analysis ……………………………………………………………………..31
Results …………………………………………………………………………………….36
Discussion
Summary of Findings ……………………………………………………………..45
Conclusions ……………………………………………………………………….48
Recommendations ………………………………………………………………...51
References………………………………………………………………………………...53
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Appendices
Appendix A: Information Sheet …………………………………………………63
Appendix B: Informed Consent …………………………………………………65
Appendix C: Statistical Results …………………………………………………67
Appendix D: Proof of Data Collection ………………………………………….71
Appendix E: Curriculum Vitae ………………………………………………….76
LIST OF FIGURES
Figure
1
Page
Research Paradigm
24
LIST OF TABLES
Table
Page
1
4 - Point Likert Scale
34
2
5 - Point Likert Scale (a)
34
3
5 - Point Likert Scale (b)
35
4
Correlation Coefficient Value Interpretation
35
5
Scale for the Interpretation of Standard Deviation
36
6
Frequency and Percentage of Respondents
36
7
Results of ChatGPT Weekly Usage among the Grade 12 STEM students
38
8
Types of Academic Tasks Grade 12 STEM students use ChatGPT
38
9
Satisfaction Levels of Grade 12 STEM students with ChatGPT Academic
Support
39
10
First-Semester General Average of Grade 12 STEM students at Holy Angel
University
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HOLY ANGEL UNIVERSITY
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Perceived Impact of ChatGPT Usage on Academic Performance of Grade
12 STEM students
40
12
Effective Study Habits of Grade 12 STEM students
40
13
ChatGPT Usage for Academic Purposes
41
14
Perceived Impact of ChatGPT on Academic Creativity of Grade 12 STEM
students
42
15
Changes in Motivation levels due to ChatGPT Usage
42
16
Academic Performance Comparison with Frequent ChatGPT Users for
Academic Support
43
17
Consideration of Using ChatGPT for Grade 12 STEM students
44
18
Challenges in Academic Work due to Non-Use of ChatGPT
45
19
Relationship of the Frequency of ChatGPT Usage and the First Semester
General Average
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Abstract
This study aims to determine the relationship between the frequency of ChatGPT weekly
usage and the first-semester general average of grade 12 STEM students at Holy Angel University.
The study utilized a quantitative correlational research design as its method since it focuses on
how ChatGPT weekly usage affects the first-semester general average of students. The researchers
used the Likert scale as the study’s instrument wherein two hundred fifty-six (256) grade 12 STEM
students at Holy Angel University as respondents and were required to answer an online survey
questionnaire to gather the data needed. The particular respondents were selected using the quota
sampling technique. For data analysis, the study used descriptive statistics and the Pearson
Product-Moment Correlation Coefficient to determine the relationship among the study’s variables
from the collected data. The results of the study show three significant findings. First, the grade
12 STEM students used ChatGPT occasionally (3-5 times a week) for academic support for the
reason for homework assistance and study support. Second, the participants mostly have a general
average of 90 and above and they perceive that it has a positive impact on their academics. Lastly,
there is a significant relationship between the frequency of ChatGPT weekly usage and the firstsemester general average of grade 12 STEM students.
Keywords: Chat-GPT, grade 12 STEM students, general average, quantitative,
correlational
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Frequency of ChatGPT Usage and the First Semester General Average of Grade 12 STEM
Students at Holy Angel University
Introduction
Artificial intelligence (AI) is a branch of computer science that focuses on the creation of
intelligent machines and intelligent computer programs. The field of AI aims to utilize computers
to understand, replicate, and eventually enhance human intelligence (Russell & Norvig, 2022).
The historical foundations of AI can be traced back to the work of Alan Turing, particularly his
thought-provoking 1950 publication, "Computing Machinery and Intelligence," which introduced
the compelling question, "Can machines think?" Turing's work led to the conceptualization of the
"Turing Test," a significant milestone in the development of AI, involving an interrogation process
aimed at distinguishing between a human and a computer based on textual responses.
Driven by continuous cycles of development and periods of hype, AI has become a pivotal
force across various industries. With a projected market size of USD 150.2 billion in 2023, the AI
market is poised for substantial growth, with an anticipated compound annual growth rate (CAGR)
of 36.8% from 2023 to 2030, reaching an estimated value of $1,597.1 billion by 2030 (Watters,
2023). The increasing investment and widespread adoption of AI underscore its immense impact
and potential to revolutionize multiple sectors.
Of the various sectors, the educational domain has been at the forefront of embracing
digital tools and platforms, thereby necessitating an in-depth analysis of the impact of such tools
on students' learning outcomes. This analysis has gained significant relevance due to the rise of
Chat Generative Pre-Trained Transformer (ChatGPT), an emerging AI tool that has seen
substantial usage among students, with approximately 89% of students extensively relying on it
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HOLY ANGEL UNIVERSITY
for homework, test preparation, and essay writing (Sok & Heng, 2023). Described by the
University of Central Arkansas (2023) as a sophisticated chatbot created by OpenAI, ChatGPT
harnesses machine-learning techniques to produce real-time human-like responses, ranging from
answering questions to composing essays, stories, and solving math equations. The adoption of
ChatGPT in education has triggered extensive discussions on its influence on students' academic
performance and well-being, offering opportunities for educational engagement while
simultaneously raising concerns about academic integrity.
In its localized context, a problem emerges from the widespread reliance on ChatGPT
among students. The extensive use of ChatGPT raises concerns about its impact on academic
performance, ethical considerations, and the overall well-being of senior high school students at
Holy Angel University. Students extensively utilize ChatGPT for various academic tasks such as
homework, test preparation, and essay writing. The study conducted by Tanvir et al. (2023) on
Bangladeshi undergraduate students suggests a link between ChatGPT usage, creativity,
motivation, and academic performance, indicating potential adverse effects on these aspects.
Additionally, insights from interviews with Turkish academics conducted by Livberber and Ayvaz
(2023) emphasize the need to address ethical concerns such as plagiarism and misinformation
associated with using ChatGPT in academic settings. The severity of the problem is highlighted
by the study's call for a balanced and responsible approach to using ChatGPT, addressing concerns
about over-reliance on technology and the effects of utilizing AI-generated content in education.
The adoption of senior high school students to ChatGPT within Holy Angel University poses a
serious challenge, requiring proactive measures to mitigate potential negative consequences and
still uphold ethical standards.
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Despite the fact that numerous studies have been conducted on the impact of artificial
intelligence on the academic performance of a student. There is a lack of local research on how
artificial intelligence, specifically ChatGPT, impacts the academic performance of students.
Approximately, all the studies were conducted on the impact of artificial intelligence on wellbeing, the impact of the implementation of ChatGPT in education, and the effectiveness of
ChatGPT on students' engagement and creativity. On the other hand, no studies were conducted
on the relationship of ChatGPT usage on the student's grades. Hence, this study will be conducted
to investigate the impact of the frequency of ChatGPT weekly usage on the general average of
STEM students.
In addressing the existing gap identified in the research, the study aims to employ a
quantitative approach to assess the impact of ChatGPT weekly usage on the academic performance
of Grade 12 senior high school STEM students at Holy Angel University. The research design
emphasizes measurable academic outcomes such as academic written work scores, to provide
localized insights into the relationship between ChatGPT usage frequency and students' overall
averages. Therefore, in conducting the study, the researchers will examine not only beneficial
benefits, such as increased academic written work scores but also potential negative effects, such
as the degree of students' reliance on ChatGPT. The participants of this study would only belong
to the Grade 12 STEM Senior High School of Holy Angel University between the ages of 17 and
19. In data gathering, a thorough and organized method will be used to ensure the collection of
reliable and relevant information for the study. The frequency of ChatGPT usage and overall
student averages will be measured using a variety of quantitative methods, such as surveys or
questionnaires. Furthermore, this study limits its findings to the Science, Technology, Engineering,
and Mathematics (STEM) strand, and will not include the viewpoints of other strands. Overall, the
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RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
HOLY ANGEL UNIVERSITY
purpose of this study is to quantitatively determine the impact of ChatGPT weekly usage on the
academic performance of Grade 12 senior high school students at Holy Angel University that may
be used to inform educational practices and regulations, encouraging a more localized
understanding of the impact of ChatGPT on student performance.
The purpose of this study is to investigate the weekly usage frequency of ChatGPT among
grade 12 STEM students to determine its relationship on their first semester general average. The
findings of this study could provide valuable insights into the relationship of ChatGPT on students’
academic performance. As this study is relevant, the results can provide further knowledge
regarding ChatGPT's negative aspects as well as its advantages. Furthermore, this research can
provide significant knowledge in various ways in the following:
Students. Students would directly benefit from learning about how their utilization of
ChatGPT affects their academic performance. This knowledge can help them make informed
decisions about their study habits and their use of technology.
Teachers. This study can assist teachers in gaining valuable insights into how ChatGPT
influences their students' academic performance. Through this information, teachers can modify
teaching methods or provide guidance on the responsible use of AI tools.
Parents and Guardians. The findings from this research will help the parents and guardians
acquire information about how their children's use of ChatGPT may influence their academic
performance. Therefore, this information can assist parents in making informed decisions
regarding their children's use of technology at home.
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Future Researchers. Future researchers will have valuable insights into how to expand on
these findings in order to gain a better understanding of how various AI tools affect different
aspects of education.
