PERCEIVED EFFECTS OF THE USAGE OF MACHINE

LEARNING SOFTWARE TOOLS IN

STUDENTS’ EDUCATION

A Research Project Study Presented to the Faculty of the College of Education

Tarlac Agricultural University
Camiling, Tarlac

In Partial Fulfilment of the Requirement for the Course

APPL 07: Research Project

by:

JHOSSAM KURTPATRICK D. LAGUNILLA

GIOVANNI G. LATOSA
NICOLE M. PAGARIGAN
IVAN DAVE P. PARANA
CROMWELL V. PEREZ
ARMIE S. SALUM
RUSSEL REY H. SAN JUAN
RENZ DENVER F. VERGARA

June 2023
 Republic of the Philippines
TARLAC AGRICULTURAL UNIVERSITY
College of Education – Laboratory School
Camiling Tarlac

Approval of Final Copy of Manuscript for Grade 12 Research Project Student

RESEARCH PROJECT MANUSCRIPT

Research Project of JHOSSAM KURTPATRICK D. LAGUNILLA, GIOVANNI G.

LATOSA, NICOLE M. PAGARIGAN, IVAN DAVE P. PARANA, CROMWELL V.
PEREZ, ARMIE S. SALUM, RUSSEL REY H. SAN JUAN, and RENZ DENVER F.
VERGARA

Title: PERCEIVED EFFECTS OF THE USAGE OF MACHINE LEARNING

SOFTWARE TOOLS IN STUDENTS’ EDUCATION

THE ADVISORY COMMITTEE

CHELSEA F. MADICLOM NORMAN ELYNMER P. CORTEZ

Member, Statistician Member, Language Critic
Date Signed: _______________ Date Signed: _______________

LEA CREDO BENCH G. FABROS, LPT, MSEd

Member, Examining Committee Member, Examining Committee
Date Signed: _______________ Date Signed: _______________

JAMES PHILIP A. IBARRA

Chair, Advisory Committee
Date Signed: _______________

APPROVED:

BENCH G. FABROS, LPT, MSEd

Research Project Teacher
Date Signed: _______________

NOTED:

KAREN A. MARIANO, MAT

Principal, Laboratory School
Date Signed: _______________

ii
 BIOGRAPHICAL SKETCH

The researcher, Jhossam Kurtpatrick D. Lagunilla. Born on the 2nd of April

2005, at Camiling Emergency. He is currently residing at B. Cube Street, Poblacion

East, Santa Ignacia, Tarlac. His parents are Analiza D. Lagunilla, and Mac Arthur T.

Lagunilla. His mother is a housewife whilst his father is a contractor.

He started preschool at the Sta. Ignacia Municipality, continued his elementary

education at Santa Ignacia North Central Elementary School. Being an average

student, he doesn't like participating in events. He then continued his secondary

education at Tarlac Agricultural University — Laboratory School, where he is a Grade

12 student, about to graduate.

Believing everything he does is a blunder, he continues to try and improve

himself as a student, and an aspiring chef.

LAGUNILLA, JHOSSAM KURTPATRICK D.

Researcher

iii
 The researcher, Giovanni G. Latosa, was born on the 27th day of October 2005

at Gilberto O. Teodoro Memorial Hospital. At present, he resides in Brgy. Palimbo

Caarosipan, Camiling, Tarlac, where he lives with his father and siblings. His father

engages in farming and carpentry as a side job, while his brother is currently studying

Agricultural Engineering at Tarlac Agricultural University. He holds the position of

the second or the last child among the offspring of Eddie R. Latosa and Veronica G.

Latosa.

After commencing his preschool education at Camiling Central Elementary

School, the researcher relocated and carried on his secondary education at Tarlac

Agricultural University - Laboratory School. As of now, he is a dedicated Grade 12

STEM student at Tarlac Agricultural University, demonstrating strong discipline in

his pursuit of goals and aspirations, driven by a determination to reciprocate the

sacrifices that his parents have made for him.

