ChatGPT in the Classroom: Effects of ChatGPT on

Humanities and Social Science (HUMSS) students in

English Related Subjects of Lianga National
Comprehensive High School

A Quantitative Research presented

to the Faculty of
LIANGA NATIONAL COMPREHENSIVE HIGH SCHOOL

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

BY:

America, Harry
Alberca, Jessa Lyka
Clapano, Maria Princess
Contenedas, Marilou
Ellar, John Mark
Espenosa, Angelyn
Figuracion, Melbert
Mira, Nicolas Ace
Monteseven, Juvy
Quezada, Mary Joy
Rufin, Duren Jade
Sullano, Erica Aubrey

Grade 12- HUMSS C

Erika B. Besario
Research Adviser

January 2024

1
 Chapter 1

Background of the Study

The rapid advancements emerging inartificial intelligence (AI) tools

undoubtedly deliver pivotal contributions not only in a certain field but also in

the realm of literature. Artificial Intelligence (AI) refers to the stimulation of

human intelligence process by machines and specific application of AI include

expert system, natural language processing, speech recognition, and machine

vision (Laskowski, 2020). Aside from that, there are other artificial intelligence

that can provide literary texts, articles and essays to name a few and on AI

that can rewrite the sentence or paraphrase, correct grammatical errors and

provide summary of a literary text (Goebel, 2023). One of the most relevant

examples is ChatGPT. This kind of chatbot in which user can enter a text

prompt and receive an intelligently-generated output, allowing for a back-and-

forth generated conversation (Cashman, 2023).

ChatGPT was develop by the OpenAI where it became prominent int

this period as it recorded 180.5 million users as of 2024 (Duarte, 2024).

English subject such as Creative Writing, Litereature, English Academic and

for Professional Purposes are key areas where HUMSS students often need

support. ChatGPT can provide instant assistance in these subjects by offering

grammar corrections, helping with writing styles, summarizing text and

explaining complex terms into simpler terms.

2
 Nowadays, continuous development and innovations,

particularly, with the conversion of AI from computers only, two included in

embedded systems,

as well as online, web-based platforms, and robotics (robots and chatbots),

which perform independently or working with human instructors, and educator

duties (Chen et., 2020). Also, Chen added that AI and its usage in different

segments of our regular life seem to be increasing day-by-day, same as in the

field of education.

AI started making its mark by acting as an aid to support the teaching

and learning process (Hussain et al., 2022). While, the use of AI in education

may generate insights in how learning is assessed and it may re-organize

classrooms or make them obsolete, it can increase the efficiency of teaching

or it may force students to meet the requirements of technology (Tuomi and

IIkka, 2018). In addition to that, AI documents in education has with both

advantages and disadvantages to students and teachers (Sawant, 2022).

In foreign language education teachers will have to re-evaluate

teaching approaches and in particular, assessment method since the use of

ChatGPT enables students to easily generate (IPL, 2023). However, on the

contrary, it is beneficial tool for students to quickly acquire reliable responses

to their writing skills if facilitated efficiency by their teachers (Kasneci et al.,

2023). Furthermore, ChatGPT has had a significant impact on tertiary

education in Malaysia, particularly in the context of increasing demand for

3
 online and need for personalized and interactive learning

experiences as stated by Seo et al., (2021).

Hence, the utilization of ChatGPT in education is still in its early

phases, and further research development are necessary to comprehend its

potential

impact on the sector (Lo, 2023). According to the Philippine Data Privacy,

(2021) that AI chatbots productively, they need to be aware the functions of

the tool and understand how to interact effectively. In addition, from a recent

study of (Javier, 2023), ChatGPT is a generative AI-enabled chatbot that can

generate outputs responding to varied and complex prompts. Therefore, for

learners to be able to use.

This study provided new insights for future researchers on how the

utilization of ChatGPT affects the Senior High School students in English-

related subjects. The respondents will be the Senior High School, particularly

the HUMSS students of Lianga National Comprehensive High School.

Through this study, it determined the effects of such AI tool on the students in

academics and come up with new techniques for assessing the student’s

performance in English-related subjects.

Statement of the Problem

4
 This study

School students in English-related subjects. This study aims to obtain the

following objectives:

1. What is the demographic profile of the respondents in terms of;

A. Name
B. Age
C. Section

2. What English-related subjects activities do the students used ChatGPT the

most?

3. What are the effects of the use of ChatGPT to the Senior High School
students in English-related subjects?

Significance of the Study

The results of this study have greatly benefited the following:

Students. This study helped the students improve their literacy skills. Through

this study, they determined how the use of ChatGPT affects the Senior High

School students and their critical thinking skills.