`
This review of related literature provides valuable insights into the impact and implications
of integrating ChatGPT in various educational settings. As an AI-driven chatbot, ChatGPT has
garnered considerable attention due to its multifaceted capabilities, ability to engage in humanlike dialogues, and its potential to enhance user engagement and productivity. The literature
underlines the themes of ChatGPT's impact, user engagement, feasibility, ethical implications, and
student perceptions. Furthermore, the review highlights the diverse perspectives on the benefits,
challenges, and potential applications of ChatGPT in education, addressing concerns related to
academic integrity, data privacy, and integration into learning processes. This comprehensive
analysis offers an in-depth understanding of the complex dynamics associated with ChatGPT's
integration in educational contexts, providing valuable insights for educators, policymakers, and
researchers.
In essence, a chatbot represents an AI-driven software application capable of engaging in
human-like dialogues, promptly responding to user queries and requests (Rudolph et al., 2023).
According to Nguyen (2022), ChatGPT is a new artificial intelligence chatbot that
converses with users and follows their instructions in a manner identical to a human conversation.
Not only is ChatGPT informal, but it is also knowledgeable about a wide variety of subjects. It can
write scripts for television programs as well as code and social media posts captions. In addition,
OpenAI, the company behind ChatGPT, stated in their website that through "Reinforcement
Learning from Human Feedback," ChatGPT received training.
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In a similar vein, the research by Rahman and Watanobe (2023) illustrates ChatGPT's
ability to generate original content in real-time conversations, presenting a distinctive feature.
Moreover, ChatGPT consistently upholds a conversational style that enhances user engagement,
distinguishing itself from other language models by avoiding irrelevant responses. Additionally,
the research also described ChatGPT's initiative to prevent the generation of toxic and untruthful
outputs by employing three distinct strategies: supervised fine-tuning, reward modeling, and
reinforcement learning. This process commences with the collection of a dataset of labeler
demonstrations utilized to fine-tune GPT-3 through supervised learning.
In an effort to enhance personal lives and increase productivity, individuals have started
using ChatGPT. As stated by Sundar and Mok (2023), large data sets and computational methods
are used by chatbots like ChatGPT to generate projections that allow them to functionally string
words together. They are able to comprehend words in context in addition to having access to a
broad vocabulary and knowledge base. Moreover, following the launch of ChatGPT Plus, which
offers users with access to dozens of extensions, ChatGPT can now be utilized in several additional
ways.
The model, known for its ability to generate natural language documents that closely
replicate content written by people, received substantial notice in both technical and mainstream
media (Dale, 2020).
According to King (2023), ChatGPT is an advanced artificial intelligence chatbot platform
that employs natural language processing and machine learning to allow consumers to connect
with a virtual assistant. It was developed by OpenAI and was designed to be highly intelligent and
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intuitive, capable of understanding and responding to complicated requests in a natural, humanlike manner.
Based on Lingard's (2023) study, ChatGPT produces responses that are grammatically
correct and semantically relevant. They are not always accurate, unfortunately. This is because AI
big language models lack 'knowledge' in the traditional sense; they do not store or retrieve data,
and they do not search the web for information in the same way that a search engine would. They
are "just good at predicting the next word(s) in a sequence" using what they have learned. Thus,
ChatGPT has "uneven factual accuracy", and it does not attempt to verify that the content of its
text is genuine, resilient, verifiable, valid, generalizable, and so on.
ChatGPT can help in numerous domains given that it can produce content that appears like
it was composed by a human. As mentioned by Ortiz (2023), ChatGPT permits you to do much
more than just answer questions; you can write essays, have philosophical conversations, give indepth explanations of artwork, create AI art prompts, and even develop code. In addition, ChatGPT
may assist with customer service, content production, language learning, research, and an
assortment of other things (Tiong, 2023)
Furthermore, Rudolph et al. (2023) characterized ChatGPT as the most advanced chatbot
globally, differentiating it from others due to its remarkable ability to rapidly generate compelling
narratives, leading to widespread attention and speculation about its potential impact, especially
in academia. Furthermore, their research noted that ChatGPT adopts OpenAI's Generative
Pretrained Transformer (GPT) model, excelling at producing text that mirrors human writing.
Moreover, it encompasses the GPT-3 series, leveraging both supervised and reinforcement
learning for optimization. In contrast to search engines like Google or Bing, ChatGPT does not
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browse the internet for real-time information and is constrained to pre-2021 knowledge. GPT-3,
with a staggering 175 billion parameters, is a substantial upgrade over its predecessors in terms of
model size, marking a significant leap in language model capabilities (Heaven, 2020; Grossman,
2020; Lauret, 2020; Rudolph et al., 2023).
On the other hand, GPT-3, a Generative Pretrained Transformer, is a large language model
(LLM) that uses the Transformer architecture. It has been highly successful in natural language
processing (NLP) tasks. GPT-3 models are trained on a vast amount of text data, with
approximately 175 billion trainable parameters and 570 GB of text. As a result, they are capable
of generating text that resembles human language and achieving high accuracy in various
language-related tasks (Rudolph et al., 2023).
As explained by Penini (2023), ChatGPT is a powerful tool for education that can adjust
the curriculum to the learners' needs and prepare future professionals to interact with AI-based
technologies. Moreover, its usefulness shows that it can solve time management and workload
issues; availability where it can be easily accessed on the internet; and personalization to match
the audience and the context.
Academic performance is the standard against which student, school, curriculum, and
instructor competency are judged, and practically every student in school is subjected to some
form of formal academic assessment in addition to regular class quizzes, tests, and examinations
(Reed, 2009)
Moreover, for the educator to know the overall performance of a student in their class they
use the general average, specifically for high school students. In which the general average is
computed by dividing the sum of all final grades by the total number of learning areas (Llego,
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2019). Each learning area has equal weight and the final grade in each learning area and the general
average are reported as whole numbers.
In the study by Ramírez et al. (2021) titled "Use of technology and its association with
academic performance and life satisfaction among children and adolescents," the authors address
the increasing use of technology among children and adolescents, raising concerns about its impact
on socioemotional and cognitive development. The research reveals that while time spent on
technological devices was not linked to life satisfaction, excessive use of cellphones and video
games correlated with lower self-reported academic performance, mediated by sleep deprivation.
Cyberbullying victimization, exposure to violent content, and disrupted sleep patterns were
associated with poorer academic outcomes.
Beyond that, in a systematic review, Zhang and Tur (2023) investigate ChatGPT's role in
K-12 education, following the PRISMA framework. The study aims to discern the strengths,
weaknesses, opportunities, and threats (SWOT) of ChatGPT integration and explores current
practices while offering future recommendations. Using various data analysis tools, the researchers
analyzed 13 papers with a global scope. The majority focus on empirical studies, emphasizing
secondary (69.2%) and primary (23.1%) education. The research methods range from mixed
methods to qualitative and quantitative approaches. A keyword analysis reveals clusters related to
ChatGPT's impact. The findings contribute insights for educators, policymakers, and researchers,
emphasizing addressing concerns like academic integrity and output quality. Recommendations
include practical applications in curriculum planning, lesson generation, and personalized
learning. The study encourages further exploration of ChatGPT applications in diverse subjects
and teaching methodologies, contributing to understanding AI's role in K-12 education.
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While in a rapid literature study conducted by Lo (2023) entitled "What Is the Impact of
ChatGPT on Education?", the study indicates that ChatGPT performance varies by subject
category. It excels in economics and programming but falls short in mathematics. While ChatGPT
shows possibilities as a potential assistant for instructors, assisting with activities such as preparing
course materials and making ideas, and as a virtual tutor for students, answering questions and
facilitating collaboration, its implementation presents obstacles. These challenges include the
development of incorrect or false information, as well as the threat to academic integrity. The
review's results call for schools and institutions to take immediate action to improve their academic
integrity and plagiarism prevention standards and procedures. Furthermore, instructors should
receive training on how to use ChatGPT efficiently and detect student plagiarism. Students should
also be educated about ChatGPT's uses and limits, as well as its possible impact on academic
integrity.
In the study "What if the devil is my guardian angel: ChatGPT as a case study of using
chatbots in education" by Tlili et al. (2023), the authors explore the integration of ChatGPT, an
advanced conversational artificial intelligence interface, in educational settings. Employing a
qualitative instrumental case study approach, the research unfolds in three stages: a social network
analysis of tweets to understand public discourse, a content analysis of interviews with 19
individuals encompassing students, educators, developers, and AI freelancers, and an investigation
of user experiences involving three educators utilizing ChatGPT in various teaching scenarios.
Findings reveal the potency of ChatGPT in education but underscore the need for cautious
implementation due to concerns such as cheating, honesty, privacy issues, and manipulation. The
study advocates for the development of guidelines to ensure the responsible adoption of advanced
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chatbots like ChatGPT in education, contributing insights to the ongoing debate on AI in
educational contexts.
Along with that, a study conducted by Ayman et al. (2023) at British University in Egypt,
investigated the possible advantages, difficulties, and moral implications of integrating ChatGPT
into educational approaches. In addition to its ability to enhance writing skills and provide
customized learning experiences, ChatGPT's impact on student engagement, critical thinking, and
problem-solving abilities is investigated. Through the use of surveys, academic staff members and
learners indicate their opinions on ChatGPT use, as well as how it affects performance and learning
results. The study's findings demonstrated that, in spite of concerns about creating technologically
reliant students, AI tools like Chat GPT can be beneficial tools in the classroom, as long as
educators continue to emphasize interpersonal relationships and analytical thinking. With AI's
help, learning for every student might be more effective and beneficial. Furthermore, AI can assist
with tasks like writing essays and answering easy questions, but it cannot replace the critical
thinking and analysis required for advanced learning. Therefore, students still have to think
critically about the world, contribute to discussions and arguments, and generate their own ideas.