Playing the guitar, drawing, biking, playing online games, and watching series

and movies are among his interests and hobbies. He also enjoys listening to music as

a means of relaxation and believes that music can enhance any experience.

LATOSA, GIOVANNI G.
Researcher

iv
 The researcher, Nicole M. Pagarigan was born in Camiling Tarlac on the 27th

day of August 2005. She is currently living in Brgy. Pindangan, 2nd Camiling, Tarlac.

She is the daughter of Mr. Roben G. Pagarigan and Mrs. Mary Grace M. Pagarigan.

She has two siblings, Gracey Bhein and Maria Scarlet. Her father works as a seafarer,

and her mother is a teacher.

The researcher started his preschool education at Pindangang 2nd Day Care

Center, and she finished her elementary education at Pindangan 2nd Elementary

School Batch 2016-2017. She continued her secondary education at Tarlac

Agricultural University-Laboratory School School Year 2020-2021. And she is

currently a grade 12 STEM student at Tarlac Agricultural University-Laboratory

School.

The researcher loves to read and watch. The researcher wants to become a

successful Nurse someday. She believes that “Stay positive, work hard, and make it

happen”. Her guiding principle in life is given from the book of 2 Chronicles 15:7 “But

as for you Be Strong and Do not Give up for your work will be rewarded”.

PAGARIGAN, NICOLE M.
Researcher

v
 The researcher, Ivan Dave P. Parana, was born in Camiling, Tarlac, on the

25th day of February. His parents are Florabel O. Pescador and David F. Parana. His

mother is a municipal councilor in their hometown of San Clemente, Tarlac, while his

father is a businessman. He is the second child. His older sister is Kate, and Juliana is

his younger sister.

He started his education at Bamban Elementary School, where he took

preschool and kindergarten. Then he transferred to San Clemente Central Elementary

School, which is located in their hometown and where he spent his primary education

and graduated as valedictorian. His elementary days served as preparation, as did his

time of exploration, which was filled with happiness and love. Not long after, he

continued his secondary education at the Tarlac Agricultural University, located in

Malacampa, Camiling, Tarlac. He has become more competitive and active since he

entered high school. He is currently a Grade 12 student on the STEM track. He is a

student full of determination.

He is God-fearing, as he is an active youth member of their church and is part

of the worship team. He uses his talents to honor and give praise to the Almighty God.

He is also fond of sports and other physical activities such as hiking, cycling, and

playing table tennis.

PARANA, IVAN DAVE P.

Researcher

vi
 The researcher, Cromwell V. Perez, was born on the 18th day of February 2005

in San Carlos, Pangasinan Doctor's Hospital, and is currently living in Brgy. Poblacion

Sur, Mayantoc, Tarlac. meanPerez and Nelson R. Perez. An older sister named Sidney

Corrine V. Perez, and the youngest, Avery Coleen V. Perez.

The researcher started his preschool at Mayantoc Central School. Then, he

continued his primary education at Mayantoc Central Elementary School and

graduated with highest honors upon being ranked third among qualifiers. He spent his

junior high school at Tarlac Agricultural University, where he met a lot of people and

eventually became great friends with them. He is currently a Grade 12 STEM student

at Tarlac Agricultural University in Malacampa, Camiling, Tarlac, and continuously

strives for excellence and further improvements both in academics and in other areas

or status in his life which may appoint and carry him on what he is going to be in the

near future.

The researcher is very fond of reading fictional stories that rather revolve

around the genres; of sci-fi, mystery, horror, thriller, and a little touch romance and

comedy within. He also engages in arts especially in the digital community, wherein

he worked as a freelancer for graphic designing during the pandemic back then and

gained a lot of profits from it. As he learned to work in many ways, he had also learned

to be strategic and adapted a variety of skills and techniques where it enabled him to

improve and enhance in a rather fast pace.

PEREZ, CROMWELL, V.
Researcher

vii
 The researcher, Armie S. Salum, was born on the 11th day of March 2005 in

Gilberto O. Teodoro Memorial Hospital and is currently living in Brgy. Pedro L.