Teachers. This study significantly helped the teachers to come up with new

techniques on how they would approach the students in more effective way.

5
 Through this study, the teachers developed another way

to prevent their students from using such as AI tool in academics.

Parents. This study benefited the parents by determining how the use of

ChatGPT affect their children’s academic performance. The parents came up

with new ways to guide their children in the responsible use of such as AI tool

so that their student’s performance in school will not be affected.

Future Researchers. The study conducted served as the primary basis for

future studies related to the effects of the use of ChatGPT to Senior High

School students in English-related subjects. This served as a new source

of information that will be utilized for future studies.

Scope and Delimitation

The main purpose of this study is to provide information regarding

ChatGPT and how they affect the Senior High School students in Grade 12

HUMSS students. The study considered the student’s personal information,

such as their name (Optional), sex, and age. The study will be conducted in

Lianga National Comprehensive High School, Purok 1, Poblacion Lianga

Surigao Del Sur.

The study is limited to 121 Senior High School Students who are

enrolled in the first Semester of the school year 2024-2025 at Lianga National

Comprehensive High School. Each of the respondents will be given a survey

6
 questionnaire to answer the questions pertaining to the

study. The students will be selected from 4 different sections to present biases

and got objective perceptions.

Definition of Terms

The following were the terms being used in the study which are defined

according to its usage or through operational definition.

Effects - this refers to the result or the consequence.

ChatGPT - this refers to the technological tools that are used to

generate literary text like essays, poems, and stories to name a few.

Senior High School Students - this refers to the students from Lianga

National Comprehensive High School and the respondents of this study.

English-related subjects - these are subjects such as Oral

Communication in context, Creative Writing, and English for Academic and

Professional Purposes.

7
 Chapter 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter presented the studies and literature pertaining to the study

that will be conducted. The following studies and literature have undergone

thorough and in-depth assessment by the researchers.

Related Literature

Foreign

The utilization of artificial intelligence (AI) generative tools in education

has a brief history but has acquired popularity rapidly in recent years.

According to Dwivedi et al. (2023), AI has the potential to revolutionize

learning, with opportunities in personalized learning and grading. However,

challenges include the fear of job loss for teachers and the potential for bias in

AI algorithms (Harper, 2023). This study implies that the use of Artificial

intelligence might contribute and help students in their studies. However,

8
 through the use of Artificial intelligence there is a

possibility that individuals will be more dependent on the tool as it provides

everything you need in just a click.

Moreover, Artificial intelligence could help improve one's learning. In a

study by Uduak (2023), she cited how Artificial Intelligence Technologies help

improve Learning in Education Space; (1) It provides personalized learning

experiences, (2) Adaptive Learning experiences, (3) Intelligent tutoring

systems, (4) automated grading, and (5) Education to individuals with special

needs.

Furthermore, Firaina (2023), articulated that data will be analyze and

must be interpret to gain a deeper understanding of how the use of ChatGPT

affects learning and why lectures choose or do not choose the technology. For

instance, the use of ChatGPT in learning can be an interesting and effective

alternative, but users also need to remain critical and selective in utilizing it

because ChatGPT has limitations; others might consider it is use to improve

productivity and learning efficiency (Suliswaro, 2023).

According to a recent study by Nguyen (2024), students appreciate

ChatGPT for translating and summarizing content, which helps enhance their

vocabulary and grammar accuracy. However, educators have raised concerns

that extensive reliance on the tool could reduce students’ critical thinking and

problem-solving skills, as they may become too dependent on AI for answers

instead of developing their own analytical abilities (Pintrinch, 2024).

Hence, from the study of Li (2024), state that ChatGPT for students can

help academic English writing as it scaffolds literacy in terms of writing fluency,

9
 content, and knowledge. In addition, English learners

should be cautious and reflect on using this AI tool, especially for academic

writing purposes (Yuan, 2024).

Local Literature

According to Garcia (2024) ChatGPT’s influence extends to student

performance, with users of the tool often achieving higher grades on English

assignments due to its support in organizing and refining written work.

Teachers, however, caution that this could hinder skill development if students

depend on

AI to complete substantial portions of their assignments, reducing their

practice in critical language skills.

Dr. Reinald Adrian Pugoy of the University of the Philippines Open

University (UPOU) highlighted that ChatGPT can serve as an effective

learning

aid for Filipino students, especially in understanding complex academic

subjects. Dr. Pugoy pointed out that ChatGPT is able to break down difficult

concepts into more digestible forms, which can significantly assist students

struggling with intricate topics. However, he emphasized the importance of

students learning how to critically assess the information provided by AI, as it

does not always guarantee accuracy. Thus, while ChatGPT can aid in

learning, it should not replace traditional methods of critical engagement with

academic material (UPOU, 2023).

