CONDE LABAC INTEGRATED SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

AI and DIGITAL TOOLS IN ENHANCING ACADEMIC PRODUCTIVITY

AMONG GRADE 12 AT CONDE LABAC INTEGRATED SCHOOL

A Quantitative Research
Presented to
The Faculty of Senior High School
CONDE LABAC INTEGRATED HIGH SCHOOL
Division of Batangas
Batangas City

In Partial Fulfillment
of the Requirements in Practical Research 2
Grade 12 Senior High School
Applied and Specialized Subject

Catral, Ian Dave

De Torres, Keneth Joseph
Dinglasan, Gian

September 2024
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Dedication

We humbly dedicate this piece of success to our beloved parents

Mr. Rodolfo and Mrs. Nenette Catral

Mr. Emeliano and Mrs. Marissa De Torres

Mr. Calixto and Mylene Dinglasan

For their unconditional love and support, always believing in my dreams and

encouraging me to pursue my passions.

And of course, to our ALMIGHTY GOD whose guidance and wisdom have

illuminated our path. Through every challenge and triumph, I have felt Your

presence, inspiring me to seek knowledge and understanding.

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ACKNOWLEDGEMENT

As the proponents complete this academic journey, the researchers would

like to acknowledge and express their fullest gratitude to the people who helped

and supported this study throughout the research, experimentation, and writing

process. The researchers truly appreciated their efforts and time to share their

expertise in this study.

Ma’am MARITES E. VERGARA, their research adviser, for guiding and

teaching them throughout the whole process, and for looking out for them in times

that they face serious difficulties in certain aspects.

To their beloved parents, who continuously give them their moral,

emotional and financial support, the proponents would not have done this without

their help to finalize this Science Investigatory Project.

And lastly, to the Heavenly Father, God, the researchers would like to

sincerely give their warmest appreciation for He becomes the greatest foundation

for its success.

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ABSTRACT

Title : DIGITAL

RESEARCH MANAGEMENT

TOOLS IN ENHANCING

ACADEMIC PRODUCTIVITY

AMONG GRADE 12 STUDENTS

Author : Ian Dave Catral

Keneth Joseph De Torres

Gian Dinglasan

Year : 2024

Research Adviser : Mrs. Marites E. Vergara

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APPROVAL SHEET

This science investigatory project entitled “AI and DIGITAL TOOLS IN

ENHANCING ACADEMIC PRODUCTIVITY AMONG GRADE 12 AT CONDE
LABAC INTEGRATED SCHOOL” prepared by IAN DAVE G. CATRAL, KENETH
JOSEPH B. DE TORRES, GIAN A. DINGLASAN, in partial fulfillment of the
requirements in Practical Research 2 is hereby submitted for approval.

Mrs. MARITES E. VERGARA

Research Adviser

Date: ___________

Accepted in partial fulfillment of the Practical Research 2 - Applied and

Specialized Subject requirements of the Senior High School Department, Conde
Labac Integrated School, Batangas City.

Mrs. ROCHELLE A. MACATBAG

CLIS Research Coordinator

Date: __________

RESEARCH COMMITTEE

Mr. MARVIN RALPH L. ESTREMADURA

Member

Mr. JEROME C. NATIVIDAD

Member
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TABLE OF CONTENTS

Page

TITLE PAGE i

DEDICATION ii
ACKNOWLEDGEMENT iii
ABSTRACT iv
APPROVAL SHEET v
TABLE OF CONTENTS vi
APPENDICES xi

CHAPTER
I. THE PROBLEM
Introduction 1
Statement of the Problem 5
Scope, Delimitations and Limitation of the Study 5
Significance of the Study 7
II. RELATED LITERATURE AND STUDIES
Conceptual Literature 9
Review of Related Literature 16
Synthesis 17
Conceptual Framework 19
Definition of terms 20
III. RESEARCH METHODOLOGY
Research Design 22
Respondents of the Study 22
Data Gathering 23
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xi

Construction of Questionnaire 24
Validation of Questionnaire 25
Administration of Questionnaire 25
Scoring of Respondents 26
Statistical Treatment of Data 26
Ethical Consideration
Survey Questionnaire
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Age of the Respondents
Gender of the Respondents
Common Problems encountered by Students in
Writing research
Level of Research Literacy of the Students
Project Proposal
V. CONCLUSION AND RECOMMENDATIONS
Summary
Conclusions
Recommendations

BIBLIOGRAPHY

APPENDICES
APPENDIX A - QUESTIONNAIRE
APPENDIX B – LETTER TO THE RESPONDENTS
APPENDIX C - LETTER TO PRINCIPAL
APPENDIX D – CURRICULUM VITAE
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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction

Digital tools can help students to guide and get an information that quality

and reliability source. Students can use digital tools as making their homework.

Digital tools will streamline your research process, help you stay organized, and

provide you with easy access to the information you need.

Digital tools are various forms of software, media, and online resources. It

highlights their application in educational contexts, specifically in lesson studies for

mathematics and foreign language teaching, referencing several studies that

explored their effectiveness in these areas.

Many studies have shown positive effects, a debate highlighted by Clark and

Kozma emphasizes that the medium itself may not directly influence learning

outcomes. Instead, factors like teachers' perceptions of digital media and the design

features of these tools play a crucial role in shaping their effectiveness in education.

digital tools have become more widely used in education; they have also become

increasingly used as part of lesson studies.

A digital tool is simply defined as software, digital media, websites or digital

resources. For example, several studies have examined the use of digital tools in

lesson studies in mathematics (e.g., Murooka, 2007; Pierce et al., 2011) and in
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foreign language education (e.g., Lander, 2015; Nami et al., 2016). Lesson studies

have also been conducted completely online by using video conferencing as part of

distance education programs (Holdhusen et al., 2008) or to connect different

schools in real time (Isoda et al., 2017).