Quines, Mayantoc, Tarlac. She is the eldest daughter of Mr. Aries S. Salum and Mrs.

Remy S. Salum. She has a younger sister named Airish Nicolle S. Salum.

The researcher started her preschool at Pedro L. Quines Day Care Center.

Then, she continued her primary education at Pedro L. Quines Elementary School

and graduated as salutatorian of her class. She spent her high school days at Mayantoc

High School, Inc., where she met her true friends. This period of her life was

instrumental in shaping her personality, building lifelong friendships, and honing her

academic skills. She is currently a Grade 12 STEM student at Tarlac Agricultural

University in Malacampa, Camiling, Tarlac. Her academic journey thus far reflects

her dedication to learning, excellence, and personal growth.

The researcher likes to draw, and she has also started making commissions to

make profits from her hobby. Through a lot of her experiences in drawing, she was

able to buy her needs with her hard-earned money. The researcher loves music and

also likes cycling, which she enjoys a lot.

SALUM, ARMIE S.
Researcher

viii
 The researcher, Russel Rey H. San Juan, was born in Camiling, Tarlac on the

7th day of March 2005. He is currently living in Pao Second, Camiling, Tarlac, with

his parents and siblings. He is the first son of Michelle H. San Juan and Rolly P. San

Juan. His mother is currently working as a teacher, and his father was formerly a

seaman. He has an older sister, Rochelle, and a little sister, Raissa.

The researcher skipped kindergarten and started his preparatory education at

Camiling Central Elementary School, where he continued his primary education until

Grade 4. He finished his primary education at Anoling Elementary School and

graduated as their class salutatorian. The researcher continued his secondary

education at Tarlac Agricultural University, where he formed bonds and shared

experiences with his friends. Upon graduating with honors from junior high school,

he is now a Grade 12 STEM student at the same school. He is currently working hard

to graduate and fulfill his dreams.

He is very attached to dogs because he finds them entertaining and lovable. He

likes to read novels and books that he finds interesting. He also likes playing video

games as an indoor activity and sports like badminton as an outdoor activity with his

friends. He tries to discover new hobbies because he believes that gaining new

experiences is the best.

SAN JUAN, RUSSEL REY H.

Researcher

ix
 The researcher, Renz Denver F. Vergara was born on the 20th day of

September 2005. He is currently living in Poblacion I. Osmeña Street, Camiling

Tarlac, with his mother and Siblings. His father works as a heavy equipment operator

abroad, and his brother works as a mechanical engineer in the Philippines. He is the

5th child of Jolly F. Vergara and Efren P. Vergara amongst his 6 siblings.

The researcher started his preschool education at Bobon First Elementary

School and transferred to Camiling Adventist School shortly after in order to continue

his primary education there. He continued his secondary education at Tarlac

Agricultural University - Laboratory School. He is currently a full-fledged Grade 12

STEM Student of Tarlac Agricultural University, disciplined enough to pursue his

goals and dreams with full effort.

While believing he only has a few talents, he believes in the idea of stoicism

and considers himself to be a skilled individual due to his determination to acquire

skills with discipline and hard work. His interests and hobbies consist of playing

musical instruments, drawing portraits, and playing chess. The researcher is a devout

follower of God and Jesus Christ, he makes sure to spend his time praying for the

wellness of his family, friends, classmates, loved ones, and himself.

VERGARA, RENZ DENVER F.

Researcher

x
 ACKNOWLEDGEMENTS

This study was made possible with the help of a significant person who guided

and assisted the researchers throughout the completion of this study. The researchers

are immensely grateful to these individuals for helping them gain new insight and

expand their perspective as they carried out this study:

The researchers would like to extend their heartfelt appreciation to their

parents, who patiently supported them financially, emotionally, and physically and

provided the necessary resources and environment to pursue their studies. Their

unwavering support and encouragement, even during the most difficult times, have

helped them stay motivated and focused on their goals.

