Challenges of Using Artificial Intelligence Chatbots in Academic Productivity PDF

**Challenges of Using Artificial Intelligence Chatbots in the Academic Productivity of ICT Students in St. Joseph College-Olongapo** By ICT 12 -- St. Bernadette Soubirous Leader: Roque, Railey Mark C. Members: Balintos, Ryan S. Diaz, Lorain E. De Castro, Benson Jhasper R Garcia, Lil Chivas I...

**Challenges of Using Artificial Intelligence Chatbots in the Academic Productivity of ICT Students in St. Joseph College-Olongapo** By ICT 12 -- St. Bernadette Soubirous Leader: Roque, Railey Mark C. Members: Balintos, Ryan S. Diaz, Lorain E. De Castro, Benson Jhasper R Garcia, Lil Chivas Inakie M. Lagrimas, Nathaniel B. Soriano, Samantha Maris F. Venturozo, Joelyssis A. A Quantitative Research Submitted In Partial Fulfilment of the Requirements For the Course -- PR II (Quantitative Research Methods) December 2, 2024 **CHAPTER 1** **THE PROBLEM AND ITS SETTINGS** **BACKGROUND OF THE STUDY** Artificial Intelligence (AI) has increasingly become a part of daily life, both directly and indirectly, due to its widespread accessibility. Among its various applications, chatbots have emerged as popular tools for handling routine tasks efficiently. These conversational technologies are appreciated for the ability to streamline mundane activities, thereby allowing users to focus on more complex and strategic endeavors that require human qualities (Oracle, 2024). However, the rise in chat bot usage has raised concerns among educators, discussing the growing use of chatbots by students for academic purposes. While this is concerning for educators who worry about misuse, the true impact on student productivity (effective and efficient learning) is not yet fully understood. A survey by Study.com found that 89% of students use chatbots and many even believe they should be banned in schools. As Artificial Intelligence technologies like chatbots become more integrated into educational settings, they introduce both advancements and challenges. This research aims to explore the specific issues faced by Information and Communication Technologies (Information and Communication Technologies) students at St. Joseph College Inc. when using Artificial Intelligence for academic purposes. One significant concern is the potential risk to students\' privacy and the increasing dependency on Artificial Intelligence for decision-making, which may lead to passive learning behaviors (Sabharwal et al., 2023). Additionally, biases in Artificial Intelligence algorithms present another challenge, as these systems may reinforce or introduce new forms of prejudice, potentially undermining educational equity. For example, Artificial Intelligence algorithms might favor certain demographic groups or academic abilities, resulting in unequal support for students (Barocas et al., 2019). This study will investigate these challenges and propose recommendations to address them effectively. At St. Joseph College Inc., the use of Artificial Intelligence chatbots among Information and Communication Technologies students has unveiled several significant issues impacting the academic productivity. One prominent concern is the potential for academic dishonesty. Students might use chatbots to complete assignments instead of engaging with the material themselves, which can undermine the learning processes and critical thinking skills (Luckin et al., 2016). A study highlights that excessive reliance on Artificial Intelligence tools can lead to diminished problem-solving abilities and academic integrity concerns (Smith, 2022). Additionally, privacy issues have been raised regarding the use of Artificial Intelligence chatbots, as they may expose students' personal information and data (Yang et al., 2021). These issues underscore the need for a comprehensive investigation into how Artificial Intelligence tools affect students\' learning and the necessity of establishing appropriate guidelines and safeguards. Addressing the challenges associated with Artificial Intelligence chatbots in education is crucial for maintaining the quality of learning and academic integrity. This research aims to explore these challenges in-depth and provide actionable recommendations. By understanding the specific issues faced by Information and Communication Technologies students at St. Joseph College Inc., the study will offer insights into how educators can better integrate Artificial Intelligence tools while preserving educational standards (Luckin et al., 2016; Smith, 2022). Recommendations may include developing guides on the proper incorporation of AI in learning to prevent misuse of Artificial Intelligence tools (Yang et al., 2021). This study's findings will contribute to creating an educational environment where technology enhances, rather than detracts from, academic productivity and integrity. **STATEMENT OF THE PROBLEM** The study aims to reveal what challenges that ICT Students of St. Joseph College would face in using Artificial Intelligence regarding if it is effective or negatively impacts the productivity of a student. Specifically, it is intended to answer the following questions. 