10
 According to author Ray (2023) presented a

comprehensive review of ChatGPT. The study focuses on ChatGPT’s history,

technological advancements, and industrial uses. It discusses solutions while

addressing ethical challenges, data biases, and safety concerns. The review

anticipates what ChatGPT will look like in the future, highlighting

improvements in human-AI interaction and research developments.

Focusing on teaching and learning, Kohnke et al., (2023) analyze

ChatGPT’s use in language teaching and learning in their study. They can

support research and development projects, work with educators to implement

AI applications in the classroom or learn more about the topic. Whatever they

do, remember that the potential of AI to transform education is vast, and we

need to work together to realize its full potential (Llego, 2023).

Education plays a vital role in using ChatGPT, and numerous reviews

have focused on its educational impact. For instance, Lo (2023) rapidly

reviews ChatGPT’s implications for education. The study indicates variable

performance levels of ChatGPT across diverse subject categories, ranging

from super to

unsatisfactory, by examining 50 publications from useful databases and

Google Scholar.

Related Studies

Foreign

11
 The emergence of ChatGPT as a tool for enhancing

English language learning has sparked considerable interest in academic

circles, particularly regarding its effects on students' social and emotional

learning (SEL). Liu and Ma (2023), conducted a study that demonstrated a

moderate positive impact of ChatGPT on EFL students' SEL, indicating that

the AI tool facilitates conversation skills and emotional intelligence

management, which are essential for language acquisition. Their findings

revealed that students perceived ChatGPT as an effective means to practice

language skills in a supportive environment, reducing anxiety associated with

language learning (Liu & Ma, 2023). This aligns with the research by Ali et al.

(2023), who found that the interactive nature of ChatGPT significantly

enhances student motivation and engagement in language learning contexts.

The study that was published by Altememy, Mohammed, Hsony,

Hassan, Mazhair, Dawood, Jouani, Zearah, and Sharif (2023) shows that the

use of

artificial Intelligence-Based Technological Advancement (AIBTA) within Iraqi

higher education has significantly impacted the students' academic

performance. Based on the study, the use of Artificial Intelligence tools could

have a negative effect on the academic performance of students as students

rely more on the use of technological advancements which affect their thinking

skills and by that, they are no longer able to compose Literary texts, essays,

and other forms of literature due to reliance on the Artificial intelligence.

In addition to emotional support, Van Horn (2024) explored the

perceptions of Korean university students regarding their experiences with

12
 ChatGPT in enhancing language skills. The research

indicated that students expressed high levels of engagement and collaboration

during lessons where ChatGPT was utilized, suggesting that the AI tool fosters

active participation and enhances overall language skills (Van Horn, 2024).

This observation is supported by Peters et al. (2023), who noted that real-time

feedback from AI tools like ChatGPT can lead to improved reading

comprehension and writing proficiency among EFL learners. Furthermore,

these findings underscore the potential of AI to transform traditional

pedagogical approaches by making learning more interactive and engaging for

students (Peters et al., 2023).

Despite the positive aspects highlighted in these studies, there are

concerns regarding the potential drawbacks of using ChatGPT in educational

settings. Chaka (2023) emphasized that while ChatGPT can provide

immediate

responses and assistance, it may inadvertently hinder students' creativity and

critical thinking skills. This concern is echoed by Xu (2024), who argued that

reliance on AI tools could lead to diminished creative capacities among

students, as they might become overly dependent on technology for

generating ideas and solutions. Additionally, this perspective aligns with the

findings of researchers like Smith and Jones (2023), who warned that

excessive reliance

on AI could stifle independent thought and problem-solving abilities among

learners.

13
 Local Studies

The integration of ChatGPT as an educational tool has been explored

in various studies across the Philippines, revealing its potential benefits and

challenges for students. A study conducted by Antivola (2023) highlighted

those Filipino students found ChatGPT helpful for generating ideas and

assisting with research, thereby enhancing their academic performance. This

aligns with findings from Hetler (2023), who noted that students perceived

ChatGPT as a valuable resource for organizing information and developing

concepts, which ultimately supports their learning process. However, students

also expressed concerns about the accuracy of the information provided by

ChatGPT, indicating that while it serves as a useful tool, it should not be solely

relied upon for academic tasks (Antivola, 2023).