The Research Adviser, Mr. James Philip Ibarra, played a pivotal role in the

completion of this study. The researchers would like to express their utmost

appreciation for his guidance, mentorship, and support throughout the research

process. The researchers are indebted to him for his invaluable feedback,

encouragement, and motivation that helped shape the thesis into its current form.

The researchers would like to thank the research subject teacher, Mr. Bench G.

Fabros, for his unwavering support, guidance, and words of wisdom throughout the

journey of completing this research. The researchers are grateful for his expertise,

constructive critiques, and insightful comments that have greatly contributed to the

development of this study.

The researchers would like to express their deep appreciation and gratitude to

Ms. Chelsea Madiclom, their statistician, for her invaluable assistance and guidance

xi
throughout the completion of their research study. Her expertise and skills in data

analysis were critical in ensuring the accuracy and reliability of their findings.

The researchers express their sincere gratitude to Sir Norman Elynmer P.

Cortez, who served as their English critic and provided invaluable support and

guidance that greatly contributed to the study. His expertise and skills in language

editing were critical in ensuring the clarity, coherence, and accuracy of their study.

The researchers wish to acknowledge the members of the thesis panel,

especially Ms. Lea Credo, for their constructive feedback, and insightful comments,

and for taking the time to review the manuscript. Their input helped elevate this study

to a higher standard.

The researchers wish to acknowledge their close friends for their unwavering

support, and motivation, and for being a source of inspiration during the process of

the study. Their words of encouragement, valuable insights, and constructive feedback

helped them stay on track and focused on their goals.

Finally, the researchers acknowledge God for His guidance, love, and

protection throughout the entire thesis process. The researchers are grateful for His

grace and blessings that helped them overcome challenges and distractions and

enabled the completion of this study.

xii
 TABLE OF CONTENTS

Title page .......................................................................................................................... i

Approval Sheet .............................................................................................................. ii

Biographical Sketch .................................................................................................... iii

Acknowledgments ........................................................................................................xi

Table of Contents ...................................................................................................... xiii

List of Tables ................................................................................................................xv

List of Appendix Tables .......................................................................................... xvi

Abstract ....................................................................................................................... xvii

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND ........................................ 1

Introduction .................................................................................................................... 1

Statement of the Problem ............................................................................................ 5

Objectives of the Study ................................................................................................ 5

Significance of the Study ............................................................................................. 6

Scope and Delimitation of The Study ...................................................................... 8

Definition Of Terms ..................................................................................................... 8

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES .............. 10

Related Literature and Studies ................................................................................ 10

Synthesis of the Related Studies.............................................................................. 19

Theoretical Framework ............................................................................................. 21

Conceptual Framework ............................................................................................. 23

CHAPTER 3 METHODS AND PROCEDURES .......................................................... 24

Research Design........................................................................................................... 24

Locale of the Study ..................................................................................................... 24

xiii
 Unit of Analysis ........................................................................................................... 25

Respondents and Sampling Procedures ................................................................. 25

Data Gathering Instrumentation ............................................................................ 26

Data Gathering Procedures ...................................................................................... 27

Statistical Treatment .................................................................................................. 28

CHAPTER 4 RESULTS AND DISCUSSIONS .............................................................. 30

Data Presentation ........................................................................................................ 30

CHAPTER 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS ...... 39

Summary of Findings ................................................................................................. 39

Conclusions ................................................................................................................... 41

Recommendations ....................................................................................................... 43

LITERATURE CITED ........................................................................................................... 45

APPENDICES .......................................................................................................................... 47