Digital Research helps everyone especially students to enhance their skills

and knowledge in each text. There has been a growing body of research on the use

of digital tools in school settings, recently (e.g., Cheung & Slavin, 2013; Ma,

Adesope, Nesbit, & Liu, 2014; Steenbergen-Hu & Cooper, 2013). Numerous studies

examined the effect of using digital tools on students’ achievement. However, the

media debate (Clark, 1994; Kozma, 1994) strengthened the argument that it might

not be the mere medium that has an effect on learning outcomes.

In consequence, contextual factors—such as teachers’ views of digital media

for teaching and learning or specific instructional design features of digital tools—

came into focus. It is also an electronic technology that generates, stores and

processes data in terms of positive and non positive states. Positive is expressed or

represented by the number 1 and non positive by the number 0. Thus, data

transmitted or stored with digital technology is expressed as a string of 0s and 1.

Intrinsically, the future of education is, to a large degree, related to the

advances in novel intelligent technologies and the rapid development of

computational capacities. Hence, the educational community is facing the

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opportunity and challenge brought by the continuously developing artificial

intelligence (AI) technologies, which can potentially and fundamentally change the

structure, operation, and governance of educational institutes (Popenici & Kerr,

2017).

The work in AI is dedicated to addressing cognitive problems that are

commonly related to human intelligence. The educational sector is undeniably

significantly influenced by AI. AI applications in education (AIEd) are widely used by

learners and educators nowadays and involve various tools and applications, for

example, intelligent tutoring systems, teaching robots, and adaptive learning

systems. AIEd supports learning occurring in both traditional classes and

workplaces by combining AI and various learning sciences, for example, education,

psychology, linguistics, and neuroscience, aiming at stimulating and advancing the

development of AI-driven educational applications featuring flexibility,

personalization, and effectiveness (Luckin, Holmes, Griffiths, & Forcier, 2016).

Grade 12 students in Practical Research 2 at Conde Labac Integrated

School are tasked with enhancing their productivity in digital tools management.

Digital tools is an important of student’s lives and it is the way to enhance their

work. Technology has helped students’ willingness and engagement and allows for

enhancements of learning.
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this study aims to investigate the Ai and Digital Tools in Enhancing Academic

Productivity Among Grade 12 at Conde Labac Integrated School”

Statement of the Problem

This study aims to explore the role of AI and digital tools in enhancing

academic productivity among Grade 12 students at Conde Labac Integrated

School.

1. To what extent do Grade 12 students at Conde Labac Integrated School utilize AI

and digital tools in their academic activities?

1.1: Frequency of AI and digital tool usage.

1.2: Types of AI and digital tools used by students.

1.3: Specific academic tasks for which AI and digital tools are utilized.

2. What are the perceived benefits of AI and digital tools in enhancing the academic

productivity of Grade 12 students at Conde Labac Integrated School?

2.1: Improvement in time management and task organization.

2.2: Enhancement in the quality and efficiency of academic work.

2.3: Facilitation of collaborative learning and resource sharing.

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3. What challenges do Grade 12 students face in adopting and effectively using AI

and digital tools for academic purposes?

4. How does the academic performance of Grade 12 students at Conde Labac

Integrated School correlate with the use of AI and digital tools?

Scope and Limitations 6

This study focuses on the AI and digital tools in enhancing academic

productivity among Grade 12 students at Conde Labac Integrated School. The data

collection will be conducted to all Grade 12 have Practical Research 2 subject in

Senior high of Conde Labac Integrated School S/Y 2024-2025. Digital Tools in

education is important because it enhance academic productivity by streamlining

tasks, improving organization, and enabling efficient communication. They allow

students and educators to access information quickly and collaborate effectively.

Not all students may be equally comfortable or skilled in using these tools, which

can lead to disparities in their effectiveness. Additionally, the research might face

challenges in measuring productivity outcomes, as academic performance can be

influenced by numerous factors beyond the use of digital tools. This variability may

complicate the establishment of a direct correlation between tool usage and

academic productivity.
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Other limitations could include a potential lack of access to technology for

some students, which may hinder their ability to use digital research management

tools effectively. There may also be a limited time frame for the study, making it

difficult to assess long-term impacts on productivity. Furthermore, the focus on

Grade 12 students may not provide insights applicable to other educational levels,

limiting the generalizability of the findings. Finally, subjective factors such as

personal motivation and study habits can also affect productivity, complicating the

evaluation of the tools' effectiveness.

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Significance of the Study

This study entitled “AI And Digital Tools In Enhancing Academic

Productivity Among Grade 12 Students At Conde Labac Integrated School.” result

of the study will benefit the following:

To the Students: This study will the students to improve their research skills by

effectively utilizing digital tools, enhance their organization and time management,

and foster collaboration with peers. It will also empower them to access and

evaluate information more efficiently, ultimately boosting their academic

performance and confidence in completing research projects.

To the Teachers and Educators: Digital research management tools can

significantly aid teachers and educators by helping them organize and categorize

research materials, making it easier to curate resources for lessons. These tools
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facilitate collaboration among educators, allowing them to share insights and best

practices, which enhances their teaching strategies.

To the Parents and Guardians: They can benefit by enhancing their

understanding of how these tools improve their children's research skills and

academic productivity. This knowledge allows them to support their children's

educational journeys more effectively. 8

To the Future Researcher: Certainly, this study will provide valuable insights into

the role of digital research management tools in enhancing academic productivity,

paving the way for future research on technology's impact in education. It highlights

the advantages of moving away from traditional, time-consuming research

methods, such as sifting through large volumes of books, and emphasizes the

efficiency gained through digital tools.

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CHAPTER 2
RELATED LITERATURE AND STUDIES

This chapter presents the reviews of conceptual and research literature

significant in conducting the study. The researchers gathered information from

several references which provide insights and information related to the study.