In another investigation, Albdrani and Al-Shargabi (2023) explored the

integration of ChatGPT in personalized learning experiences among 785

college students across various institutions in the Philippines. Their findings

indicated that ChatGPT integration accounted for approximately 88.54% of the

variability in personalized learning outcomes, suggesting a strong positive

effect on student engagement and learning experiences (Albdrani et al.,

2023).

The study emphasized that while demographic factors had minimal

influence on these outcomes, the potential of AI technologies like ChatGPT to

enhance personalized learning is significant and warrants further exploration

(Al-Shargabi, 2023).

14
 Additionally,

perspectives on the use of ChatGPT in language education. Their study found

that while educators acknowledged the benefits of using AI tools for enhancing

student engagement and providing instant feedback, they also raised

concerns about potential issues related to plagiarism and academic

dishonesty (Reyes et al., 2023). Educators emphasized the importance of

teaching students how to use AI responsibly and ethically to maintain

academic integrity while benefiting from technological advancements (Reyes

et al., 2023).

Finally, Santiago et al. (2024) discussed how integrating ChatGPT can

cater to different learning styles among Filipino students. Their research

indicated that various learner types could benefit from tailored interactions with

ChatGPT, such as kinesthetic learners engaging with simulations or verbal

learners practicing language skills through conversation (Santiago et al.,

2024). However, they cautioned against over-reliance on AI tools without

adequate human oversight and critical thinking development (Santiago et al.,

2024). This

underscores the necessity for a balanced approach to incorporating AI into

educational practices to maximize its benefits while mitigating risks.

Synthesis

The use of AI tools like ChatGPT in education has grown quickly,

offering

15
many benefits, such as personalized learning and instant

feedback, which can help students improve their language skills and

understanding (Dwivedi et al., 2023; Uduak, 2023). Filipino students, for

example, have found ChatGPT useful for organizing their thoughts and

improving their writing (Garcia, 2024). However, there are concerns about

students becoming too dependent on AI, which could affect their critical

thinking and creativity. Teachers worry that if students rely too much on

ChatGPT for answers, they might not develop their own problem-solving skills

(Nguyen, 2024; Reyes et al., 2023). While AI can enhance learning, it is

important for students to use these tools responsibly and avoid relying on

them too much, ensuring that they continue to engage with their work and

develop essential skills (Santiago et al., 2024; Albdrani & Al-Shargabi, 2023).

16
 Conceptual Framework

INPUT PROCESS OUTPUT

Conducting survey to
Determining the respondents from After conducting the
effects of ChatGPT (HUMSS) students survey and well-
on Humanities and of Lianga National taking analysis, it is
Social Science Comprehensive High expected all data
(HUMMS) students School through and will determine
in English Related distribution of the effects of
Subjects of Lianga adapted ChatGPT on
National questionnaire in their Humanities and
Comprehensive perspective Social Science
High School. classrooms. (HUMMS) students
of Lianga National
Comprehensive High
School.

Chapter 3

METHODOLOGY

17
 This chapter presented the research design employed in the study,

research locale, respondents, research instrument, and data gathering

procedure or procedure used to determine the effects of ChatGPT to the

senior high school students in English-related subjects.

Research Design

The study will utilize quantitative research design employing descriptive

statistics in which it required survey questionnaire method in determining the

effects of ChatGPT to the senior high school students in English-related

subjects. The study focuses on the “what” of the research through the use of

Likert scale. The design will use to determine if there is an impact of ChatGPT

to senior high school students in English-related subjects.

The Sample

The study participants will be the Grade 12 students currently enrolled

in Lianga National Comprehensive High School for the school year 2024-

2025. Thus, 121 Grade 12 HUMSS students will participate in the study by

using Slovin’s Formula with data collected through a structured survey. The

researcher will use stratified random sampling method to determine

participants based on pre-existing characteristics, such as frequency of

ChatGPT use and academic focus, ensuring representation of relevant

subgroups. Since students are not randomly assigned to different levels of

ChatGPT usage, but rather the study examines naturally occurring variations

in usage, this design qualifies as

18
a quasi-experimental study. This approach enhances the

accuracy and reliability of the findings, providing a clearer understanding of

how ChatGPT usage influences HUMSS students in English-related subjects.

The researcher’s ensures that the respondents response will remains

confidential.

Research Instrument

The study will use a survey questionnaire to gather information on the

students' age and students’ track, which was then followed by a series of

questions to determine the effects of ChatGPT of the senior high school

students in English- related subject. To determine whether the use of ChatGPT

has an impact on senior high school students in English-related subjects, a

self-made Likert-scale was employed in this study.