CURRICULUM VITAE ........................................................................................................ 67

xiv
 LIST OF TABLES

Table No. Page

1 Total Population 25

2 Demographic Profile of Grade 11 Students 30

2.1 Sex of the Respondents

2.3 Type of Machine Learning Software Tools the 31

students used

2.3 Students’ Hourly Usage of Machine Learning 32

Software Tools per week

3 The Effects of Using Machine Learning 34

Software Tools on the Academic Learning of
the Students

3.1 Influence of Machine Learning Software Tools 34

on Students’ Academic Learning Confidence

3.2 3.2 Effect of Machine Learning Software Tools 36

on Students’ Time Management

4 Effect of the Frequency of Using Machine 37

Learning Software Tools to the Academic
Performance of Grade 11 Students

xv
 LIST OF APPENDICES

Appendix Page

1 Request Letter for Adviser 48

2 Request Letter for Statistician 49

3 Request Letter for English Critic 50

4 Request Letter for Pre-Oral Defense 51

5 Request Letter for Pre-Oral Defense 52

6 Request Letter for Pre-Oral Defense 53

7 Request Letter for Sources of Measuring Confidence in 54

Academic Study Scale

8 Request Letter for Sources of Study Habit of 55

Undergraduate Students During Pandemic of Covid-19
Scale

9 Letter for Principal 56

10 Letter for Grade 11 HUMSS Respondents’ Instructor 57

11 Letter for Grade 11 STEM A Respondents’ Instructor 58

12 Letter for Grade 11 STEM B Respondents’ Instructor 59

13 Letter for Grade 11 ABM Respondents’ Instructor 60

14 Letter to the Respondents 61

15 Certification of English Critic 62

16 Certification of Statistician 63

17 Survey Questionnaire 64

xvi
 ABSTRACT

LAGUNILLA, JHOSSAM KURTPATRICK D., LATOSA, GIOVANNI

G., PAGARIGAN, NICOLE M., PARANA, IVAN DAVE P., PEREZ,
CROMWELL V., SALUM, ARMIE S., SAN JUAN, RUSSEL REY H., and
VERGARA, RENZ DENVER F., College of Education-Laboratory School, Tarlac
Agricultural University, Malacampa, Camiling, Tarlac, June 2023, PERCEIVED
EFFECTS OF THE USAGE OF MACHINE LEARNING SOFTWARE TOOLS
IN STUDENTS’ EDUCATION.
.

RESEARCH PROJECT Adviser: MR. JAMES PHILIP A. IBARRA

This study investigates the effects of machine learning software tools on the

education of Tarlac Agricultural University-Laboratory School students in Grade 11.

To find out how these tools' use affects students' academic learning in terms of

confidence, time management, and academic achievement, a thorough study was

conducted. A questionnaire was created to collect pertinent information, covering

elements like gender, the first semester's General Weighted Average (GWA), the kinds

of machine learning tools used, and the number of hours per week spent using these

tools. In order to get more specific information about how machine learning software

tools affect the aforementioned aspects of academic learning, a Likert scale survey was

also conducted.

The findings of this study revealed that machine learning software tools

generally have a significant impact on the academic confidence of Grade 11 students,

contributing to their overall belief in their abilities and potential. Furthermore, these

tools occasionally influence students' time management skills, highlighting the

potential role of machine learning in organizing their academic activities effectively.

xvii
 Regarding academic achievement, as measured by first-semester grades, a

majority of the students demonstrated a commendable General Weighted Average

ranging from 89 to 95. These results underscore the possible contribution of various

factors to students' education, which warrants further investigation.

xviii
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

AI has made significant advances in learning. It refers to computer-operated

systems that can perform tasks similar to intelligent beings. These systems aim to

possess human-like cognitive abilities such as reasoning, finding meaning,

generalization, and learning from experience. AI-based learning systems now improve

decision-making, accuracy, and learning effectiveness by drawing insights from the

past. AI is used in various fields like robotics, computer vision, and autonomous

vehicles. It enables personalized instruction, adaptive learning, and innovative

educational software. Intelligent evaluation, educational gaming, and tutoring systems

are also being developed using AI. Teachers can leverage AI to personalize learning,

enhance outcomes, and create engaging educational experiences.