Shoufan's (2023) study, Exploring Students' Perceptions of ChatGPT: Thematic Analysis
and Follow-Up Survey, found that students value ChatGPT's capabilities, finding it fascinating,
inspiring, and useful for both study and work. They find it user-friendly, particularly the humanlike interface that provides well-organized responses with good explanations. However, some
students express worries about the reliability of ChatGPT's responses and believe that solid
baseline knowledge is required while accepting that it does not replace human intelligence. Despite
these criticisms, the majority of students believe ChatGPT has room for improvement and are
excited about future enhancements. Moreover, the study suggests that ChatGPT can be used
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efficiently for educational purposes, but students must be aware of its limitations. Educators are
encouraged to include ChatGPT into their teaching approaches, leading students through effective
prompting strategies and response assessment. Furthermore, the study proposes that developers
improve the accuracy of ChatGPT's answers in response to user feedback.
Due to its growing acceptance among students worldwide, ChatGPT has gained significant
attention in the field of education in recent years. In the study conducted by Vargas-Murillo et al.
(2023) entitled “Challenges and Opportunities of AI-Assisted Learning: A Systematic Literature
Review on the Impact of ChatGPT Usage in Higher Education” it showed that as an emerging
technology, ChatGPT will continue to be used for a very long time in a variety of industries,
including education, bepcause it has the ability to improve operations related to academics. Among
professionals, academics, and students, ChatGPT is highly favored because of its open
accessibility, which provides an exclusive benefit. Furthermore, these kinds of systems will
continue to be developed, thus educators and learners alike must continuously educate themselves
on how to use these technologies without endangering the quality of their education. The risks and
challenges of AI-assisted learning must be considered in order to guarantee the moral and proper
application of this technology. Nevertheless, the use of AI in the classroom needs to be supervised
by teachers who are aware of both the potential risks and benefits in order to adapt to this rapidly
changing world and new technologies that have the potential to completely shift the pattern of
education.
In the study of Caratiquits titled “ChatGPT as an academic support tool on the academic
performance among students: The mediating role of learning motivation”, the researchers aimed
to investigate the mediating role of learning motivation in the association between ChatGPT,
which was employed as an academic support tool, and students' academic performance..
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Furthermore, the study used a mixed-method triangulation research approach to look into the
relationship between student performance, learning motivation, and using ChatGPT for academic
support. Significantly, the results showed that learning motivation fully mediates ChatGPT's
impact as a teaching tool on students' academic achievement. It has been shown that using
ChatGPT improves motivation, which in turn improves academic performance.
Apart from that, the systematic review titled "Impact of the implementation of CHATGPT
in Education: A Systematic Review" by Marta Montenegro-Rueda, José Fernández-Cerero, José
María Fernández-Batanero, and Eloy López-Meneses aims to analyze the influence, benefits,
challenges, and ethical implications of integrating ChatGPT in educational settings. The
researchers employed a systematic search strategy following the recommendations of the PRISMA
Statement and conducted a comprehensive review of studies published in leading scientific
databases (Web of Science, Scopus, and Google Scholar) since the launch of ChatGPT in 2022.
The methodological quality of the included studies was assessed using the Johanna Briggs
Checklist (JBI) and an eleven-point checklist developed by Aromataris and Munn, ensuring
objectivity and minimizing bias.The systematic review yielded findings highlighting the potential
of ChatGPT as a disruptive technology that is revolutionizing the teaching and learning process. It
emphasizes the need for educators to incorporate ChatGPT as an additional resource to
complement the learning process, while also recognizing that it does not replace other sources of
information or cognitive processes necessary for learning. The review sheds light on the challenges
and considerations associated with the use of ChatGPT in education, such as data privacy, cultural
differences, language proficiency, and ethical implications. Based on the findings, the study
presents recommendations for educational institutions to carefully integrate ChatGPT into their
didactic models, ensuring proper training for teachers and students to ethically utilize AI tools in
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education and considering the potential impact on pedagogical practices and student learning
outcomes.
That being said, Adeshola and Adepoju (2023) conducted a study titled "The opportunities
and challenges of ChatGPT in education" to explore the potential of OpenAI's ChatGPT in
addressing academic dishonesty within the education sector, while also aiming to comprehend
public sentiments regarding the technology's impact on academic integrity. The study employed
the Latent Dirichlet Allocation (LDA) method for topic modeling and the Valence Aware
Dictionary for Sentiment Reasoning (VADER) method for sentiment analysis. Initially, 10,000
tweets were collected, and after data preprocessing, 3870 tweets were utilized for analysis. The
sentiment analysis revealed that the prevailing public sentiment about ChatGPT was favorable,
with 2013 tweets categorized as “positive,” 804 as “negative,” and 1053 as “neutral.”
Consequently, the findings suggest a generally favorable disposition toward ChatGPT. In response
to these results, the study recommended that educational institutions can manage the potential
disruptive impact of AI-generated text by implementing clear policies, guidelines, and assessments
to regulate its usage, thereby safeguarding academic integrity within educational settings.
In addition, the study of Ngo (2023) titled “The Perception by University Students of the
Use of ChatGPT in Education”, the author aims to determine how students felt about using
ChatGPT in their learning, a questionnaire was distributed to 200 students via an online survey,
and 30 students participated in semi-structured interviews. The research results showed that, in
general, students had a favorable opinion of ChatGPT’s application. The benefits of ChatGPT,
according to students, included saving time, providing information in various areas, providing
personalized tutoring and feedback, and illuminating ideas in writing. Also, several barriers to
using ChatGPT were recognized, and some solutions were suggested for the improvement of using
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ChatGPT in education. The most concerning issue for students while using ChatGPT was the
inability to assess the quality and reliability of sources.
In conclusion, this review of related literature delves into the multifaceted impact of
integrating ChatGPT in many educational contexts. The literature emphasizes its versatility,
proving beneficial in tasks like course material preparation, research support, and personalized
learning experiences. Despite its capabilities, challenges, including concerns about reliability,
academic integrity, and misuse, persist. Studies stress responsible implementation, guidelines, and
user awareness of ChatGPT's limitations, particularly its uneven factual accuracy. Addressing
academic performance, research indicates varying subject-specific effectiveness and concerns
about misinformation and plagiarism. The broader implications, such as ChatGPT's role in learning
and its potential to revolutionize education, are explored. Ethical considerations encompass data
privacy, cultural differences, language proficiency, and overall responsible integration.
Recommendations underscore careful implementation into proper training for educators and
students to ethically leverage AI tools in education. In conclusion, this review provides nuanced
insights, guiding educators, policymakers, and researchers in the ethical and informed integration
of ChatGPT for positive educational outcomes.
Despite significant research about the impact of ChatGPT on education. There is a lack of
research investigating how the frequency of ChatGPT usage influences the general average of
students. Approximately, significant research was conducted about the impact and implementation
of ChatGPT on education, and the effectiveness of ChatGPT on students’ academic performance.
Hence, this study will be conducted to investigate the impact of the frequency of ChatGPT weekly
usage on the first-semester general average of STEM students at Holy Angel University.
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Conceived as a response to the rapidly evolving terrain of learning in the digital age,
Connectivism: A Learning Theory for the Digital Age has emerged as a significant framework
within educational theory. The theory, first developed in 2005, centers on the pivotal notions of
networked learning and the profound influence of technology on the acquisition and processing of
information.
The Connectivism Learning Theory was formulated by George Siemens and Stephen
Downes, with their collaborative work underscoring the foundational role of digital technology in
shaping the processes through which learners access, and employ information. This framework
accentuates the importance of information diversity, and the dynamic nature of knowledge within
contemporary learning environments. Ultimately, Connectivism provides a model for
comprehending learning in a digitally interconnected world, emphasizing the significance of
networked knowledge and the cultivation of strategies to navigate and harness an array of
information sources.
The Connectivism Learning Theory is a theory that emphasizes the importance of
technology in the learning process. Connectivism posits that learning is a process that occurs in
networks, both technological and social. In this theory, knowledge is not solely confined to the
individual but is distributed across networks of people and technology. The theory suggests that
the capacity to learn more is more critical than what is currently known. Learning is seen as the
process of navigating, growing, and adapting within these networks.
It acknowledges that technology is an important part of the learning process and that our
constant connectivity allows us to make decisions about learning. Beyond that, rather than being
limited to specific individuals or printed materials, information has become distributed across a
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wide range of methods, platforms, and people in the modern day. Moreover, the concept of
connectivism implies that learning happens outside of the individual, such as through social media,
online networks, blogs, or information databases. These networks act as dynamic information
databases, enabling students to engage in knowledge creation as opposed to mere consumption by
determining shared intelligence. Additionally, students are viewed as nodes in a network according
to connectivism. The core concept of connectivism is the idea that knowledge is formed through
the connections that individuals establish between different nodes of information. In conclusion,
Connectivism Theory emphasizes the importance of technology in promoting cooperation and
learning. It encourages students to interact with the digital world to expand their understanding
and knowledge.
The Connectivism Learning Theory, proposed by George Siemens and Stephen Downes,
is directly connected to the focus and objectives of the study titled "The Impact of the Frequency
of ChatGPT Weekly Usage on the 1st Semester General Average of Grade 12 STEM Students at
Holy Angel University." The Connectivism theory, which emphasizes the importance of
technology in the learning process and the distributed nature of knowledge throughout networks,
is in line with the study's goal of investigating how ChatGPT, an AI tool, improves the academic
performance of STEM students.