Conceptual Literature

This chapter provides a summary and evaluation of the existing

scholarly research on the impact of AI and digital tools in enhancing academic

productivity among Grade 12 students at Conde Labac Integrated School. It

reviews literature addressing the integration of these tools in educational

environments, focusing on how they facilitate organization, collaboration, and

access to information. By interpreting these findings through the lens of empirical

research on effective learning principles, we explore how these tools enhance

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student engagement, improve research efficiency, and ultimately contribute to

better learning outcomes.

Despite the wide range of research studies and meta-analyses published in

the last years (e.g., Al-Balushi, Al-Musawi, Ambusaidi, & Al-Haji, 2017; Bayraktar,

2001/2002; Ozyurt, Gayurt, Guven, & Bakı, 2014; Perry & Stock, 2015; Van der

Klen, Feskem, & Eggen, 2015), the impact of using digital tools is not yet fully clear,

as numerous studies differ in their findings. However, research shows that the use

of digital tools can especially enhance learning in the context of technology-related 10

subject matters within mathematics and science courses (Cheung & Slavin, 2013;

Lesh, Post, & Behr. 1987; Ozdemir. Sahin, Arcagok, & Demir, 201f; Steenbergen-

Hu & Cooper, 2014; Sung, Yang, & Lee, 2017; Van der kicij 2015). Today

mathematical literacy, as well as science literacy, can be considered fundamental

for social participation and "necessary for finding solutions to complex (real-world)

problems" (OECD, 201ña, p. 6).

However, international large-scale studies as for instance PISA show that a

substantial number of students worldwide struggle with learning mathematics (e.g.,

GECD, 2016b, p. 192; GECD, 2010, p. 106) and natural sciences (e.g., GEC 2016,

p. 71; OECD, 2019», р. 114). Here, the use of digital media yields high potential for

the teaching and learning of mathematics (e.g., Gunisas, 2015), and science (e.g.,

Buckley et al, 2004; Chang, Chen. Lin. & Sung, 2008; Fratlich, Kewer, & Hofstnin,

2009, see Section 2.2.2). Therefore, this meta-analysis examines if and how the
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use of digital tools can especially enhance secondary school mathematics, biology,

chemistry and physics. To this end, we analyzed existing published primary studies

investigating the impact of using digital tools compared to instruction methods

without the use of digital tools. With the three assumptions underlying the cognitive

theory of multimedia learning, Mayer (2014) described why learning with digital

tools can be beneficial: According to the dual-channel assumption, learners can

organize information into two different cognitive structures, namely the visual and

the auditory channel. The second assumption is the limited capacity of information

processing in one channel. Therefore, it is favorable if learning environments

stimulate the activation of both channels, the visual and auditory channel, in order

to prevent a cognitive overload. This is possible, for example, by presenting sound

images or spoken texts in combination with written texts or visual images.

The third assumption is that learners need to engage actively with learning

content in order to comprehend new information (Mayer, 2014). This is possible by

the use of interactive learning environments, where the learner can actively and

directly influence their own learning processes. In other words, "the defining feature

of Interactivity is responsiveness to the learner's action during learning" (Mareno &

Mayer, 2007).

Despite its recognized importance for academic success, much of the

research investigating time management has proceeded without regard to a

comprehensive theoretical model for understanding its connections to students’

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engagement, learning, or achievement. Our central argument is that self-regulated

learning provides the rich conceptual framework necessary for understanding

college students’ time management and for guiding research examining its

relationship to their academic success. We advance this larger purpose through

four major sections. We begin by describing work supporting the significance of

time management within post-secondary contexts. Next, we review the limited

empirical findings linking time management and the motivational and strategic

processes viewed as central to self-regulated learning. We then evaluate

conceptual ties between time management and processes critical to the

forethought, performance, and post-performance phases of self-regulated learning.

Finally, we discuss commonalities in the antecedents and contextual determinants

of self-regulated learning and time management. Throughout these sections, we

identify avenues of research that would contribute to a greater understanding of

time management and it’s fit within the framework of self-regulated learning.

Together, these efforts demonstrate that time management is a significant self-

regulatory process through which students actively manage when and for how long

they engage in the activities deemed necessary for reaching their academic goals.

Digital management is gradually becoming an important enabler of the knowledge

transfer process. Inkinen et al.considered the impact of digital management on the

willingness to transfer knowledge in three dimensions: technology, organization,

and management process.

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13

One of the fundamental components of the United Nations’ sustainable

development 2030 agenda is quality education. It aims to ensure inclusive and

equitable quality education for all. Digital technologies have emerged as an

essential tool to achieve this goal. These technologies are simple to detect

emissions sources, prevent additional damage through improved energy efficiency

and lower-carbon alternatives to fossil fuels, and even remove surplus greenhouse

gases from the environment. Digital technologies strive to decrease or eliminate

pollution and waste while increasing production and efficiency. These technologies

have shown a powerful impact on the education system. The recent COVID-19

Pandemic has further institutionalised the applications of digital technologies in

education. These digital technologies have made a paradigm shift in the entire

education system. It is not only a knowledge provider but also a co-creator of

information, a mentor, and an assessor. Technological improvements in education

have made life easier for students. Instead of using pen and paper, students

nowadays use various software and tools to create presentations and projects.

Several empirical studies have explored the impact of digital tools on

learning outcomes in higher education. For instance, a study by Bernard et al.

(2014) found that students in online and blended learning environments

outperformed those in traditional face-to-face settings. The study highlighted the

importance of interactive and engaging digital tools in enhancing learning

outcomes.
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Similarly, a study by Almarashdeh (2016) examined the impact of LMS

platforms on student satisfaction and learning outcomes in distance education. The

study found that LMS platforms significantly improved student satisfaction and

academic performance by providing flexible and accessible learning environments.

