Generative Artificial Intelligence Tools Usage and the Academic Performance of Junior High School Students: A Correlational Study

Abstract

Generative Artificial Intelligence (AI) tools such as ChatGPT, Grammarly, and QuillBot are increasingly integrated into educational practices, offering personalized support in writing, idea generation, and academic tasks. While global studies highlight their potential to enhance learning outcomes, limited evidence exists regarding their impact in rural junior high school contexts with constrained digital infrastructure. This study investigates the relationship between generative AI tool usage and academic performance among junior high school students at Dagara Integrated School, Apayao, Philippines. Employing a descriptive–correlational design with comparative elements, complemented by thematic analysis of qualitative responses, the study involved total enumeration of 65 students from Grades 7–10 during SY 2025–2026. Data were gathered using a structured survey questionnaire adapted from validated instruments, covering demographic profiles, types of AI tools used, frequency and reliance, and purposes of use, while academic performance was measured through Grade Point Averages (GPA) across three grading periods. Statistical analyses included frequency counts, means, Pearson’s correlation, t‑tests, and ANOVA, at a 0.05 level of significance. Findings revealed that students primarily used ChatGPT, Meta AI, and Gemini, with smartphones as the main access device. AI tools were applied most often to assignments, grammar checking, and idea generation. Usage was moderate, and academic performance remained satisfactory to very satisfactory across grading periods. Pearson’s correlation indicated a negligible and non‑significant relationship between AI tool usage and academic performance. The results suggest that generative AI tools function as supplementary aids that enhance efficiency and comprehension but do not directly determine achievement. Ethical considerations such as parental consent, student assent, and confidentiality were observed throughout the study. Overall, the findings underscore the importance of purposeful, self‑regulated AI use to maximize learning benefits while safeguarding academic integrity, providing evidence to inform educators, policymakers, and stakeholders in promoting responsible AI integration in Philippine basic education.