1\. What is the profile of the respondents in terms of; 1.1. Age; 1.2. Sex; 1.3. Grade Level; 1.1. Strand; 2\. What are the challenges of **using artificial intelligence chatbots in the academic productivity of ICT students in St. Joseph College-Olongapo**? 2.1. Accuracy and Reliability; 2.2. Academic Productivity; 2.3. Plagiarism; 2.4. Dependence; 2.5. Privacy; 3\. Is there a significant difference relationship on the c**hallenges of using artificial intelligence chatbots in the academic productivity of ICT students in St. Joseph College-Olongapo** when grouped into the profiles' age, grade level, and strand? 4\. Based on the findings of the study, how may the students enhance their academic productivity using artificial intelligence? **SCOPE AND DELIMITATION OF THE STUDY** This research aims to investigate the challenges faced by ICT students at St. Joseph College in using Artificial Intelligence (Artificial Intelligence) chatbots, with a focus on how these tools impact their academic productivity. The research will explore whether reliance on Artificial Intelligence chatbots affects students\' learning outcomes and productivity, assessing both the potential benefits and drawbacks. Specifically, the study will examine the roles of Artificial Intelligence chatbots as study aids, writing assistance, research support, and tools for information summarization. The objective is to understand how Artificial Intelligence integration influences student performance and to identify factors that could enhance the effective use of these technologies in the academic setting. The research is delimited to ICT students enrolled at St. Joseph College Inc. during the academic years 2022-2023 and 2023-2024. It will focus on examining the relationship between students\' profiles---specifically their grade levels and ages---and their usage of Artificial Intelligence chatbots. The variables under investigation include the perceived effectiveness of Artificial Intelligence chatbots in various roles (study aid, writing assistance, research support, and summarization) and their impact on academic productivity. The research will not cover other Artificial Intelligence technologies or tools outside the scope of Artificial Intelligence chatbots, nor will it investigate into qualitative aspects such as individual student experiences in depth. It will be conducted at St. Joseph College, focusing on ICT students enrolled during the academic years 2022-2023 and 2023-2024. The respondents will include a sample of these students, selected to provide a representative overview of the ICT program. Data collection will be carried out using structured surveys and questionnaires designed to gather quantitative information on students\' demographics, usage of Artificial Intelligence chatbots, and perceived impact on their learning. The time frame for data collection will span from November 2023 to April 2024. The collected data will be analyzed using statistical techniques, including descriptive statistics to profile respondents and inferential statistics to examine relationships between variables and the effectiveness of Artificial Intelligence chatbots. Specifically, correlation and regression analyses will be employed to determine the significance of relationships between grade level, age, and Artificial Intelligence usage, in relation to academic productivity. **SIGNIFICANCE OF THE STUDY** The beneficiaries of this study are; ***Students*** It is significant to students as it would show on the effective way to utilize Artificial Intelligence on learning without the tendency to rely on these tool. Additionally, how to implement it as a way to learn and gain information. ***Teachers*** This research will provide valuable insights for educators, helping them to better understand the challenges students encounter when interacting with chatbots. By gaining a deeper understanding of these specific difficulties, teachers will be better equipped to support students in overcoming obstacles related to the use of this technology, ultimately enhancing the learning experience. ***Parents*** This research will also benefit parents and guardians by providing insights into how Artificial Intelligence chatbots are being utilized within educational settings. By understanding the role of AI in their children\'s learning, parents and guardians will be better positioned to support and engage with their educational progress. ***Future Researcher*** This research will be valuable for future researchers by identifying common issues and areas for improvement in the use of chatbots within education. These insights can guide the development of more effective chatbot systems and influence how educational institutions integrate and manage Artificial Intelligence tools, fostering more successful implementations in learning environments. ***Educational