In the context of Pakistan, a study by Jahangir, Hussain, and Akhtar (2014)

investigated the effectiveness of mobile learning in distance education. The study

found that mobile learning significantly enhanced student engagement and

motivation, particularly among students from rural areas with limited access to

traditional educational resource. The educational technology tools improved

ELLs’performance on the academic assignments, contributed to their

inquisitiveness, and increased confidence while using English language at the

tertiary level. This additionally expounds that technology tools, when integrated and

used effectively, increased ELLs’ learning outcomes, helped them expand their

horizon, and demonstrated better results, as validated by findings.

The results showed that technology, on account of its speed, adaptability,

and customisation, successfully teaches the declarative component of language.

The educational technology tools improved ELLs’ performance on the academic

assignments, contributed to their inquisitiveness, and increased confidence while

using English language at the tertiary level. This additionally expounds that

technology tools, when integrated and used effectively, increased ELLs’ learning

outcomes, helped them expand their horizon, and demonstrated better results, as
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validated by findings. The results showed that technology, on account of its speed,

adaptability, and customisation, successfully teaches the declarative component of

15
language.

Student is able to access this platform as long as they can connect to the

internet. According to Arasteh et al (2014), Dragmhici et al. (2014), and Mustea et-

al,(2014), say that e-learning is the method which allows people especially students

to take courses from home or anywhere as he/she can access the internet, among

other platforms such as peer-to-peer , clientserver, and web services. Many

research encourages learning courses under e-learning system as it saves time

and energy for those students staying at any for off distant regions from universities

or colleges they have enrolled (Hubuckova and Golkova,2014; Alenezi et al,2015).

E-learning adoption is increasing in most universities and instructions of higher

learning all around the world (Kattoria, Al-lozi, Alrowwad 2016).

Sammy (2018) concurred that Socrative is one of the top ten tools used for

the digital classroom. The learning software in this topic relates to Socrative. More

so, some prior investigations were carried out showing how engagement with

digitalization enhances the learning experience of the student. Socrative has been

widely used in subject improvements which include Statistics (); English (Kayla,

Bolta;2016); Introductory Biology and Molecular service courses (Lin and

Taylor;2013); Computer architecture (Awedn,Mueen Zafar; 2015) and Digitalization

and Learning(Mazoor; 2015). According to Widayanti (2021), some teachers

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struggle with using technology for online learning, making it difficult to monitor

student activities and responses. The COVID-19 outbreak posed many challenges,

but Ivaniuk et al. (2020) found that 73% of teachers actively addressed these

issues, highlighting the effectiveness of professional development through

webinars, online courses, and workshops. Despite difficulties, teachers have

16
improved their use of online tools for group learning.

The study aimed to assess the effectiveness of digital tools in online learning

for Grade 10 students at the University of Baguio Science High School. Wirani et al.

(2022) evaluated Kahoot!, finding that its continued use is influenced by perceived

usefulness and individual impact. Satisfaction and gamification elements like

competitiveness also play a role. Their findings suggest that integrating gamification

into learning can be beneficial during the COVID-19 pandemic, although their study

was limited to a specific geographic location. They recommend exploring other

platforms like Mentimeter and Quizizz for future research.

Related Literature

The third assumption is that learners need to engage actively with learning

content in order to comprehend new information (Mayer, 2014).

Zhang argued that the application of digital technology for digital

management and how to quickly gain knowledge through learning in the digital
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world became an urgent problem to solve. Stachová pointed out that digital

technologies, including digital interactive platforms, data analytics, and other forms,

could bring a wealth of information to enterprises and help them make decisions

based on hardware and soft data.

Agricultural studies mainly rely on quantitative research approaches. Despite

growing interest in and uptake of qualitative, participatory, and visual methods due

to their perceived advantages in gathering in-depth information and empowering

participants, visual-digital research methods have yet to be largely applied. In our

17
study on adaptation strategies to climate change among smallholder farmers in

Uganda we compared different data collection methods, including: semi-structured

interviews with manual note-taking, participatory impact diagrams, and adapted

photo voice and cellphilm methodologies.

Moreover, Rana et al. (2022) argue, are factors that lead to competitive

disadvantages by impairing operational efficiencies due to the opacity of AI

systems, and can lead to high-risk decision making in business.

Artificial Intelligence in Education is the first internationally comprehensive

attempt to help policy makers and educators to read through the lines of artificial

intelligence and find what is in there for them. Readers will certainly welcome the

analytical perspectives and, even more, the value propositions that reaffirm the

value of education in a world where many spheres of daily life, from work to culture

and social life, could be dramatically challenged by artificial intelligence.

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Artificial Intelligence in Education is a breakthrough that delves into two very

important and related subjects. Moving to a more modern personalized curriculum

and the role of AI in teaching and learning. The book provides an excellent

overview of both of these areas, establishing a foundation to serve as a basis for

bringing these two fields together towards improving education for every student.

AI is a subfield of computer science dedicated to understanding human

thought processes and recreating their effects through information systems. The

primary goal of AI is to create intelligent systems (i.e., computer programs or

machines) that are capable of intelligent behaviors (Rainer et al., 2016), including

learning, reasoning, problem-solving, perception, and creating.

Typical examples of AI technologies include expert systems, neural

networks (including machine learning and deep learning techniques), fuzzy logic,

genetic algorithms, and intelligent agents (Rainer et al., 2016). Scholars often

distinguish between strong and weak AI (Wells, 2023).

Moreover, the impact of AI on students’ education and learning process

provides experiences for personalized learning. AI assists automated learning in

offering real-time feedback, enhancing teaching strategies, facilitating professional

development, and promoting education inclusivity based on instructional teaching

and learning (Mallillin, 2024). It revolutionizes the comprehensive cover of AI by

focusing on the impact of teaching methodologies and learning outcome design for

effective learning (Mallillin et al., 2023).