AI is a rapidly evolving field rooted in computer science, mathematics, and

philosophy. The concept of intelligent machines has a long history, but significant

progress began in the mid-20th century. The term "artificial intelligence" was coined

in 1956 at the Dartmouth Conference, where researchers explored machine learning

and reasoning capabilities. Early AI research focused on rule-based systems but faced

limitations due to computer constraints. In the 1980s, machine learning emerged,

training computers to recognize patterns and make predictions from data. This

approach led to breakthroughs in speech recognition, computer vision, and natural

language processing. Advances in deep learning and neural networks continue to push

1
AI boundaries. As AI improves, its impact on society and the economy holds immense

potential.

Machine Learning is an application of artificial intelligence that delivers

intelligence to computers so that they learn repeatedly from training sets and test the

predictions on test data to check accuracy, along with other statistical parameters. It

mainly focuses on applications that grant rights to use data and use it for machine

learning tasks (Kharb, L., & Singh, P., 2021).

Technology is currently used in every aspect of life, including education, where

it has shown to be crucial to helping students achieve their learning goals. Education

is evolving away from the traditional model of rows of students listening to a teacher

talk from the front of the room while studying the same textbook. In addition to

incorporating more technology and digital resources, classrooms today are also

investing in machine learning. The field of education now includes machine learning

as a new frontier. It might change not just how instruction is given but also how

students are encouraged to study well. By giving real-time feedback based on unique

student behavior and other characteristics, machine learning promises to give

customized in-class instruction. The likelihood of better learning increases as a result.

By eliminating biases, machine learning also contributes significantly to evaluations

and assessments. Machine learning, one of the most powerful recent technologies,

controls interactions between humans and artificial intelligence. As a result, machine

learning enables computers to discover unprogrammed hidden insights. Moreover,

machine learning is a good predictor (Anjali J., 2019). Foote (2021) asserts that the

initial focus of AI research in the late 1970s and early 1980s on logical and knowledge-

2
based techniques led to a separation between AI and machine learning. In the end,

machine learning became the primary training technique for AI. The 1990s saw

growth for the machine learning industry as a result of the development of the Internet

and the accessibility of digital data, despite the industry facing obstacles and shifting

its focus to addressing practical service delivery problems.

Machine learning platforms are heavily contested in the enterprise technology

landscape, according to Ed Burns (2021). With their comprehensive machine learning

services ranging from data collection and preparation to model building, training, and

application deployment, major vendors like Amazon, Google, Microsoft, and IBM

compete for customers' subscriptions. Competition in the machine learning platform

market will increase as machine learning's importance to business operations and its

applicability in enterprise settings grow.

Machine learning in education enables personalized learning, providing

students with individualized educational experiences. It allows students to learn at

their own pace, make autonomous decisions, and receive tailored guidance. According

to the "Introductory Guide to Machine Learning in Education" (November 2021),

machine learning serves as a vital technological enhancement for the teaching and

learning process, offering services that were previously limited by outdated methods.

It enhances student engagement through interactive and immersive learning

experiences, such as educational games powered by machine learning (Ventura et al.,

2019). However, privacy concerns arise with machine learning in education,

particularly regarding the analysis of sensitive student data, requiring adherence to

strict privacy regulations to protect student confidentiality (Tene & Polonetsky, 2018).

3
Furthermore, there is a risk that machine learning algorithms may replace teachers,

leading to reduced human interaction and personalized support for students (Gee,

2018).

Personalized learning, adaptive learning, efficiency improvements, learning

analytics, and predictive analytics are just a few of the benefits that machine learning

in education allegedly offers. In adaptive learning, software is used to evaluate student

performance and customize instruction. Machine learning enhances the management

and organization of curriculum and content for greater efficiency. Learning analytics

can be used by teachers to use data to make connections and draw conclusions.

Predictive analytics are used to foresee future events. Through personalized learning,

students are given the freedom to choose their own path and make decisions.

Additionally, machine learning-based artificial intelligence can fairly grade exams and

homework submitted by students. As education becomes more relevant and well-

known, machine learning will gradually be adopted in urban and rural settings.