The study aims to understand the relationship between students' use of ChatGPT and their
overall academic achievement, considering both positive effects, such as improved academic
written work scores, and potential negative effects, such as the degree of reliance and dependency
on the AI tool. The theory of connectivism emphasizes the importance of technology in the
learning process. The theory aligns with the concept that learning is a dynamic process that takes
place inside networks, both technological and social, in the context of the study, where ChatGPT
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serves as a digital tool frequently used by students for academic purposes. Furthermore, the subject
of the study of the impact of ChatGPT usage frequency on students' overall averages is very
important to Connectivism's emphasis on the ability to connect, navigate, and analyze information
in the digital age. The theory's acknowledgment of information divided across many ways and
platforms is consistent with ChatGPT's role in promoting learning and academic work.
In conclusion, the Connectivism Learning Theory provides a theoretical foundation that
effectively supports the research's study of the relationship between ChatGPT usage and STEM
students' academic achievement. It underlines technology's significance in the learning process
and highlights the interconnected and distributed nature of knowledge in the digital world, which
aligns with the dynamics of ChatGPT as an educational tool.
The researchers utilized the Input-Process-Output (IPO) systematic approach to structure
the study's methodology. The framework explains the systematic progression of the study,
beginning with the identification and input of relevant variables, followed by the processing of
data through various methods, and concluding with the output of meaningful findings and insights.
Given that the study was centered on investigating the impact of ChatGPT weekly usage on the
1st Semester General Average of Grade 12 STEM Students at Holy Angel University. In the figure
below, the study’s paradigm consists of (3) frames: the Input, Process, and Output. The input
included the ChatGPT weekly usage frequency and 1st Semester General Average of Grade 12
STEM Students. Succeeding, the process entails the collection of data through a survey, and in
analyzing data the researchers used Correlation and Regression Analysis. Lastly, the output of the
study provides insights into the correlation between ChatGPT usage and the 1st-semester general
average, adding valuable information to the understanding of AI tools' impact on academic
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performance, recommendations for educators and stakeholders based on the study's results, and
possible implementation of policies and rules.
Figure 1. Research Paradigm on the study title “The Impact of the Frequency of ChatGPT Weekly
Usage on the 1st Semester General Average of Grade 12 STEM Students at Holy Angel University”
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The purpose of this correlational study is to quantitatively determine the relationship of
ChatGPT weekly usage on the academic performance of senior high school students at Holy Angel
University. The academic impact of ChatGPT will be generally defined as its measurable influence
of it on students, encompassing both positive effects, such as the students' academic written work
scores (Livberber & Ayvaz, 2023), and potential negative effects, including the students' extent of
reliance and dependency on ChatGPT, as highlighted by Bailey (2023).
1. What is the average weekly ChatGPT usage of grade 12 STEM students at Holy Angel
University?
2. What is the first-semester general average of grade 12 STEM students at Holy Angel
University?
3. What is the relationship in academic performance between grade 12 STEM students at
Holy Angel University who use ChatGPT?
The current study intends to examine two hypotheses:
H0: There is no significant relationship between the frequency of ChatGPT weekly usage
and the 1st Semester General Average of STEM students at Holy Angel University.
HA: There is a significant relationship between the frequency of ChatGPT weekly usage
and the 1st Semester General Average of STEM students at Holy Angel University.
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Method
Research Design
Considering that the study’s objective is to numerically determine the impact of ChatGPT
weekly usage on the academic performance of Science, Technology, Engineering, and
Mathematics (STEM) senior high school students, the most applicable research design that was
applied to the study is a quantitative research design. As defined by Bhandari (2020), the process
of gathering and examining numerical data is known as quantitative research. It can be applied to
evaluate connections between variables, identify trends and averages, formulate theories, and
expand findings to larger populations. Furthermore, this research design is the most appropriate
for this study because according to Williams (2021), quantitative research aims to improve
understanding and awareness of the social world. To observe events or circumstances that have an
impact on people, researchers utilize methods that are quantitative in nature. This research design
provides accurate information that can be presented effectively using statistics and numbers.
In order to become specific, the study utilized a correlational approach. Since the study
aims to determine the effect of weekly ChatGPT usage on STEM senior high school students
academic performance, this specific methodology was the most applicable. As stated by Hassan,
a correlational study examines the statistical connection between two or more variables without
manipulating it. It is a non-experimental research design used to determine the level of connection
or correlation among two or more variables. Additionally, a correlation represents the level of
significance or direction of a relationship, which might be positive or negative (Bhandari, 2021).
In this study, a positive correlation would suggest that as ChatGPT usage increases, academic
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performance also tends to increase, while a negative correlation would indicate that higher
ChatGPT usage is associated with lower academic performance. This methodological approach
enabled an investigation into possible connections between ChatGPT usage and academic
performance while adopting the inherent difficulties and nuances of real-world educational
settings.
Respondents of the Study
The population of this study consisted of grade 12 senior high school students from the
strand of namely Science, Technology, Engineering, and Mathematics (STEM) at Holy Angel
University in Angeles City Pampanga. The study focuses on students as respondents, assuming
they are more likely to use ChatGPT due to their tech-savvy nature and educational setting.
Additionally, students are considered to have the "highest possibility" of using ChatGPT compared
to other demographics. According to Westfall (2023), nearly 90% of students are already using
ChatGPT for homework assignments, creating challenges around plagiarism, cheating, and
learning. Moreover, 43% of college students use ChatGPT or similar AI tools, with 89% using it
for homework, 53% for essays, and 48% for at-home tests. (Nerdynav, 2024). For this reason,
grade 12 students from the STEM senior high school strand could provide more realistic and
reliable information on the impact of ChatGPT weekly usage on students' academic performance.
Based on Faber and Fonseca (2014) study, Samples should not be excessively large or too small,
as both have limits that can compromise the research results. An inadequate sample size may
prevent the findings from being extended, whereas a high sample size may increase the detection
of differences, emphasizing statistical differences that are not clinically significant. Similarly, a
study introduced by Gumpili and Das (2022) states that a larger number of research respondents
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provides more insightful information, allows for the discovery of rare side effects or occurrences,
and adds to a lower margin of error, enhancing confidence in the study's conclusions. Thus, the
sample size of this study consisted of 256 grade 12 STEM senior high school student respondents
at Holy Angel University. The respondents were selected through the method of quota sampling,
a form of non-probabilistic sampling technique that involves identifying and choosing participants
based on predetermined characteristics or quotas. Mahmutovic J. (2024) defined quota sampling
as an easy and efficient way to get some answers from a subset of a larger population. He also
stated that Quota sampling is a time and money saver and is often used by researchers working
within a tight timeline or budget. Because there’s no need for randomization or strict requirements
in place, quota sampling is a simple way to get some usable results. Furthermore, the process
involves selecting participants who meet the specified criteria until each quota is fulfilled. Unlike
probabilistic sampling methods, where every member of the population has an equal chance of
being chosen, quota sampling intentionally targets individuals who possess certain characteristics
of interest. Moreover, Simkus J. (2023) defined it as a non-probability sampling method where the
researcher selects participants based on specific characteristics, ensuring they represent certain
attributes in proportion to their prevalence in the population. In addition, because the sample is
representative of the population of interest, quota sampling saves data collection time.
Furthermore, the intentional inclusion of participants meeting specific criteria allowed for a wellbalanced selection that mirrored the demographic composition of the target population. This
approach ensured that the study's findings could be more reliably generalized to the larger
population of interest, contributing to the overall validity and reliability of the research outcomes.
The deliberate establishment of quotas enhanced the precision of participant selection, aligning
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with the study's aim to comprehensively investigate the impact of ChatGPT weekly usage on
academic performance in the specified context.
The researchers used selection criteria that took factors such as geographic location,
appropriateness, familiarity with the topic matter, and relevance to the study. The initial step
involved a thorough examination by the researchers of the study setting and the identification of
students readily accessible for data collection. This assessment likely considered factors such as
proximity, availability, and feasibility, ensuring a practical and efficient approach to gathering
relevant data from the chosen student population. Next, researchers focus on a specific grade level
based on how relevant it is in order to acquire the necessary data efficiently. Then the researchers
focused their attention on potential respondents who were likely to provide responses that were
relevant to the study's objectives. This stage emphasizes a purposeful attempt to engage individuals
whose experiences or viewpoints are closely related to the study focus, with the goal of increasing
the relevance and application of the acquired data. Therefore, grease 12 STEM students who are
located within the geographical scope and possess knowledge of the study context are valuable
sources of relevant information, as their proximity to the location and engagement with ChatGPT
usage enhance their ability to provide pertinent insights. The researchers established qualifying
criteria that will serve as specific standards or conditions to ensure that the chosen respondents
met certain characteristics or attributes deemed relevant to the study. With that said, to be part of
the study, the participants must be grade 12 senior high school students from the STEM (Science,
Technology, Engineering, and Mathematics) strand at Holy Angel University in Angeles City
Pampanga, formally enrolled within the first semester for the academic year 2023-2024, and
notably, engage in usage of ChatGPT.
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Instrumentation
The researchers utilized the Likert scale. According to Fleetwood (2018), a Likert scale is
a type of direct attitude measure that consists of statements reflecting strong positive or negative
evaluations of an object. The researchers used an online questionnaire and delivered it to the
respondents through Google Forms. Additionally, researchers preferred the quantitative approach
since it is dominant due to its strength and characteristics to make the research more systematic
and allow for to generalize of the answer from a larger group (Daniel, 2016). Significantly, the
Likert scale is applied as one of the most fundamental and frequently used psychometric tools in
educational and social sciences research (Joshi, 2015). Likewise, the quantitative approach is
dominant due to its characteristics and strength makes it more preferred by the researchers.