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Yet, the impact of AI on students’ education and learning process creates

interactive learning and provides proper real-time feedback among students. It

develops and facilitates learning, especially critical thinking skills. It assesses the AI

revolutionizing processes in moving insightful learning progress and student

comprehension level. It integrates the extent of AI function in the academic

performance of students. It optimizes the process and system to lead to an effective

and efficient learning process for students as centers of learning. It aims to improve

the approach to learning outcomes. It promotes engagement and motivation among

students. It facilitates learning outcomes in the classroom setting (Huang et al.,

2023).

It assesses the intelligence and development of tutoring systems and the

potential impact of students on their academic performance. It changes the study

habits of students because AI helps and guides students in the learning process. It

defines AI’s evolving capability and interdisciplinary nature to achieve a particular

task and intelligent behavior (Chaudhry & Kazim, 2022).

Several studies have highlighted the potential of AI in enhancing feedback

mechanisms in education. AI systems, through their ability to process large

amounts of data, can analyze student performance, identify patterns, and generate

personalized feedback more quickly than human instructors. These systems can

adapt to individual learning styles and needs, making the feedback more relevant
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and impactful. Moreover, AI-powered systems can provide continuous feedback

throughout the learning process, enabling students to make incremental

improvements and track their progress more effectively.

Synthesis 18

According to the dual-channel assumption, learners can organize

information into two different cognitive structures, namely the visual and the

auditory channel. The second assumption is the limited capacity of information

processing in one channel. Therefore, it is favorable if learning environments

stimulate the activation of both channels, the visual and auditory channel, in order

to prevent a cognitive overload. This is possible, for example, by presenting sound

images or spoken texts in combination with written texts or visual images. The third

assumption is that learners need to engage actively with learning content in order to

comprehend new information (Mayer, 2014). This is possible by the use of

interactive learning environments, where the learner can actively and directly

influence their own learning processes. In other words, "the defining feature of

Interactivity is responsiveness to the learner's action during learning" (Mareno &

Mayer, 2007).

This study uniquely extends the existing body of research by specifically

examining how digital research management tools impact the academic productivity

of Grade 12 students in a secondary school context. While previous studies have

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focused on broader applications of digital tools across various educational levels

and subjects, this research delves into the particular benefits these tools provide in

enhancing engagement and efficiency in mathematics and science courses. By

investigating this targeted impact, we aim to provide clearer insights into the

mechanisms through which digital tools facilitate active learning and improve

outcomes for high school students, addressing gaps in the literature regarding their

effectiveness in specific educational settings

19

Conceptual Framework

- Quality and
efficiency of
academic work

Utilization of AI Academic - Time management

and Digital Tools Productivity and task
organization

- Collaborative
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Figure 1. Research Paradigm 20

Definition of Terms

To gain a clear understanding of the research study, the following terms

were defined technically and operationally:

Academic. Relating to schools, colleges, and universities, or connected with

studying and thinking, not with practical skills. Pertaining to formal education,

scholarship, and the pursuit of knowledge in a structured environment, often within

schools or educational institutions.

Academic Productivity. Refers to the output and effectiveness of an

individual's academic work, often measured by factors such as the quantity and

quality of research published, grades achieved, participation in academic activities,

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and overall contributions to learning and scholarship. The measurable output of

academic work, including grades, research publications, projects, and overall

engagement in educational activities among students.

Digital. Relating to, or utilizing devices constructed or working by the

methods or principles of electronics. Relating to technology that processes data in

binary form, encompassing tools and platforms that facilitate electronic

communication and information sharing.

Digital Tools. Software, programs, or applications utilized through a

computer, laptop, cellular phone, IoT’s or other information and communication

technology. Software applications and online platforms that assist in the research

process, including data management, collaboration, and information dissemination.

Enhance. Intensify, increase, or further improve the quality, value, or extent

of something. To improve the quality, effectiveness, or efficiency of academic

activities through the integration of innovative methods and tools.

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER 3
METHODOLOGY

This chapter provides the research design which includes the manner on

how the study will be conducted. This chapter also provides the materials and

equipment to be used in order to conduct the experiments. It also discusses how

the researchers will perform the tests and the data-gathering technique.

Research Design

This study aims to investigate AI and digital tools in enhancing academic

productivity among Grade 12 students at Conde Labac Integrated School. With the

rapid advancement of using digital tools, it has become crucial to explore how its

integration can positively impact the academic productivity. By utilizing various

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

digital tools, students can enhance their academic skills and improve their overall

productivity.

Respondence of the Study

This study aims to explore the impact of AI and digital tools in enhancing

academic productivity among Grade 12 students at Conde Labac Integrated

School. The researchers believe that insights from this study will benefit not only

Grade 12 students but also other learners seeking to optimize their academic

efforts. The total population for the study consists of 126 Grade 12 students for the
23
school year 2024-2025.

The respondents will exclusively be Grade 12 students at Conde Labac

Integrated School. The sample size of 126 students was determined using the

Raosoft sampling method. At the time of data collection, these students represent

one-fifth of the Senior High population. They were selected to assess their usage of

digital research management tools and their effects on academic productivity,

employing a stratified random sampling technique to ensure diverse representation

within the Grade 12 students.

STRANDS&SECTION FREQUENCY PERCENTAGE

STEM (Wisdom) 25 19.84%

ABM (Liberty) 31 24.60%

ABM (Loyalty) 29 23.01%

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

SMAW (Courage) 21 16.66%

SMAW (Confidence) 20 15.87%

24
Data Gathering Technique

In order to gain the outcome and conclusion of the study, the researchers

collected data by conducting Surveys were distributed to a sample of Grade 12

students, containing structured questions regarding their use of digital research

tools, perceived productivity levels, and academic performance. The survey utilized

a Likert scale to measure responses, allowing for quantitative analysis of trends and

correlations. Focus group discussions were conducted with selected students to

gather qualitative insights into their experiences with these tools. The discussions

focused on specific aspects such as ease of use, effectiveness in organizing

research, and the overall influence on study habits. Sessions were recorded and

transcribed for thorough analysis. Both data collection methods aimed to triangulate

findings, with quantitative data providing statistical backing and qualitative data

offering deeper context. This comprehensive approach ensures a robust

understanding of how digital research management tools contribute to academic

productivity in this demographic.