The usage of machine learning software tools in education has the potential to

personalize learning experiences and improve academic performance. However,

studying the perceived effects of these tools is important to ensure that they are being

used effectively and ethically. By understanding the potential benefits and drawbacks,

we can create an engaging, effective, and inclusive learning environment for all

students.

4
Statement of the Problem

This study aimed to ascertain how the use of machine learning software tools

affects the Grade 11 students at Tarlac Agricultural University Laboratory School

during the academic year 2022–2023.

This study specifically aims to respond to the following questions:

1. How may the Grade 11 students be described in terms of:

1.1 Sex;

1.2 Types of AI learning platforms they use; and

1.3 Their frequency of usage in hours per week?

2. To what extent does using machine learning software tools affect the academic

learning of the students in terms of:

2.1 Their academic learning confidence; and

2.2 Time management?

3. Does the frequency of utilizing machine learning software tools have a significant

relationship with students' academic achievement?

Objectives of the Study

The goal of the study was to ascertain how the use of machine learning software

tools affects the Grade 11 students at Tarlac Agricultural University Laboratory

School during the academic year 2022–2023.

Specifically, this study has the following objectives:

1. To describe the Grade 11 students in terms of:

1.1 Sex;

5
 1.2 Types of AI learning platforms they use; and

1.3 Their frequency of usage in hours per week.

2. To ascertain the extent of using machine learning software tools affects the

academic learning of the students in terms of:

2.1 Their academic learning confidence; and

2.2 Time management.

3. To identify if the frequency of utilizing machine learning software tools does have

a significant relationship with students' academic achievement.

Significance of the Study

This study aims to examine the perceived effects of using machine learning

software tools among TAU-LS Grade 11 students. The study's findings could be highly

significant and beneficial to the following sectors:

Tarlac Agricultural University - Laboratory School. This study would

benefit the school community by raising awareness of the effect of machine learning

software tools on students’ academic learning as well as how they can be used

responsibly and ethically.

School Administrators. This study would help them gain insights into how

machine learning software tools can be incorporated into the curriculum and how they

affect student learning outcomes. This study can also help them understand how

machine learning software tools can increase student engagement and motivation in

the classroom. This can inform strategies for improving student retention and

academic achievement.

6
 Machine Learning Enthusiast. This study would benefit them by helping them

understand the potential impact of these machine learning software tools on the future

of education, as well as the challenges that need to be addressed to ensure their

successful integration into classrooms. They can use this study to develop new tools

or improve existing ones, leading to more effective learning outcomes.

App Developers. This study can provide valuable insights into how students

perceive and interact with machine learning and can also inform the design of more

ethical and responsible AI systems for education.

Faculty. This study would help them understand and assess their students'

needs. It can help them have a better understanding of the ways in which students

think and where they could be guided effectively.

Students. This study would help broaden their knowledge and understanding

of the effects of using machine learning software tools on their academic learning.

They can benefit from understanding how these tools can be used to make their

learning more interactive, engaging, and personalized.

Parents. This study would help them better understand the situation of their

children, who are dealing with machine learning software tools. It would help them

develop some preventive actions to help the young ones who are negatively impacted

by the influence of machine learning software tools on academic learning.

Future Researchers. The ideas presented in the study could be used as

reference data in future research or to test the validity of other related studies. Future

researchers with similar concepts can use the information gathered in this study as a

guide, and it may serve as the foundation for a more extensive study.

7
Scope and Delimitation of the Study

The study was aimed to learn more about the perceived effects of using

Machine Learning Software Tools. Surveys are used to gather information about the

respondent's Machine Learning Software Tools usage and how those experiences may

affect them as students.

This study was conducted only within Tarlac, Agricultural University -

Laboratory School - Senior High school during the entire course of the Second

academic semester in the year 2023. The information gathered is only limited to the

personal experiences of the respondents. Moreover, this study is limited from the

complex aspects of the subject; it is entrusted by researchers to qualified professionals

for a deeper and clearer investigation. This study is also not universally applicable

because there are people who have different personal experiences, perspectives, and

personalities.