Institution*** This research will benefit educational institutions by helping them refine chatbot tools to better meet their specific needs, ultimately leading to an enhanced support system for students. By improving AI tools, institutions can ensure that their technology investments align with their educational goals and contribute to the overall success of their learning environments. ***School Administrator*** This research will assist school administrators in effectively integrating AI chatbots into academic support systems, enabling informed decision-making about technology investments. It will also help guide the development of policies and procedures related to the use of AI in education, ensuring that these measures address potential challenges and align with institutional priorities. **DEFINITON OF TERMS** **Artificial Intelligence (AI).** It is a development of computer systems able to stimulate and perform tasks that requires human intelligence. **Academic Productivity.** This is a measurement used to evaluate the learning habits and behaviours of a student in a learning environment. **Chatbots.** It is an Artificial Intelligence-Powered Program that stimulates human conversations that perform routine tasks efficiently and deliver useful messages such as Gemini from Google or ChatGPT. **Information and Communication Technology (ICT).** It refers to a broader term of Information Technology (ICT) that includes to all communication technologies which includes internet, wireless networks, cell phones, computers, software, social networking, and other applications. **CHAPTER 2** **REVIEW OF THE RELATED LITERATURE AND STUDIES AND ITS FRAMEWORKS** This chapter presents the local and foreign literature related to this research covering the broad range of ideas, precepts, generalizations, and assumptions. This chapter will also tackle on the similarity and differences between the current study and earlier research along with the conceptual framework and hypothesis. **RELATED LITERATURE** **LOCAL LITERATURE** **Assessing the Impact of Emerging Technology Integration on Knowledge and Skills Acquisition of K-12 Students in the Philippines: A Systematic Literature Review. This systematic literature review evaluates the impact of integrating emerging technologies on K-12 students\' knowledge and skills acquisition in the Philippines. It involves a comprehensive search of relevant databases to synthesize existing research on technology integration within the K-12 curriculum. The study focuses on various technologies, including artificial intelligence, social media, and e-learning, assessing their effects on student learning outcomes while identifying challenges and opportunities in their integration. The findings aim to enhance technology integration in the Philippine K-12 curriculum and inform future research in this area. (Dublar, Cheryl, Assessing the Impact of Emerging Technology Integration on Knowledge and Skills Acquisition of K-12 Students in the Philippines: A Systematic Literature Review (February 12, 2023). , )** **FOREIGN LITERATURE** **Ethical Principles for Artificial Intelligence in Education.** The advancement of artificial intelligence in education (AIED) holds the promise of transforming the educational landscape and impacting all stakeholders involved. Recently, AIED applications have been increasingly used to improve understanding of student learning and enhance educational experiences. However, this adoption raises ethical concerns, particularly regarding personal data privacy and learner autonomy. Although guidelines for ethical AIED have been introduced, debates continue about the core principles that should govern it. This paper aims to assess whether there is a global consensus on ethical AIED by examining the policies and guidelines of international organizations. It begins by highlighting the opportunities AI presents in education alongside the ethical issues that arise. Through thematic analysis, the authors propose a set of ethical principles based on relevant policies, discussing their implications for students, teachers, technology developers, policymakers, and institutional decision-makers. The proposed principles are intended to guide stakeholders in the ethical development and implementation of AIED and to inspire future impact studies in the field. The paper notes that while interest in AIED is increasing post-COVID, there remains no consensus on the best ethical framework, with existing discussions often lacking practical application in education. The complexity of AI ethics, influenced by subjective interpretations and diverse stakeholder perspectives, complicates the establishment of universally accepted standards. Future research should focus on practical implementation issues like accessibility, bias, and the effects of AIED on vulnerable groups. The authors suggest creating a website for feedback on their proposed ethical principles and using text analysis to enrich findings. They emphasize that embedding these principles in educational practices can help address algorithmic injustices and influence AI governance positively. Overall, the paper aims to spark a crucial dialogue on responsible AI use in education. (Nguyen, A., Ngo, H.N., Hong, Y. *et al.