Construction of Questionnaire
 CONDE LABAC INTEGRATED SCHOOL
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To gather relevant and needed information, the researchers reviewed

various references, including books and both published and unpublished materials

in order to come up with the data gathering instrument. The survey-questionnaire

was meticulously structured in alignment with the study's objectives and the specific

statements of the problem.

The researchers designed a 19-item survey questionnaire that focuses on

the usage of digital research management tools, the challenges faced by students
25
in utilizing these tools, and the perceived effects on their academic productivity.

With guidance from the research adviser and subject teachers, the researchers

prepared a preliminary draft of the questionnaire.

Validation of Questionnaire

The researcher prepared a letter of request for the validation of data

gathering instrument. The researchers consulted and conferred with the experts of

the concern field for its validation. Afterwards, the researcher revised and

incorporated the corrections made by the experts. After the final consultation,

copies were administered to the total population of Grade 12 Senior High School

students in Conde Labac Integrated School.

Administration of the Questionnaire

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT 26

In order to get the data needed in the study, the researchers were the one to

administer the survey-questionnaire, while the researcher sought help from other

teachers in conducting the survey. Survey-questionnaire were used to assess the

level of research literacy among Grade 12 Senior High School students of Conde

Labac Integrated School. The researcher used a scoring rubric with the scale of

four (4) to one (1) to identify the respondent’s level of research literacy. Four being

the highest and the one being the lowest score. Whatever results may gather; all

these were the bases of the proposed activities/programs which may be utilized to

further reinforce the skills in writing research of the students.

Scoring of Responses

After retrieving the accomplished copies of survey-questionnaire were

completed guided with a rubric, the results were tallied, tabulated and treated

statistically. In scoring the answers of students in each question, the researchers

used a rubric with a scale of four (4) to one (1) to assess the level of research

literacy of the students, and used the verbal interpretation as follows:

SCALE RANGE VERBAL INTERPRETATION

4 3.5-4.0 Strongly Agree

3 2.5-3.49 Agree

2 1.5-2.49 Disagree
 CONDE LABAC INTEGRATED SCHOOL
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1 1.0-1.49 Strongly Disagree

Statistical Treatment of Data 27

In this study, the quantitative data will involve analyzing survey responses to

determine the impact of digital research management tools on academic

productivity. Researchers will quantify how students rate their academic

performance, research quality, time management, and project completion on a

Likert scale. For qualitative data, the focus group discussions will be analyzed to

identify common themes related to students' experiences and perceptions of these

tools. This will involve coding responses to capture insights on usability,

effectiveness, and challenges faced. Both quantitative and qualitative analyses will

work together to provide a comprehensive understanding of how digital research

management tools enhance academic productivity among Grade 12 students.

Frequency. This was used to determine the number of responses on the

given tasks and activities.

Percentage. This was used to determine the rank assignment of each item

Ranking. This was used to determine the relationship between two

mathematical values where each value can be less than, greater than, or equal to

the second value.

Ethical Consideration
 CONDE LABAC INTEGRATED SCHOOL
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It is important that the researchers considered the moral principles

throughout the study. The researchers acknowledged the importance of each

respondent's freedom of choice. Students were encouraged to answer the

questionnaire voluntarily, without any pressure or coercion.

The findings of the study were crafted with utmost truthfulness and honesty.

The researchers carefully analyzed the data collected and presented it accurately,

reflecting the genuine insights gathered from the participants.

 CONDE LABAC INTEGRATED SCHOOL
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Part 1: Demographic Information

1. Name (Optional): _____________________________________

2. Age: __________

3. Gender:

o Male

o Female

o Prefer not to say

4. Section: _____________________________________

Questionnaire Section: Utilization Of Ai and Digital Tools Enhancing

Academic Productivity Among Grade 12 Students

1.1 Frequency of Digital Tool Usage

How often do you use the following digital tools for academic purposes?

(Please check the option that best describes your usage frequency for each

tool.)
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Tool Daily 2-3 times Weekly Rarely Never

a week

1.1. Reference management

tools (e.g., Mendeley, Zotero)

1.2. Task management tools

(e.g., Todoist, Trello)

1.3. Writing aids (e.g.,

Grammarly, Scrivener)

1.4. Online research databases

(e.g., Google Scholar, JSTOR)

1.5. Collaboration tools (e.g.,

Google Drive, Microsoft Teams)

1.2 Types of Digital Tools Used

Which of the following digital tools do you use regularly for your academic

work?

(Please check all that apply.)

Tool Yes No
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

2.1. Citation management software (e.g., Mendeley,

EndNote)

2.2. Cloud storage and collaboration platforms (e.g.,

Google Drive, OneDrive)

2.3. Task management applications (e.g., Trello, Notion)

2.4. Note-taking apps (e.g., Evernote, OneNote)

2.5. Digital libraries or databases (e.g., Google Scholar,

ResearchGate)

1.3 Purposes of Tool Usage

For what academic purposes do you use digital research management tools?

(Please check all that apply.)

Purpose Yes No
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

3.1. Managing references and citations in research

papers

3.2. Organizing and storing academic notes

3.3. Collaborating with classmates or teachers on

group projects

3.4. Creating presentations and reports

3.5. Organizing research materials and data

2.1 Improvement in Time Management and Task Organization

To what extent do you agree with the following statements regarding the

impact of AI and digital tools on your time management and task

organization?
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Statement Strongly Agree Disagree Strongly

Agree Disagree

1.1. AI and digital tools

help me plan my
academic tasks more
effectively.
1.2. Using digital tools
helps me manage
deadlines and stay
organized.
1.3. AI tools assist me in
prioritizing my academic
tasks efficiently.
1.4. I spend less time
organizing my notes
and materials due to
digital tools.
1.5. AI tools (e.g., task
planners) allow me to
track my progress and
manage my workload
better.