In the questionnaire, to get relevant and accurate information, the researcher formed a
statement focused on the impact of the frequency of ChatGPT weekly usage on the first-semester
general average of grade 12 STEM students at Holy Angel University. As the researchers used the
Likert scale, the responses were based on how often respondents use the ChatGPT and their general
average grade with declarative statements addressing the study’s problem statement. Moreover, it
has a frequency of how many times they used it, and level of satisfaction. Furthermore, there is
also a recognition type and a combination type of questionnaire to state why they use ChatGPT in
their academics. Correspondingly, the questionnaire was divided into two sections: the frequency
of ChatGPT weekly usage and the first-semester general average. The questions were constructed
with numerical statements to require the student to answer a specific numerical answer. Each part
of the statement also contained precise remarks that were relevant and valuable to the study. For
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the questionnaire's reliability and validity, the researchers requested validation from their research
advisor and statistician to ensure that the statements were objective and relevant to the study.
Procedure with Ethical Consideration
To bring and establish credibility in this research study, strategies have been implemented
to back up its consistency and ethical considerations. The survey questions are all about the
intricacy and complexity of human behavior and academic performance, diving into the aspects
and usages of ChatGPT, such as purposes, satisfaction levels, and perceptions. This captures the
relationship between technology use and its outcome on students' academic performance to ensure
that our findings resonate perfectly with the participants' experiences. To address potential
problems, the researchers stay observant during data analysis, with a thorough examination of
responses and a transparent report of methodology. Professionals in the field will review our study,
adding outside viewpoints to strengthen the validity and the general reliability of the findings.
Participants' and their parents'/guardians' informed consent is sought with the utmost ethical
considerations. Strict confidentiality protocols safeguard the personal data of participants. The
results from this subject matter give future researchers a chance to use the findings of this study to
be used or transferred to other contexts or settings.
Data Analysis
By employing correlation and regression analysis, this research aims to ascertain the
relationship between ChatGPT usage and the academic performance of Grade 12 STEM students,
providing comprehensive insights into the association between these variables. Correlation
analysis, as a method for investigating the relationships between variables, quantifies the strength
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and direction of associations, making it essential for this study (Bhandari, 2023). According to
Turney (2023), the Pearson product-moment correlation coefficient, a common measure of linear
correlation, indicates the strength and direction of the relationship on a scale from -1 to 1 and is
used to test hypotheses about the relationship's significance.
Furthermore, correlation analysis will effectively summarize the linear relationship
between the frequency of ChatGPT usage and the first-semester general average grades of Grade
12 STEM students. This analysis will contribute to predicting how changes in ChatGPT usage
correlate with changes in academic performance, enabling the development of a regression
equation that graphically describes their relationship. The appropriate use of correlation analysis
in addressing the research question ensures a robust methodology.
Additionally, regression analysis offers a powerful statistical method to examine the
relationship between independent and dependent variables, particularly in predicting outcomes,
understanding patterns, and inferring causal relationships (The Pennsylvania State University,
2023). By utilizing regression analysis, researchers will comprehend the strength and character of
the relationship between ChatGPT usage and academic performance, quantifying the influence of
predicting academic performance based on ChatGPT usage. This predictive modeling will pinpoint
variables that significantly impact academic performance and enable the researchers to concentrate
on technology-related interventions, thereby solidifying the importance of regression analysis in
examining the impact of ChatGPT usage on the academic performance of Grade 12 STEM students
at Holy Angel University.
The integration of regression and correlation analysis within this study provides a solid,
data-driven approach to understanding the role of ChatGPT usage in the academic performance of
Grade 12 STEM students. It enables the researchers to recognize variables that significantly
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influence academic performance, guiding interventions directly related to technology use.
Additionally, through correlation analysis, researchers can evaluate the strength and direction of
the relationship between ChatGPT usage and academic performance, thereby promoting a datadriven approach to studying the connection between technology usage and student achievement.
This comprehensive approach to analysis enriches the quality and reliability of the study's
findings, empowering educational stakeholders to make evidence-based decisions in optimizing
students' academic outcomes. By leveraging well-established statistical methodologies and
credible references, the research aims to contribute valuable insights that may inform educational
strategies and technology integration in learning environments, aligning with the study's pursuit of
helping people get smart faster. Ultimately, through the application of regression and correlation
analysis, researchers can gain a deeper understanding of the relationship between ChatGPT usage
and academic performance, thereby contributing to the advancement of knowledge in the field and
creating positive impacts on educational practices.
Moreover, the researchers utilized the Pearson Product-Moment Correlation Coefficient
(PPMCC) and their interpretation, denoted as “r”. The correlation coefficient test determines
whether there is a positive, negative, or no relationship between two or more quantitative variables.
Furthermore, it indicated how strong or weak the relationship is. The value of “r” lies between 1 and +1, with -1 as a perfect negative relationship, -0.70 as a strong negative relationship, -0.50
as a moderate negative relationship, -0.30 as a weak negative relationship, 0 as no relationship,
+0.30 as a weak positive relationship, +0.50 as a moderate positive relationship, +0.70 as a strong
positive relationship, and +1 as a perfect positive relationship (Schober, 2018).
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Table 1
4-Point Likert Scale
RESULT
Never
Rarely
Occasionally
Frequently
Table 2
5-Point Likert Scale (a)
RESULT
Very Dissatisfied
Dissatisfied
Neutral
Satisfied
Very Satisfied
Table 3
5-Point Likert Scale (b)
RESULT
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
MEAN
INTERPRETATION
Very Low
Low
High
Very High
MEAN RANGE
MEAN
INTERPRETATION
Very Low
Low
Moderate
High
Very High
MEAN RANGE
MEAN
INTERPRETATION
Very Low
Low
Moderate
High
Very High
MEAN SCORE
1.00 - 1.74
1.75 - 2.49
2.50 - 3.24
3.25 - 4.00
1.00 - 1.80
1.81 - 2.60
2.61 - 3.40
3.41 - 4.20
4.21 - 5.00
1.00 - 1.80
1.81 - 2.60
2.61 - 3.40
3.41 - 4.20
4.21 - 5.00
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Table 4
Correlation Coefficient Value Interpretation
Correlation Coefficient Value (r)
-1
-0.70
-0.50
-0.30
0
+0.30
+0.50
+0.70
+1
Interpretation
There is a perfect negative relationship
between variables
There is a strong negative relationship
between variables
There is a moderate negative relationship
between variables
There is a weak negative relationship
between variables
There is a neither positive nor negative
relationship between variables
There is a weak positive relationship
between variables
There is a moderate positive relationship
between variables
There is a strong positive relationship
between variables
There is a perfect positive relationship
between variables
Table 5
Scale for the Interpretation of Standard Deviation
Categories
Score
High Dispersion
1.00 to 1.50
Low Dispersion
0.50 to 0.99
Very Low Dispersion
0.00 to 0.49
Reliability Level
Low Reliability
Reliable
High Reliability
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Results
The conducted survey revealed significant insights into the relationship between ChatGPT
usage and first semester general average of grade 12 STEM Students. The research findings from
the data collection are displayed in the tables below. The responses of Grade 12 STEM students
from Holy Angel University highlighted the specific areas in which the use of ChatGPT is relevant
for enhancing their academic performance. In addition, the tables also indicate the relationship of
frequency of ChatGPT usage and the first semester general average.
FREQUENCY AND PERCENTAGE OF RESPONDENTS:
Table 6:
GRADE LEVEL AND
SECTION
FREQUENCY
PERCENTAGE
12 - Aaron
11
4.31%
12 - Abel
29
11.37%
12 - Abraham
15
5.88%
12 - Adam
19
7.45%
12 - Benjamin
24
9.41%
12 - Hannah
4
1.57%
12 - Isaac
16
6.28%
12 - Joseph the Dreamer
34
13.33%
12 - Jacob
16
6.28%
12 - Jonathan
4
1.57%
12 - Josiah
6
2.35%
12 - Judah
5
1.96%
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12 - Miriam
12
4.71%
12 - Nathan
12
4.71%
12 - Samson
12
4.71%
12 - Sarah
30
11.77%
12 - Solomon
7
2.75%
TOTAL
255
100%
Table 6 presents the frequency and percentage of respondents from different grade levels and
sections. Among the Grade 12 sections, Joseph the Dreamer had the highest frequency of
respondents, accounting for 34 respondents, or 13.33% of the total. Sections Abel and Sarah came
in second and third, with 29 and 30 responses, respectively, accounting for approximately 11.37%
and 11.77% of total respondents. On the other hand, sections like Aaron, Hannah, Jonathan, Josiah,
Judah, and Solomon had relatively low frequencies, accounting for less than 5% of all respondents.
Table 7: Results of ChatGPT Weekly Usage among the Grade 12 STEM students
INDICATOR
“How frequently do you
use ChatGPT on a
weekly basis?”
WEIGHTED
MEAN
STANDARD
DEVIATION
VERBAL
INTERPRETATION
2.56
0.67
High
In Table 7, the respondents were asked how frequently they use ChatGPT on a weekly basis. The
mean acquired for the question is 2.56, with a standard deviation of 0.67. This implies that out of
the 256 respondents, the frequency of ChatGPT usage on a weekly basis is high which means they
occasionally (3-5 times a week) used it.
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Table 8: Types of Academic Tasks Grade 12 STEM students use ChatGPT
RESPONSES
FREQUENCY
PERCENTAGE
Homework assistance
143
59.1%
Essay writing
94
38.8%
Research assistance
75
31%
Study Support
125
51.7%
Others
21
8.2%
Table 8 indicates the types of academic tasks grade 12 STEM students used when utilizing
ChatGPT. The highest response among students is the homework assistance with 143 (59.1%)
respondents. Followed by Study support with 125 (51.7%) respondents. Moreover, students also
utilized it for essay writing with 94 (38.8%) respondents and research assistance 75 (31%)
respondents. Lastly, students also stated that they use ChatGPT for other reasons with 21 (8.2%)
respondents like for personal use, health-related stuff and hobbies.