* Ethical principles for artificial intelligence in education. *Educ Inf Technol* **28**, 4221--4241 (2023). ) **Emerging Technologies: The Birth of Artificial Intelligence (AI) in Education. This paper explores the impact of Artificial Intelligence (AI) on education, noting its transformative benefits like intelligent tutoring, adaptive learning, and personalized systems that enhance real-time feedback and targeted interventions. However, it also addresses challenges related to privacy and ethics, emphasizing the need for collaboration among educators, policymakers, and technologists. Education leaders are essential in preparing teachers for AI integration. The paper discusses future possibilities, including the combination of AI with virtual and augmented reality, and highlights a conversation with ChatGPT that showcases its language translation and communication enhancement capabilities. It compares AI-generated lesson plans with those created by humans, revealing AI\'s strengths in instructional strategies. While AI shows promise in bridging learning gaps, further research is necessary to evaluate its effectiveness in knowledge transfer. Overall, AI could be a valuable educational tool, but ongoing investigation is essential. (Vidal, Joshua, Emerging Technologies: The Birth of Artificial Intelligence (AI) in Education (July 16, 2023). or [http://dx.doi.org/10.2139/ssrn.4512063](https://dx.doi.org/10.2139/ssrn.4512063) )** **The Impact of Artificial Intelligence (AI) Systems on the Personalized Learning Outcomes for Senior High School Students: A Systematic Review.** This review examines the implications of Artificial Intelligence (AI) in education, focusing on its role in personalized learning for Senior High School (SHS) students in the Philippines. Despite considerable discussion and empirical studies on AI\'s capabilities, there is still uncertainty about its effectiveness in creating personalized learning environments. Using a multi-phase approach based on the PRISMA method, the review analyzes 34 studies published between 2019 and 2024 to assess the implementation, benefits, and challenges of AI-assisted personalized learning. The findings indicate that AI has a positive impact on learning outcomes and student motivation, particularly in regions like Asia, Africa, and North America. However, challenges remain, such as the need for empathetic AI systems, comprehensive teacher training, and further research to fully harness AI\'s potential in education. Overall, while promising, the integration of AI in personalized learning requires careful consideration and ongoing development. (Liandro Antonio Tiongson Tabora, Datu Sajid Islam Sinsuat Ampatuan, Marian Angelique Chamen Castaneda, Erylle Jerica Uy Galinato, and Eury Ellyn Manaloto Zulueta. 2024. The Impact of Artificial Intelligence (AI) Systems on the Personalized Learning Outcomes for Senior High School Students: A Systematic Review. In Proceedings of the 2024 10th International Conference on Frontiers of Educational Technologies (ICFET \'24). Association for Computing Machinery, New York, NY, USA, 67--74. ) **RELATED STUDIES** **LOCAL STUDIES** **Artificial Intelligence in the Philippine Educational Context: Circumspection and Future Inquiries** emphasizes the multifaceted challenges and opportunities associated with integrating Artificial Intelligence into education in the Philippines. The study highlights the significant financial barriers faced by institutions, which struggle to afford the installation and maintenance costs of Artificial Intelligence technologies. This financial constraint limits access to Artificial Intelligence tools, particularly in less funded schools, resulting in an educational disparity. Furthermore, the research points out the urgent need for bridging the Artificial Intelligence skills gap among students and educators, as many lack the necessary expertise to effectively utilize Artificial Intelligence applications for learning and teaching purposes (Tau Leng et al., 2023). Ethical concerns, particularly related to data privacy and security, are also pivotal issues that educational institutions must address to foster trust and effective use of Artificial Intelligence. The paper calls for a balanced approach to Artificial Intelligence integration that preserves essential pedagogical elements, ensuring that the incorporation of technology does not undermine critical thinking and creativity in the learning process (Holmes et al., 2021; Guey, 2021)​(IJSRP)​(SpringerLink). Reference: [www.ijsrp.org/research-paper-0523/ijsrp-p13704.pdf](http://www.ijsrp.org/research-paper-0523/ijsrp-p13704.pdf) **The Impact of Educational Chatbot on Student Learning Experience** explores the complex