2.2 Enhancement in the Quality and Efficiency of Academic Work

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

To what extent do you agree with the following statements regarding the

impact of AI and digital tools on the quality and efficiency of your academic

work?

Statement Strongly Agree Disagree Strongly

Agree Disagree

2.1. AI tools help me

produce higher quality
work (e.g., writing,
presentations).
2.2. Digital tools enhance
the accuracy of my
academic research and
outputs.
2.3. AI-based tools (e.g.,
Grammarly) improve the
clarity and correctness of
my academic writing.
2.4. Using digital tools
allows me to complete
tasks more quickly and
efficiently.
2.5. I rely on digital tools to
help streamline the
process of creating
academic materials (e.g.,
reports, essays,
presentations).

2.3 Facilitation of Collaborative Learning and Resource Sharing

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

To what extent do you agree with the following statements regarding the

impact of AI and digital tools on collaborative learning and resource sharing?

Statement Strongly Agree Disagree Strongly

Agree Disagree

3.1. Digital tools make it

easier for me to
collaborate with my
classmates on group
projects.
3.2. AI and digital tools
help me share resources
and research materials
with peers more
effectively.
3.3. Collaborative
platforms (e.g., Google
Drive, Microsoft Teams)
make it easy to work on
projects together in real
time.
3.4. I use AI tools to
collaborate with others,
even remotely, on
academic assignments.
3.5. Digital tools help me
receive and provide
feedback on academic
tasks more effectively.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

This chapter presents the results, the analysis and interpretation of data
gathered from the answers to the questionnaires distributed via google form.
PART I.
Profile of the Respondents
TABLE 4.1

Impact of Digital Research Management Tools on Academic Performance.

Table above shows the data about the ……………..

INDICATORS Weighted Verbal RANK

Mean Interpretat
ion
I find that digital research management tools
help me organize my research materials
effectively.
Using digital research management tools
improves my ability to manage time during
research projects
Digital research management tools enhance my
understanding of the research topics I study.

I am more motivated to conduct research when

using digital research management tools.

Digital research management tools help me

collaborate more effectively with classmates on
research assignments.
I believe that my academic performance has
improved due to the use of digital research
management tools.

Digital research management tools make it

easier for me to find relevant academic
resources.

I feel more confident in my research skills when

using digital research management tools.

Digital research management tools help me to

meet deadlines for research assignments.

Overall, I think that digital research

management tools are essential for my
academic success.
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Note: Your discussion here should be a minimum of 3 paragraphs. 28

Paragraph 1 – Discussion of results and findings.
Paragraph 2 – Interpretation
Paragraph 3 - Support your findings with citations from your RRL

Table 1 shows …….

CONDE LABAC INTEGRATED SCHOOL
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CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

30
CONDE LABAC INTEGRATED SCHOOL
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 CONDE LABAC INTEGRATED SCHOOL
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34
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter discusses the summary of findings obtained from the

experiment. This also shows the conclusions based on the results of the study, and

the recommendations for the next researchers to make an improvement in the

conduct of the study.

Summary of Findings
 CONDE LABAC INTEGRATED SCHOOL
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35
The information below shows the findings of the researchers based on the

research questions.
 CONDE LABAC INTEGRATED SCHOOL
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Conclusions

Based on the findings of the study, the researchers arrived at the following

conclusions:

1.

36
 CONDE LABAC INTEGRATED SCHOOL
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Recommendations

Based on the findings and conclusions, the following recommendations are

offered by the proponents:

37

IN ALPHABETICAL ORDER
BIBLIOGRAPHY

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1, 2024, from https://cayuse.com/blog/5-key-areas-of-research-management/

Smale, S., & De La Garza, M. (2020). Digital research management tools: Exploring

their efficacy and impact on student learning. Educational Research and Evaluation,

26(5-6), 347-368. https://doi.org/10.1007/s10648-020-09519-z

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Azzam, A. M. (2023). Digital research management tools: A review of tools and

best practices. Education Resources Information Center (ERIC).

https://eric.ed.gov/?id=EJ1430241

Wang, Y., & Cheng, W. (2023). Quantitative research using digital research

management tools: A systematic review. Education Resources Information Center

(ERIC). https://eric.ed.gov/?id=EJ1419935

U.S. Bureau of Labor Statistics. (n.d.). What is productivity? Retrieved October 1,

2024, from https://www.bls.gov/k12/productivity-101/content/what-is-productivity/

Davis, K. J., & Mazzocco, P. J. (2022). Enhancing understanding of productivity: A

framework for evaluating productivity in educational settings. Journal of Educational

Psychology, 114(5), 1038-1055. https://doi.org/10.3389/fpsyg.2022.9868441

WalkMe. (n.d.). Digital tools. Retrieved October 1, 2024, from

https://www.walkme.com/glossary/digital-tools/
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National Institutes of Health. (2016). Digitally mediated research methods. In Digital

research: Tools and methods for the twenty-first century (pp. 45-62). National

Center for Biotechnology Information.

https://www.ncbi.nlm.nih.gov/books/NBK326976/

Merriam-Webster. (n.d.). Digital. In Merriam-Webster.com dictionary. Retrieved

October 1, 2024, from https://www.merriam-webster.com/dictionary/digital

Cambridge University Press. (n.d.). Academic. In Cambridge Dictionary. Retrieved

October1, 2024, from

https://dictionary.cambridge.org/us/dictionary/english/academic

TechTarget. (n.d.). Digital. In WhatIs.com. Retrieved October 1, 2024, from

https://www.techtarget.com/whatis/definition/digital

Alharthi, M., & Tharwat, A. (2022). Artificial intelligence (AI) in education: Using AI

tools for teaching and learning process. ResearchGate.

https://www.researchgate.net/publication/357447234_Artificial_Intelligence_AI_In_E

ducation_Using_AI_Tools_for_Teaching_and_Learning_Process
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SENIOR HIGH SCHOOL DEPARTMENT

Sharma, A., & Gupta, S. (2024). Exploring the impact of digital health tools on

patient outcomes. Diabetes Technology & Therapeutics, 26(2), 89-102.