Intervention

The intervention aims to determine how ChatGPT is use by Grade- 12

Humanities and Social Science (HUMSS) students at Lianga National

Comprehensive High School in English-related subjects. Students will use

ChatGPT to assist with writing assignments, reading comprehension, and

research tasks, receiving real-time feedback on grammar, structure, and

content. The study will track student interactions with ChatGPT, noting how it

supports tasks such as generating writing prompts, improving writing skills,

and aiding in research and citation. Data will collect through surveys,

classroom

19
 observations, and analysis of students' work to describe

patterns of use, engagement, and perceptions of the tool's impact on learning.

Data Collection Procedure

The principal of the school, the class adviser, and the respondents

themselves received a letter from the researchers requesting permission to

conduct the study. The letters use to request permission to conduct the

participant data collection procedure inside the school's grounds.

After obtaining permission, the researchers will employ a self-made

questionnaire that will have test and expertly review to collect information from

the respondents. The researchers use the questionnaires to collect data and

distribute them to each section, along with letters assuring everyone that the

information will only be used for research purposes and that confidentiality is

maintained throughout the study. Profiling is used at the start of the

questionnaire to determine the respondent's age and track, followed by a

series of in-depth inquiries to determine whether ChatGPT impacts senior high

school students in English-related subjects.

The researchers gather and total the data for analysis once all

respondents submit their responses. The experts consult to decide which

statistical techniques to apply when evaluating the data. The researchers

employ the study's results and suggestions based on the data.

20
Plan for Data Analysis

The information acquires from student surveys underwent through

statistical analysis. This analysis includes the use of descriptive statistics such

as frequency counts, percentage ranks, and weighted means. The

researchers

will go through key steps in this analysis process, including clean and process

data, explore data for checking assumptions, choose analysis methods,

control for confounding variables, test hypotheses, interpret results, and

creating a final report.

Frequency. The number of respondents who chose a specific rating on

the scale will represents through numbers for frequency.

Percentage Rank. The respondents were profiled according to their

characteristics and interests using percentage rankings.

Weighted Mean. The motivations for using ChatGPT and its effect on

senior high school students in English-related subjects are revealed by the

weighted mean, which is determined by considering the weight or probability

connected with certain events or outcomes. Throughout this analysis, the

researchers use pre-established boundaries and corresponding verbal

descriptions to interpret the responses from the respondents.

21
 Scale:

1.0 - 1.8 - Strongly Agree

1.81 - 2.60 - Agree

2.61 - 3.40 - Neutral

3.41 - 4.20 - Disagree

4.21 - 5.00 - Strongly Disagree

SURVEY QUESTIONNAIRE

Reseach-Made Survey Questionnaire on The Effects of ChatGPT on

HUMSS students’ in English-related Subjects

Name : ______________________ (Optional) Sex :______________

Age :________ Section : _____________

Direction: Please read each statement carefully. Put a checkmark (/) in

the box that best shows how much you agree.

5 (Strongly Agree) 4 (Disagree)

3 (Neutral) 2 ( Agree)

1 (Strongly Agree)

i.

ITEMS 5 4 3 2 1

1. I use ChatGPT in

answering my

quarterly examinations

in English-related

22
 Subjects.

2. I use ChatGPT in wring

on spot essays.

3. I use ChatGPT in

preparing myself to

answer for a graded

oral recitation on

English-related

Subjects.

4. I use ChatGPT in

accomplishing my

assignments in

English-related

Subjects.

5. I use ChatGPT in

making my output in

English-related

Subjects.

ii.

ITEMS 5 4 3 2 1

1. ChatGPT always provides

additional information in my

assignments in English-related

23
 subjects.

2. ChatGPT has greatly improved

my ability to write better essays.

3. ChatGPT has helps me in

identifying my grammar

mistakes in writing literary

works.

4. ChatGPT serves as a valuable

source that helps me write

essays.

5. ChatGPT develop my critical

thinking skills by providing

generative texts.

6. ChatGPT improves my study

skills.

7. ChatGPT has improved my

grades in English-related

subjects.

8. ChatGPT provides accurate

information’s, helping my

comprehension in broad topics.

9. ChatGPT helps me to complete

my essays efficiently with a

given time.

24
10. The use of ChatGPT reduces my

creativity.

11. ChatGPT does not contribute

clearly to my learnings in

English-related Subjects.

12. ChatGPT has not helped me

better at writing my overall

literary tasks.

13. ChatGPT has positively

influenced my study skills

enhancing my overall literary

tasks.

14. I have encountered any

challenges or limitations while

using ChatGPT.

15. I am confident that ChatGPT’s

responses are reliable for my

literary works.

25
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