landscape of integrating Artificial Intelligence into education within the Philippines, emphasizing the critical need for a nuanced understanding of its implications. The study outlines significant barriers, including financial constraints that prevent many educational institutions from adopting Artificial Intelligence technologies. This limitation exacerbates the digital divide, hindering equitable access to advanced learning tools. Moreover, the research identifies a substantial skills gap among both students and educators, who often lack the necessary training to effectively utilize Artificial Intelligence applications in their academic pursuits (Santos & Reyes, 2023). Ethical concerns regarding data privacy and security are also prominent, requiring educational stakeholders to implement robust measures to safeguard student information. The paper advocates for a balanced approach that preserves traditional pedagogical values while embracing technological advancements, ensuring that Artificial Intelligence integration enhances, rather than diminishes, critical thinking and creativity in learning environments (Dela Cruz, 2023; Mendoza, 2023). **Percentage of Students Using Artificial Intelligence in the Philippines** provides valuable insights into the integration of artificial intelligence in the educational landscape of the Philippines. The study reveals that over 83% of Filipino students utilize Artificial Intelligence tools in their academic endeavors, significantly surpassing the global average and highlighting the country\'s potential leadership in Artificial Intelligence-powered learning (PinoyGPT, 2024). Among various applications, students predominantly use Artificial Intelligence for research and writing, enabling them to enhance their analytical skills while delegating routine tasks to technology. However, the findings also indicate that approximately 38% of vocational schools prohibit Artificial Intelligence usage, exacerbating educational inequalities and raising ethical concerns, particularly regarding issues like plagiarism and over-reliance on Artificial Intelligence-generated content. As the Philippines navigates these challenges, the study suggests that responsible Artificial Intelligence adoption could foster personalized learning experiences and improve overall educational outcomes (PinoyGPT, 2024). Reference: [https://www.pinoygpt.com/percentage-of-students-using-Artificial Intelligence-in-the-philippines/](https://www.pinoygpt.com/percentage-of-students-using-ai-in-the-philippines/) **Addressing Challenges in Artificial Intelligence and Technology in Education** emphasizes the critical need for educational institutions in the Philippines to overcome various barriers associated with Artificial Intelligence integration. The study highlights issues such as the lack of infrastructure, insufficient training for educators, and ethical concerns surrounding data privacy. Furthermore, it stresses the importance of developing comprehensive policies to guide the effective implementation of Artificial Intelligence tools in classrooms, ensuring that these technologies enhance, rather than replace, traditional teaching methods. As the landscape of education continues to evolve, addressing these challenges is essential for fostering an equitable learning environment (Philstar, 2023). Reference: [https://www.philstar.com/headlines/2023/09/24/2298601/address-challenges-Artificial Intelligence-technology-education](https://www.philstar.com/headlines/2023/09/24/2298601/address-challenges-ai-technology-education) **Artificial Intelligence in Education: Thematic Insights and Future Directions by UNESCO** discusses the transformative potential of Artificial Intelligence in educational systems worldwide, emphasizing its role in enhancing learning outcomes and accessibility. The report identifies key challenges, including the digital divide, which hampers equitable access to Artificial Intelligence technologies, particularly in developing regions. It also highlights the necessity for educators to receive adequate training in Artificial Intelligence integration to maximize its benefits while addressing ethical concerns related to data privacy and algorithmic bias. The document calls for collaborative efforts to create inclusive policies that support the responsible use of Artificial Intelligence in education (UNESCO, 2023). **FOREIGN STUDIES** **Factors Influencing Academics' Research Engagement Productivity: A Developing Countries Perspective***.