Table 9: Satisfaction Levels of Grade 12 STEM students with ChatGPT Academic Support
INDICATOR
“How satisfied are you
with the academic
support provided by
ChatGPT?”
WEIGHTED
MEAN
SD
VERBAL
INTERPRETATION
3.61
0.87
High
In Table 9, the respondents were asked on how satisfied they are with the academic support
provided by ChatGPT. The mean acquired for the question is 3.61, with a standard deviation of
0.87. This implies that out of the 256 respondents, their satisfaction regarding the academic support
provided by ChatGPT is high.
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Table 10: First-Semester General Average of Grade 12 STEM students at Holy Angel
University
RESPONSES
FREQUENCY
PERCENTAGE
Below 70
0
0%
70 - 79
0
0%
80 - 89
67
32.68%
90 and Above
138
67.32%
TOTAL
205
100%
The data presented in Table 10 demonstrate the distribution of first-semester general averages at
Holy Angel University in response to the question, “What was your first-semester general average
at Holy Angel University?” The data indicates that there was a strong academic performance
among the students, with the majority of students achieving high general averages in their first
semester at the university. Specifically, 32.68% of the students obtained a general average in the
range of 80-89, while the majority, which accounts for 67.32% of the students, achieved a general
average of 90 and above. Notably, the data showed that no students fell below the 70 general
average mark, further exemplifying the overall strong academic performance of the students in
their first semester at Holy Angel University.
Table 11: Perceived Impact of ChatGPT Usage on Academic Performance of Grade 12
STEM students
INDICATOR
WEIGHTED
MEAN
STANDARD
DEVIATION
VERBAL
INTERPRETATION
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“Do you believe that
ChatGPT usage has
positively impacted your
academic performance?”
3.30
1.00
Moderate
Table 11 indicates the average perception of Grade 12 STEM students at Holy Angel University
regarding whether their usage of ChatGPT has positively impacted their academic performance.
The mean acquired for the question “Do you believe that ChatGPT usage has positively impacted
your academic performance?” was 3.30, with a standard deviation of 1.00. This implies that out of
the 256 respondents, the usage of ChatGPT has moderately positively impacted their academic
performance.
Table 12: Effective Study Habits of Grade 12 STEM students
RESPONSES
FREQUENCY
PERCENTAGE
Self Study
206
81.1%
Group Study
88
34.6%
Online Resource Utilization
118
46.5%
Tutoring
41
16.1%
Others (Venting, Resting)
2
0.8%
Table 12 shows the study habits that Grade 12 STEM students at Holy Angel University found to
be most effective for their academic performance. Among the options provided, self-study appears
as the most favored option, with 206 respondents selecting it, representing 81.1% of the total
participants. Followed by online resource utilization with 46.5% or 118 respondents. Furthermore,
group study and tutoring are also preferred amongst students, with 88 (34.6%) and 41 (16.1%)
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respondents favoring these methods. Finally, only a small number of students (0.8%) responded
to other useful study behaviors such as venting and resting.
Table 13: ChatGPT Usage for Academic Purposes
RESPONSES
FREQUENCY
PERCENTAGE
ChatGPT User
205
80.1%
ChatGPT Non-user
51
19.9%
TOTAL
256
100%
According to Table 13, the majority of 256 Grade 12 STEM students at Holy Angel University
appear to be utilizing ChatGPT for academic reasons. A significant 80.1%, or 205 students,
indicated that they use ChatGPT in an academic context. On the other hand, 19.9%, or 51 students,
mentioned that they do not use ChatGPT for academic purposes. This suggests that a big proportion
of Holy Angel University students find ChatGPT useful in their academic work, whereas a lesser
percentage do not.
For Grade 12 STEM students who use ChatGPT frequently:
Table 14: Perceived Impact of ChatGPT on Academic Creativity of Grade 12 STEM students
RESPONSES
FREQUENCY
PERCENTAGE
Minimal Impact
55
27.1%
Moderate Impact
116
57.1%
Significant Impact
32
15.8%
TOTAL
203
100%
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42
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The data in Table 14 reflects responses from 203 Grade 12 STEM students at Holy Angel
University who frequently utilize ChatGPT. The majority, constituting 57.1% or 116 students,
perceive ChatGPT to moderately impact their academic creativity. This shows that for a large
number of students, ChatGPT has a significant but manageable effect on their creativity for
academic problems. Approximately 27.1% or 55 students believe that ChatGPT has a minimal
impact, signifying a considerable portion that sees it as not strongly influencing their creativity.
Conversely, 15.8% or 32 students feel that ChatGPT has a significant impact, indicating a smaller
but noteworthy group that considers it a valuable tool significantly enhancing their academic
creativity.
Table 15: Changes in Motivation levels due to ChatGPT Usage
RESPONSES
FREQUENCY
PERCENTAGE
Decreased
10
4.9%
Unchanged
139
68.1%
Increased
55
27%
TOTAL
204
100%
Table 15 shows the responses obtained from 204 Grade 12 STEM students at Holy Angel
University. The majority of students, when queried about alterations in their motivation levels
resulting from ChatGPT use, express a perception of minimal change. Approximately 68.1%, or
139 students, stated that their motivation levels remained unchanged. On a positive note, 27% or
55 students observed an increase in motivation, indicating a potentially favorable impact.
Conversely, a smaller proportion, around 4.9% or 10 students, conveyed a decrease in motivation
RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
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HOLY ANGEL UNIVERSITY
since using ChatGPT. Although this constitutes a minority, it's important to highlight that a few
students have noted a decline in motivation.
For Grade 12 STEM students who do not use ChatGPT:
Table 16: Academic Performance Comparison with Frequent ChatGPT Users for Academic
Support
RESPONSES
FREQUENCY
PERCENTAGE
Lower
22
12.4%
Similar
117
65.7%
Higher
39
21.9%
TOTAL
178
100%
Table 16 reveals that 65.7% or a total of 117 participants believe their academic performance is
similar to peers who frequently use ChatGPT, while 21.9%, or 39 of them feel their performance
is higher. A smaller proportion, 12.4% or 22 students, thinks their performance is lower. Overall,
the majority of students perceive their academic performance to be on par with or better than those
who use ChatGPT frequently.
Table 17: Consideration of Using ChatGPT for Grade 12 STEM students
RESPONSES
FREQUENCY
PERCENTAGE
Yes
144
80.4%
No
35
19.6%
TOTAL
179
100%
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The interpretation for Table 17 is as follows: 80.4% or 144 of the participants have considered
using ChatGPT, while 19.6% or 35 of them have not. This indicates a significant majority of
students have contemplated utilizing ChatGPT, suggesting a high level of awareness or interest in
the tool among the respondents.
Table 18: Challenges in Academic Work due to Non-Use of ChatGPT
RESPONSES
FREQUENCY
PERCENTAGE
No
210
93.7%
Yes (For understanding,
grammar, ideas, and
information)
14
6.3%
TOTAL
224
100%
Table 18 indicates that the majority of participants, 93.7% or 210 of them, have not faced
challenges in their academic work due to not using ChatGPT. However, 6.3% or a total of 14
respondents reported facing difficulties related to understanding, grammar, ideas, and information
when not using ChatGPT. This indicates that a small but notable portion of students perceive
potential challenges due to not using ChatGPT, particularly in areas such as comprehension,
grammar, and idea generation.
Table 19: Relationship of the Frequency of ChatGPT Usage and the First Semester General
Average
FREQUENCY
MEAN
PEARSON
CORRELATION
VERBAL
INTERPRETATIO
RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
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HOLY ANGEL UNIVERSITY
N
Frequency of
ChatGPT
Usage
205
2.56
0.58
First Semester
General
Average
205
3.67
0.58
There is a moderate
positive relationship
between variables
There is a
moderate positive
relationship between
variables
Table 19 shows the frequency of ChatGPT usage and first semester general average of the Grade
12 STEM students, together with their mean and Pearson correlation. The mean of the frequency
of ChatGPT usage is 2.56 while the first semester general average is 3.67. Significantly, the
Pearson correlation of the two variables is 0.58, specifying that there is a moderate positive
relationship between them.
Discussion
Considering the results gathered and evaluated from the individuals involved, the
researchers discovered the relationship between frequency of ChatGPT usage and first semester
general average of grade 12 STEM students at Holy Angel University.
Analyzing the Average Weekly ChatGPT Usage of Grade 12 STEM Students at Holy Angel
University
For the first part of SOP 1, based on the interpreted data of the respondents, the results
among 256 students showed that grade 12 STEM students’ frequency of ChatGPT usage was high,
RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
HOLY ANGEL UNIVERSITY
with a mean of 2.56 and 0.67 as a standard deviation. Thus, their average usage of ChatGPT was
3-5 times a week. Moreover, the second part of SOP 1 presents the types of academic tasks
respondents typically use, homework assistance as their most used with 59.1% of respondents and
study support with 51.7% of respondents, followed by essay writing, research assistance, and other
reasons.
Lastly, in the third part of SOP 1, the question focuses on the satisfaction of students using
ChatGPT as their academic support with the use of the 5-Point Likert Scale. The findings on the
statement state that there is an average of 3.61 with a standard deviation of 0.87. This indicates
that the respondent's satisfaction with the academic support provided by ChatGPT is high.