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García-Peñalvo, F. J., & Abella-García, V. (2020). A multi-perspective study on

artificial intelligence in education: Grants, conferences, journals, software tools,

institutions, and researchers. ResearchGate.

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perspective_study_on_Artificial_Intelligence_in_Education_grants_conferences_jou

rnals_software_tools_institutions_and_researchers

Khan, A., & Coonan, E. (2021). Artificial intelligence in higher education: A study on

its impact and potential. International Journal of Lifelong Learning and Leadership

Studies, 9(1), 1-15. https://doi.org/10.1108/IJLLS-09-2020-0062

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Khan, S. A., & Bhatti, M. A. (2020). The impact of digital technologies on learning in

higher education: A systematic review. Computers & Education, 157, 103961.

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CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

APPENDIX A 39

RAW DATA SCORES

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

40
APPENDIX B
PHOTO DOCUMENTATION

I. PREPARATION
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

II. EXPERIMENTATION

III. PRESENTATION

41
APPENDIX C
LETTERS AND PERMITS
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

42
CURRICULUM VITAE

( Make it in Canva following the content given below)

You can select any template/format available in Canva)
Please use a photo in business attire.

PERSONAL INFORMATION
PHOTO Full name FIRST NAME MI SURNAME

Address

Landline No.
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Mobile No.
Email
Birthdate
EDUCATIONAL BACKGROUND
Elementary
Secondary

AWARDS
Write the Date Title of the Award

AI and DIGITAL TOOLS IN ENHANCING ACADEMIC PRODUCTIVITY

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

AMONG GRADE 12 AT CONDE LABAC INTEGRATED SCHOOL

SURVEY QUESTIONNAIRE

Dear Respondents,
We invite you to participate in this survey aimed at exploring the impact of AI
and digital tools on enhancing academic productivity among Grade 12 students at
Conde Labac Integrated School.

Respectfully Yours,
The Researchers

SOP 1: To what extent do Grade 12 students at Conde Labac Integrated

School utilize AI and digital tools in their academic activities?

1.1 Frequency of Digital Tool Usage

How often do you use the following digital tools for academic purposes?

Tool Daily 2-3 Weekly Rarely Never

times a
week
1.1. Reference management
tools (e.g., Mendeley, Zotero)
1.2. Task management tools
(e.g., Todoist, Trello)
1.3. Writing aids (e.g.,
Grammarly, Scrivener)
1.4. Online research databases
(e.g., Google Scholar, JSTOR)
1.5. Collaboration tools (e.g.,
Google Drive, Microsoft Teams)

1.2 Types of Digital Tools Used

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

Which of the following digital tools do you use regularly for your academic
work?

Tool Yes No

2.1. Citation management software (e.g., Mendeley, EndNote)

2.2. Cloud storage and collaboration platforms (e.g., Google

Drive, OneDrive)
2.3. Task management applications (e.g., Trello, Notion)

2.4. Note-taking apps (e.g., Evernote, OneNote)

2.5. Digital libraries or databases (e.g., Google Scholar,

ResearchGate)

1.3 Purposes of Tool Usage

For what academic purposes do you use digital research management tools?

Purpose Yes No

3.1. Managing references and citations in research papers

3.2. Organizing and storing academic notes

3.3. Collaborating with classmates or teachers on group projects

3.4. Creating presentations and reports

3.5. Organizing research materials and data

SOP 2: What are the perceived benefits of AI and digital tools in enhancing
the academic productivity of Grade 12 students at Conde Labac Integrated
School?
 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

2.1 Improvement in Time Management and Task Organization

To what extent do you agree with the following statements regarding the
impact of AI and digital tools on your time management and task
organization?

Statement Strongly Agree Disagre Strongly

Agree e Disagree
1.1. AI and digital tools help me plan my
academic tasks more effectively.
1.2. Using digital tools helps me manage
deadlines and stay organized.
1.3. AI tools assist me in prioritizing my
academic tasks efficiently.
1.4. I spend less time organizing my
notes and materials due to digital tools.
1.5. AI tools (e.g., task planners) allow
me to track my progress and manage my
workload better.

2.2 Enhancement in the Quality and Efficiency of Academic Work

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

To what extent do you agree with the following statements regarding the
impact of AI and digital tools on the quality and efficiency of your academic
work?

Statement Strongly Agree Disagree Strongly

Agree Disagree
2.1. AI tools help me produce higher
quality work (e.g., writing,
presentations).
2.2. Digital tools enhance the accuracy
of my academic research and outputs.
2.3. AI-based tools (e.g., Grammarly)
improve the clarity and correctness of
my academic writing.
2.4. Using digital tools allows me to
complete tasks more quickly and
efficiently.
2.5. I rely on digital tools to help
streamline the process of creating
academic materials (e.g., reports,
essays, presentations).

2.3 Facilitation of Collaborative Learning and Resource Sharing

 CONDE LABAC INTEGRATED SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

To what extent do you agree with the following statements regarding the
impact of AI and digital tools on collaborative learning and resource sharing?

Statement Strongly Agree Disagree Strongly

Agree Disagree
3.1. Digital tools make it easier for me
to collaborate with my classmates on
group projects.
3.2. AI and digital tools help me share
resources and research materials with
peers more effectively.
3.3. Collaborative platforms (e.g.,
Google Drive, Microsoft Teams) make
it easy to work on projects together in
real time.
3.4. I use AI tools to collaborate with
others, even remotely, on academic
assignments.
3.5. Digital tools help me receive and
provide feedback on academic tasks
more effectively.