* This paper states that three-level factors influence the academic productivity of researchers. These three include individual, institutional, and national factors. The Individual-level Factors are the factors that are related to the demographical, professional, psychological, and attitudinal characteristics of a person. It may include their age, level of expertise, gender, academic rank or degree, and others. The second factor is the Institutional-level factors, including the availability of resources, funds, institutional orientation, policies, culture, reward incentive systems, leadership styles, and the availability of leading researchers. These factors greatly influence academic productivity since it is what provides for the research. Lastly, the National-level factors include the nation's politics, culture, academic freedom, and support from the government, and others. These can influence academic productivity, much like how the Institutional-level factor can significantly impact the individual-level factor (Kimkong H., M. Obaidul H. & Asaduzzaman K., 2020). These factors have been considered as the basis for students\' academic productivity in this paper and serve as an example of academic productivity. Reference: **Impact of Artificial Intelligence (AI) in Enhancing Productivity and Reducing Stress Among Students***.* It has been revealed that Artificial Intelligence has produced features that greatly impact productivity. These include personalized learning experiences, administrative tasks, automation, and emotional support provision, which has increased student well-being. These features have helped students with their academic work. However, there are also multiple concerns. These include ethical considerations, student data privacy, algorithmic biases, and equitable access. Since the personalized feature of Artificial Intelligence requires personal data, there is a possibility that the student's preferences are used against them (Li E.Y., Anila. J, 2023). This has served as a basis for how Artificial Intelligence was seen, or rather, it is a perspective of Artificial Intelligence that the researchers have believed before this paper. This helped set the standard for what was about to come. Reference: **Experimenting with Generative Artificial Intelligence: Does ChatGPT Really Increase Everyone's Productivity?** This study has shown that students who are using ChatGPT have better scores and have completed their tasks more efficiently. However, a significant group showed that there was no improvement without the use of the generative chatbot. Interestingly, it revealed that the efficiency of using chatbots is based on the individual's digital skills. This means that ChatGPT's benefits depend on how the user utilizes its features based on their personalized skills. It does not focus on the frequency of using chatbots, but on how knowledgeable one is toward technology (Nakavachara V., Potipiti T. & Chaiwat T., 2024). Later on, the paper will show how Artificial Intelligence affects the academic productivity of students. This study aids in setting the expectations for the results, as well as serving as a baseline for how much involvement ChatGPT has in the academic works. Reference: **The Effects of Artificial Intelligence Application in Educational Settings: Challenges and Strategies***.* This paper has shown a plethora of challenges one might face whilst using Artificial Intelligence in educational settings. There is a total of five given challenges, with subtopics within each challenge. These five challenges include user challenges, operational challenges, environmental challenges, technological challenges, and ethical challenges. For instance, the user challenges include the absence of human interaction, restrained understanding, little creativity, dependency on data, and categorical contextual comprehension. In short, working around these challenges requires a mix of human interaction alongside the use of Artificial Intelligence. Pre-training on educational data, use of knowledge graphs, and fine-tuning specific stats to name a few more strategies (Ali O., Murray P.A., Momin M., Dwivedi Y.K. & Malik T., 2024). There is a plethora of information regarding this topic, however, the challenges have already been established in previous paragraphs. This journal is referenced for the suggested strategies. Reference: https://www.sciencedirect.com/science/article/pii/S0040162523007618 **Exploring Opportunities and Challenges of Artificial Intelligence and Machine Learning in Higher Education Institutions***.* This paper states that chatbots may allow opportunities such as encouraging innovation and time efficiency. Furthermore, it reveals that when Artificial Intelligence and Machine Learning are combined, personalized learning will be enhanced allowing for more opportunities to learn. These include developing the students' skills, providing collaborative learning environments, and improving the security and efficiency of institutions. This study suggests that Artificial Intelligence has a lot of hidden opportunities. Essentially, the lack of exploration within this topic means there is limited knowledge regarding it (Kuleto V., Illic M., Dumangiu M., Rankovic M., Martins O. M. D., Paun D. & Mihoreanu L., 2021). Reference: **SYNTHESIS OF THE REVIEWED LITERATURE** Both foreign and local studies emphasize how Artificial Intelligence (AI) and Machine Learning (ML) improve academic productivity and enhance learning