Identifying the First Semester General Average, Perceived ChatGPT Usage on Academic
Performance, and Effective Study Habits of Grade 12 STEM Students
The data from Table 10 presents the distribution of first-semester general averages at Holy
Angel University. It reveals that a substantial number of students demonstrated strong academic
performance, as 32.68% achieved a general average in the 80-89 range, and 67.32% obtained a
general average of 90 and above. Notably, no students scored below 70, indicating an overall
robust performance in the first semester.
In addition, Table 11 showcases the Likert Scale responses from Grade 12 STEM students
at Holy Angel University, evaluating the impact of ChatGPT usage on their academic performance.
The subsequent findings in Table 9 indicate that, on average, the students perceived the positive
impact of ChatGPT usage to be moderate (mean of 3.30 with a standard deviation of 1.00). This
indicates that, out of the 256 respondents, the usage of ChatGPT has had a moderately positive
impact on their academic performance. Furthermore, Table 12 provides insights into the prevalent
46
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HOLY ANGEL UNIVERSITY
study habits favored by Grade 12 STEM students at Holy Angel University for enhancing their
academic performance, with self-study emerging as the most preferred method (81.1% of
participants), followed by online resource utilization, group study, and tutoring. Notably, other
study behaviors such as venting and resting were less commonly chosen by the students.
Examining the Relationship of ChatGPT on Academic Experiences Among Users and NonUsers of ChatGPT
The findings from the first part of SOP 3, focusing on Grade 12 STEM students who
frequently use ChatGPT for academic purposes, reveal that a substantial majority (80.1%) of Holy
Angel University students utilize ChatGPT in their academic work. Among these users, a
significant proportion (57.1%) perceive a moderate impact on academic creativity, while 27.1%
feel a minimal impact, and 15.8% acknowledge a significant positive influence. In terms of
motivation levels, the majority (68.1%) report no significant change, 27% experience an increase,
and a minority (4.9%) note a decrease since incorporating ChatGPT into their academic routines.
Moving on to the second part of SOP 3, focused on Grade 12 STEM students who do not
use ChatGPT, the majority (65.7%) perceive their academic performance as similar to peers who
frequently use ChatGPT, while 21.9% feel their performance is higher, and 12.4% believe it to be
lower. Notably, a substantial 80.4% of non-users have considered using ChatGPT, indicating a
high level of awareness or interest. Moreover, the majority of non-users (93.7%) do not face
challenges in their academic work due to not using ChatGPT. However, a small but noteworthy
portion (6.3%) report difficulties in comprehension, grammar, ideas, and information, highlighting
potential areas where ChatGPT could address academic challenges for these
47
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Relationship of the Frequency of ChatGPT Usage and the First Semester General Average
The findings of the PPMCC reveal a significant relationship between the frequency of
ChatGPT weekly usage and the first semester general average of grade 12 STEM students. Based
on the results, a Pearson coefficient of 0.58 was calculated, indicating a moderate positive
correlation between the grade 12 students’ frequency of ChatGPT weekly usage and their first
semester general average. With this, the null hypothesis is rejected, which means that the ChatGPT
weekly usage has a significant relationship with students’ first semester general average,
suggesting that the two variables are correlated.
In accordance with this, a research was undertaken on the possible benefits, obstacles, and
ethical issues of adding ChatGPT into teaching and learning methods (Ayman, 2023).
Furthermore, a survey of university faculty members states their thoughts on using ChatGPT,
including its effects on learning outcomes and performance. Significantly, the findings have a
significant impact on students' learning and performance, indicating the potential of ChatGPT as
a valuable tool in undergraduate education while emphasizing the importance of critical thinking
abilities and human interaction in the learning process.
To conclude, the study's gathered and interpreted data revealed a significant correlation
between the frequency of Chat Generative Pre-Trained Transformer (ChatGPT) usage among
Grade 12 students and their first-semester general average at Holy Angel University. This novel
perspective sheds light on the complex dynamics of ChatGPT use within a senior high school
STEM setting. The findings not only underscore the widespread use of ChatGPT in academic
contexts but also highlight its potential impact on various facets of students' learning experiences.
Thus, the null hypothesis is not accepted, supporting that there is a significant impact between the
48
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HOLY ANGEL UNIVERSITY
frequency of ChatGPT weekly usage and 1st semester general average, indicating that ChatGPT
usage is a factor in increasing the general average of students.
Moreover, the implications of this study extend beyond students and warrant attention from
educators, parents, guardians, educational policymakers, and future researchers. Educators can
leverage these insights to adapt their guidance and instructional strategies, ensuring a balanced
integration of ChatGPT into the learning environment. Parents and guardians, as pivotal
stakeholders in their children's educational journeys, can gain a deeper understanding of
ChatGPT's influence on academic achievement, creativity, and motivation, enabling them to make
informed decisions about technology usage at home. Additionally, educational authorities can
utilize the study's findings to formulate informed guidelines and policies for the responsible use of
AI tools in educational settings, promoting ethical behaviors and maximizing the benefits of
technological advancements. Apart from its practical implications, this research also provides a
foundational resource for future researchers aiming to clarify and build upon its standards while
addressing inherent limitations.
The research procedure encountered several challenges that merit acknowledgment and
consideration in future studies. Meeting the time constraints for obtaining a sufficient number of
responses within the specified timeframe posed a significant challenge, compounded by the need
to collect responses within a specific population. Additionally, the scarcity of willing participants
created research hurdles, necessitating additional time and effort to identify and engage individuals
willing to partake in the study. Delays in securing the intended respondents impeded the data
analysis timeframe and the completion of other crucial tasks, thereby impeding the overall progress
of the study. Furthermore, the adoption of a quantitative approach, necessitating rigorous statistical
analysis, presented challenges due to the researchers' limited proficiency in this domain. Lastly,
49
RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
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the data collection was confined to Grade 12 students pursuing the STEM strand at Holy Angel
University, limiting the wider applicability and generalizability of the study's findings to a more
diverse educational environment.
This study offers a new perspective on the complicated dynamics of Chat Generative PreTrained Transformer (ChatGPT) use among senior high school STEM students at Holy Angel
University. The findings provide on ChatGPT's widespread use in academic settings, as well as its
potential impact on numerous aspects of students' learning experiences. Other than students, the
findings of this study will help educators, parents, guardians, educational policymakers, and future
researchers. Educators can use these insights to modify their guidance and instructional
approaches, ensuring a balanced approach to incorporating Chat ChatGPT into the learning
environment. Parents and guardians, as significant participants in their children's educational
journeys, can obtain a better understanding of ChatGPT's impact on academic achievement,
creativity, and motivation, allowing them to make educated decisions about technology use at
home. Furthermore, educational officials can use the study's findings to develop educated
guidelines and policies for the responsible use of AI tools in educational settings, supporting
ethical behaviors and maximizing the benefits of technology developments. This research can also
serve as an important tool for future researchers aiming to clarify and expand on the study's
standards while properly addressing its inherent limitations.
The study encountered some challenges during the research procedure that should be noted
and taken into consideration in future research. One significant challenge was meeting the time
limits to obtain the desired number of responses within the allotted period. Having to collect
responses within a certain population added to this complication. In addition, a shortage of willing
participants causes a problem in the research process, requiring the researchers to invest additional
50
RELATIONSHIP OF CHATGPT USAGE AND GENERAL AVERAGE
HOLY ANGEL UNIVERSITY
time and effort in identifying and engaging individuals willing to participate in the study. The
delay in obtaining the intended respondents impacted the timeframe for data analysis and
completion of other critical tasks, slowing the overall progress of the study. Furthermore, as the
research adopted a quantitative approach demanding thorough statistical analysis, the researchers
faced challenges owing to their limited proficiency in this topic. Finally, the collection of data was
limited to students in Senior High School at Holy Angel University, situated in Angeles City,
Pampanga. Specifically, the study exclusively focused on Grade 12 students pursuing the STEM
(Science, Technology, Engineering, and Mathematics) strand. This approach, while providing indepth insights within the chosen academic setting, may limit the study's findings' wider application
and generalizability to a more diverse educational environment.
In terms of the limited generalizability of the study's findings, researchers are encouraged
to replicate similar studies across various academic environments, considering different
educational levels, subjects, and strands. It is recommended to broaden the scope of the research
and include respondents who are not only STEM students in Grade Twelve (12). Particularly
because more accurate and reliable outcomes are likely to arise from larger sample sizes. Involving
respondents from various grade levels, strands, and academic departments would facilitate a more
precise assessment of the correlation between ChatGPT usage and students' general averages.
It is also recommended that future researchers direct their attention toward exploring the
positive integration and its effects of ChatGPT into school curricula. A proactive stance should be
taken to understand the potential benefits of ChatGPT in enhancing students' learning experiences,
fostering creativity, and support for academic achievement. However, this exploration must be
with a cautious approach. Future researchers are recommended to create comprehensive
frameworks that balance both the advantages of ChatGPT and mitigating potential challenges. By
51
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focusing on the positive contributions of ChatGPT while exercising good judgment through policy
recommendations, these researchers can lay the foundation for a responsible and effective
integration of AI technologies in education, ensuring that the benefits are maximized while ethical
considerations are upheld.
52
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Appendices
Appendix A: Information Sheet
INFORMATION SHEET
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Title of the Study: The Impact of the Frequency of ChatGPT Weekly Usage on the First Semester
General Average of Grade 12 STEM Students at Holy Angel University
Researchers: Apolan, Austine John P
DelosReyes, Nerizza Carrie C.
Matias, Althea Charlene P.
Reyes, Quella Zairah C.
Sangalang, Benedict G.