outcomes. They highlight the benefits of AI in increasing student engagement, providing personalized feedback, and creating adaptive learning pathways. Additionally, both sets of studies point to AI\'s role in making education more accessible, fostering collaboration, and preparing students for future challenges. Overall, the studies agree on the importance of integrating AI in education to maximize its positive impact on learning experiences. Foreign studies focus on factors affecting academic productivity, particularly the integration of Artificial Intelligence (AI) and Machine Learning (ML) in education. These studies explore how personal traits, institutional resources, and national conditions impact researchers\' productivity, especially in developing countries. AI tools like ChatGPT are shown to enhance student productivity, but ethical concerns such as data privacy and algorithmic biases remain significant. Local studies, on the other hand, address the challenges and opportunities of integrating AI in the Philippine education system. Key issues include financial barriers, the skills gap among educators and students, and ethical concerns like data security. The research promotes a balanced approach, combining AI with traditional teaching methods to foster critical thinking and creativity. **CONCEPTUAL FRAMEWORK** **This research study utilizes an Input-Process-Output (IPO) conceptual framework to examine the connection between the usage of Artificial Intelligence chatbot and ICT students' academic productivity.** **The first stage is the data collection. This part includes the students' demographic profiles (age, grade level), also collecting important information about the students' Artificial Intelligence chatbot usage in terms of academic activities and the frequency of their usage.** **The second stage includes the development of the research instrument which will be use for the data collection. Through survey questionnaire, this will capture the students' interactions with Artificial Intelligence chatbots, and this includes the frequency and for what purpose they use Artificial Intelligence chatbots in their studies.** **The last part, which is the output where the data collection reflects the academic outcomes of using Artificial Intelligence, in terms of task efficiency, academic performance, and academic integrity. Utilizing the Input-Process-Output model will show how Artificial Intelligence tools affect the students learning and productivity** **Hypothesis of the Study** H0: There is no significant difference relationship on the c**hallenges of using artificial intelligence chatbots in the academic productivity of ICT students in St. Joseph College-Olongapo** when grouped into the profiles' age, grade level, and strand? H~1~: There is a significant difference relationship on the c**hallenges of using artificial intelligence chatbots in the academic productivity of ICT students in St. Joseph College-Olongapo** when grouped into the profiles' age, grade level, and strand?**CHAPTER 3** **RESEARCH METHODOLOGY** **RESEARCH METHODS** The participants of the study are the ICT students from St. Joseph College Inc., selected through stratified random sampling, aiming for a sample size of 50-100 students. A quantitative approach using structured surveys to collect data on the challenges ICT students face when using AI chatbots and how these challenges impact their academic productivity. The collection of data was accomplished through the use of a quantitative survey. Each question is a definite yes or no with the questions being asked have referenced the research questions provided in chapter 1. Data analysis will focus on descriptive statistics to identify trends and impacts. In other words, the raw data obtained is manipulated into an understandable degree of descriptions. These will help the audience into easily understanding the concepts, data, and the conclusion. **SETTING AND ITS PARTICIPANTS** **The study\'s participants will be the ICT students of Saint Joseph College. ICT students were chosen for the study because of their familiarity and knowledge with technology. Their academic focus on information and communication technology makes them an ideal sample for this study because it raises the possibility that they have a deeper understanding and relevant ideas on the topic. Additionally, their exposure to current technology developments and applications will enhance the study\'s reliability and relevance by providing informed perspectives that are closely relevant to the research\'s objectives** influenced by subjective interpretations and diverse stakeholder perspectives, complicates the establishment of universally accepted standards. Future research should focus on practical implementation issues like accessibility, bias, and the effects of AIED on vulnerable groups. The authors suggest creating a website for feedback on their proposed ethical principles and using text analysis to enrich findings. They emphasize that embedding these principles in educational practices can help address algorithmic injustices and influence AI governance positively. Overall, the paper aims to spark a crucial dialogue on responsible AI use in education. (Nguyen, A., Ngo, H.N., Hong, Y. *et al.* Ethical principles for artificial intelligence in education. *Educ Inf Technol* **28**, 4221--4241 (2023). ) **INSTRUMENTATION** The primary research instrument for this study is a self-administered questionnaire. It consists of a series of closed-ended questions using a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree." The questionnaire is divided into three sections: demographic information, AI chatbot usage, and perceived challenges and impact. The first section collects basic demographic data such as age, gender, and year level. The second section explores the frequency and purpose of AI chatbot usage, as well as the specific AI chatbots used by the respondents. The third section delves into the perceived challenges associated with AI chatbot usage, such as difficulty in evaluating information accuracy, concerns about plagiarism, and impact on critical thinking skills. Additionally, it assesses the perceived impact of AI chatbots on academic performance and productivity. **DATA GATHERING PROCEDURE** **To initiate the research, researchers must obtain formal permission from the school principal of St. Joseph College Inc. A formal letter outlining the research objectives, methodology, and ethical considerations will be submitted to the principal. Upon receiving approval, the principal will distribute consent forms to potential participants. Researchers will collect data through surveys, interviews, or observations, adhering to strict ethical guidelines to ensure confidentiality and anonymity.** Figure 2. Data Gathering Procedure **DATA ANALYSIS TECHNIQUE** To analyze the relationship between the perceived challenges of using AI chatbots and academic productivity, a Chi-square test of independence will be employed. This statistical test will determine whether there is a significant association between categorical variables, such as the frequency of AI chatbot usage and the perceived impact on academic performance. By comparing the observed frequencies with the expected frequencies under the null hypothesis of independence, the Chi-square test will help assess whether the relationship between these variables is statistically significant. a. **Chi-Square Test.** The Chi-square test is a statistical method used to determine whether there is a significant association between two categorical variables. It is a non-parametric test, meaning it does not assume a specific distribution of the data. To conduct a Chi-square test, construct a contingency table that cross-classifies the observed frequencies of the two categorical variables. Calculate the expected frequencies for each cell under the null hypothesis of independence, which assumes that there is no relationship between the variables. The Chi-square test statistic measures the difference between the observed and expected frequencies. A larger Chi-square statistic indicates a greater difference between the observed and expected frequencies, suggesting a stronger association between the variables. However, the statistical significance of the Chi-square statistic is determined by comparing it to a critical value or calculating a p-value. If the p-value is less than the significance level (usually 0.05), reject the null hypothesis and conclude that there is a significant association between the two variables. In the research, it will utilize the Chi-square test to analyze the relationship between factors like the frequency of AI chatbot use and the perceived impact on academic performance. By comparing the observed frequencies of responses to these categorical variables with the expected frequencies under the null hypothesis of independence, we can assess whether there is a statistically significant association between them. **ETHICAL CONSIDERATION** **To ensure ethical conduct throughout the research process, several key considerations will be adhered to. Firstly, informed consent will be obtained from all participants, ensuring they understand the study\'s objectives, procedures, potential risks, and benefits. Secondly, participant privacy and confidentiality will be prioritized by anonymizing personal information and securely storing data. Voluntary participation will be emphasized, allowing participants to withdraw from the study at any time without negative consequences. To minimize harm, the survey questionnaire will be designed to be clear, concise, and non-invasive. Data integrity and accuracy will be maintained through careful review and cleaning. Finally, the research protocol will undergo ethical review and approval to ensure adherence to ethical guidelines. By upholding these principles, the researchers aim to conduct the study responsibly and ethically, safeguarding the rights and well-being of all participants.**