Background: This correlational study aims to determine the impact of ChatGPT weekly usage on
the academic performance of grade 12 STEM students of Holy Angel University.
Procedure: Participants will be asked to complete a three-part survey questionnaire, a validated
and reliable tool, either in-person or online. This survey aims to assess the impact of ChatGPT
usage on the academic performance of 12th-grade STEM students. It will require disclosing firstsemester average grades, frequency of ChatGPT use, purposes of usage, and its influence on
academic performance. Only the responses from willing participants will be extracted into an MS
Excel file for data analysis.
In response to the COVID-19 pandemic, safety procedures for in-person research activities have
been modified. These include implementing mask usage, maintaining physical distance, frequent
hand sanitization, and ensuring proper ventilation. Before and after traveling to the research site,
all materials must be disinfected. Once the required number of willing participants is obtained,
their responses will be exported for data analysis.
Furthermore, you are being requested and invited to participate in this study because
(1) you are a grade 12 STEM student from holy angel
(2) you are aware of the AI bot (such as ChatGPT) used in academics.
university;
and
Duration: The survey questionnaire will only take 5-10 minutes to answer.
Risks: The study poses minimal risks, as the data collection process complies with the Data
Privacy Act of the Philippines, ensuring the protection of personal information. There are no
anticipated adverse impacts on the participants.
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Benefits: Participants have the opportunity to contribute to valuable research that may provide
insights into the relationship between the frequency of ChatGPT usage and academic performance.
The findings could potentially inform educational strategies and technology integration in learning
environments.
Confidentiality: All collected data, including personal information and consent, will be securely
stored and disposed of after the study's publication. Measures such as data encryption and secure
document storage will be implemented to safeguard participants' information. Additionally,
individual identities will remain anonymous in the published research paper, and specific findings
will not be disclosed to any affiliated organizations or staff.
Voluntary Participation: Participation in the study is entirely voluntary, and individuals have the
freedom to decide whether or not to take part. Consent to participate will be indicated through an
informed consent form, and participants can withdraw from the survey at any point.
Question about the study:
If you have questions or concerns during your participation in this study, or you
would like to receive a copy of the aggregate results, you may contact:
Researcher: Apolan, Austine John P.
Contact Number: 0961 638 0529
Email Address: apapolan@student.hau.edu.ph
Researcher: DelosReyes, Nerizza Carrie C.
Contact Number: 0956 093 8420
Email Address: ncdelosreyes@student.hau.edu.ph
Researcher: Matias, Althea Charlene P.
Contact Number: 0995 108 0219
Email Address: apmatias@student.hau.edu.ph
Researcher: Reyes, Quella Zairah C.
Contact Number: 0908 955 2867
Email Address: quellazairahreyes@gmail.com
Researcher: Sangalang, Benedict G.
Contact Number: 0969 567 7037
Email Address: bensangalang11@gmail.com
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Appendix B: Informed Consent
INFORMED CONSENT
I have been invited by group 5 of 12 Abraham, to participate in a research study titled “The
Impact of the Frequency of ChatGPT Weekly Usage on the First Semester General Average
of Grade 12 STEM Students at Holy Angel University.” The primary aim of this study is to
explore the correlation between the frequency of ChatGPT weekly usage and the academic
performance of grade 12 STEM students like myself.
I have been selected to partake in a three-part survey questionnaire, which can be
completed either in-person or online. This survey would only take 5-10 minutes to answer and is
designed to gauge the influence of ChatGPT usage on academic performance by collecting data
on first-semester average grades, frequency of ChatGPT use, purposes of usage, and its impact on
academic performance.
In consideration of the ongoing COVID-19 pandemic, certain safety procedures for inperson research activities have been implemented. These include the mandatory use of masks,
adherence to physical distancing norms, hand sanitization, and ensuring proper ventilation.
Additionally, all research materials must be disinfected before and after transportation to the
research site.
It's important to note that the data collection and management processes adhere to the Data
Privacy Act of the Philippines, assuring the protection of personal information. As a result, there
are no anticipated adverse impacts or risks associated with participation in this study.
By participating in this research, I have the opportunity to contribute valuable insights into
the relationship between ChatGPT usage and academic performance. The findings of this study
could potentially inform educational strategies and the integration of technology in educational
settings.
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All data collected, including personal information and consent, will be securely stored and
subsequently disposed of after the study's publication, maintaining the confidentiality of
participants. Notably, participation in this study is entirely voluntary, and I have the freedom to
withdraw from the survey at any point without facing any repercussions.
In case of any queries, or concerns, or if I wish to receive a copy of the collective results,
I can directly contact the researchers involved in this study who are:
Apolan, Austine John P.
Contact Number: 0961 638 0529
Email Address: apapolan@student.hau.edu.ph
Researcher: DelosReyes, Nerizza Carrie C.
Contact Number: 0956 093 8420
Email Address: ncdelosreyes@student.hau.edu.ph
Researcher: Matias, Althea Charlene P.
Contact Number: 0995 108 0219
Email Address: apmatias@student.hau.edu.ph
Researcher: Reyes, Quella Zairah C.
Contact Number: 0908 955 2867
Email Address: quellazairahreyes@gmail.com
Researcher: Sangalang, Benedict G.
Contact Number: 0969 567 7037
Email Address: bensangalang11@gmail.com
Please check or mark the box that applies.
● I agree to participate in the study.
I do not agree to participate in the study.
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Appendix C: Statistical Results
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Appendix D: Proof of Data Collection
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Appendix E: Curriculum Vitae
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Name: Apolan, Austine John P.
Age:
Email: apapolan@student.hau.edu.ph
Future Profession and Why: Film Producer
As an aspiring BA Communication student passionate about Production and Media, my
career goal is to go on an exciting and successful journey. I am enthusiastic about
creating films and art that have the power to inspire and deeply resonate with people's
hearts. At the core of my being, I bring creativity, a sense of adventure, ambition, and
an insatiable curiosity. To turn this dream into reality, I have honed my skills in artistic
design, media production, and effective written and verbal communication. With
determination, I aim to eventually become a Film Producer. My ultimate goal is not only
to find personal happiness and success but, most importantly, to make my family proud.
Through this journey, I strive to contribute meaningfully to the world of media and
storytelling, leaving a positive impact on those who experience my work.
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Name: DelosReyes, Nerizza Carrie C.
Age: 18
Email: ncdelosreyes@student.hau.edu.ph
Future Profession and Why: Dermatologist
In a world where the pursuit of health and well-being is more vital than ever,
I want a profession that combines the artistry of beauty with the precision of science, all
while making a tangible impact on individuals' lives. And with that, dermatology stood
out as a field where my heart felt most at home. Since then, I often picture a career
where every day, you have the opportunity to enhance people's self-esteem, alleviate
their suffering, and contribute to their overall health. In my perspective, dermatology is
not just a profession but a lifelong journey of fulfillment and purpose—a journey where
our passion for skin health, our fascination with the human body, and our desire to make
a meaningful difference converge into a career that promises to be both rewarding and
endlessly captivating. From a young age, I found myself captivated by the intricacies of
skin. The more I learned, the more my curiosity grew, and that is why I chose the right
strand that would align with my interests. The STEM (Science, Technology,
Engineering, and Mathematics) strand has provided me with a strong foundation upon
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which I can build a career dedicated to understanding and treating skin conditions with
precision and excellence. Being a dermatologist is a dream for me and is a vocation
where the healer within me finds purpose, where I can be a source of hope and healing
for individuals facing skin-related challenges.
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Name: Matias, Althea Charlene P.
Age: 18
Email: apmatias@student.hau.edu.ph
Future Profession and Why: Pediatrician
My desire to become a pediatrician stems from my passion for helping others,
particularly children, and my deep interest in the field of medicine. The opportunity to
make a positive impact on their lives, both physically and emotionally, brings me
immense joy. I am eager to provide medical care, support, and guidance to young
patients and their families, ensuring they receive the best possible care in a safe and
nurturing environment. Additionally, I am passionate about raising awareness and
educating communities about preventive measures and vaccinations for the overall
improvement of children's health. Overall, my decision to pursue a career as a
pediatrician is driven by my genuine dedication to promoting children's health and wellbeing.
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Name: Reyes, Quella Zairah C.
Age: 18
Email: qcreyes@student.hau.edu.ph
Future Profession and Why: Marine Engineer
Marine engineering was always associated with a certain mystique, setting up
visuals of powerful ships forging through the ocean and the complex systems that powered
them. I intend to enter this fascinating profession since it brings together a passion for the
sea with technical knowledge, problem solving, and adventures. A profession in marine
engineering is an adventure all by itself, giving me the chance to travel the world while
carrying out my duties and responsibilities. My desire for a dynamic and adventurous
lifestyle is in line with this profession. Furthermore, being a marine engineer offers more
than a profession; it's a lifetime adventure, an opportunity to connect with the sea, and a
chance to make a significant impact on the maritime sector. I see this path as the ideal
combination of my interests and ambitions.
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Name: Sangalang, Benedict G.
Age: 18
Email: bgsangalang1@student.hau.edu.ph
Future Profession and Why: Electronics Engineering
Engineering is a field of profession that finds a solution to a problem, and they
have a specific field to solve for every problem. but what I like the most in the field of
engineering is electronics. I have a liking for electronics because most of the new
inventions and developments today have an application in electronics. Also, I want to
invent and do projects that will help the advancement of people in technology.
Furthermore, electronics engineering offers a deep understanding of electrical systems,
digital technology, and their applications in various industries like telecommunications,
robotics, and consumer electronics. As can be seen, I desire to be a future electronic
engineer and I’m ready to make new things that will advance society.
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