Definition of Terms

The following terminology is operationally defined in order to have a better

understanding and clearer interpretation of this study.

Academic Achievement. This study's main goal is to determine whether

artificial intelligence has perceived effects on students' academic achievement.

Artificial Intelligence. This term is the main topic of the study, as it revolves

around its influence on the students, specifically the perceived effects of machine

learning software tools.

8
 Education. In this study, the term "education" was used to assess the impact of

machine learning software tools on education.

Frequency of Usage. This term is used to describe the student's frequency usage

in machine learning software tools.

Machine Learning. This term is the main topic of this study and it is used to

describe the perceived effects of machine learning software tools in education.

Time Management. This term is used to describe students on how they manage

their time.

9
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This section consists of related literature and studies that aim to provide

additional knowledge and strengthen the baseline and validity of this study. Several

sources and references were sought to provide a complete overview of the study. This

chapter also discusses the literature and studies that the researchers consulted for this

study. This chapter discusses the literature and studies, both foreign and local, that are

relevant to the current study. The researchers gathered information by reading books,

journals, and other published and unpublished materials, magazines, the internet, and

other study-related references.

Artificial Intelligence in Education

In the context of the COVID-19 pandemic, educators have been compelled to

integrate technology into virtual learning, resulting in its significant role in education.

Machine learning and artificial intelligence (AI) emerge as crucial drivers of growth

and innovation in this domain. The application of AI in education offers numerous

benefits that positively impact students' educational journeys. Personalization is one

notable advantage, enabling students to access learning programs tailored to their

unique preferences and experiences. Additionally, AI facilitates prompt responses,

grants universal 24/7 learning access, and provides tutoring services. It also assists

educators by personalizing content, addressing inquiries, and automating

administrative tasks. The integration of AI ranges from online textbooks to fully

remote lectures, transforming the educational landscape (Karandish, 2021).

10
 Artificial Intelligence (AI) is having a profound impact on education, rapidly

transforming the way we learn. According to Mohan, technology has always played a

vital role in education, and its integration has become more widespread due to the

widespread availability of smart devices and well-designed curriculum. The

incorporation of AI technologies, including chatbots, virtual reality (VR), learning

management systems, course assignment tools, and robotics, is already revolutionizing

different facets of education. Mohan acknowledges that there are challenges associated

with adopting technology in both students and teachers. However, he emphasizes that

the advantages and disadvantages of AI in education are not clear-cut, as there are

benefits on both sides. For instance, AI can provide equal access to education for

students of varying abilities and disabilities, while also allowing parents to monitor

their child's online interactions more closely. In conclusion, Mohan highlights the

potential benefits of AI in education, including enhanced learning experiences,

improved accessibility, and brighter futures for students. The integration of AI

technology in education is seen as a game-changer that has the potential to positively

impact every child's educational journey. (Prem, M., 2021)

The potential benefits of Artificial Intelligence (AI) in education are significant,

with the ability to address challenges and improve teaching and learning practices.

However, these rapid technological developments also pose risks and challenges that

have yet to be fully addressed through policy and regulation. UNESCO is committed

to supporting member states in harnessing the potential of AI for education while

ensuring that it is implemented with principles of equity and inclusion. UNESCO's

human-centered approach to AI aims to address current inequalities and prevent the

11
widening of technological divides between and within countries. To achieve this,

UNESCO has developed guidance for policymakers and hopes to lead the way in AI

in education as a laboratory of ideas, standard setter, policy advisor, and capacity

builder. UNESCO affirms that the deployment of AI technologies in education should

aim to enhance human capacities and protect human rights for effective human-

machine collaboration in life, learning, and work, and for sustainable development.

To achieve this, UNESCO works with partners, international organizations, and

upholds their core values to ensure that the promise of "AI for all" can be fulfilled, and

everyone can benefit from the technological revolution, particularly in terms of

innovation and knowledge. Those interested in leveraging AI to bolster education can

partner with UNESCO through financial, in-kind, or technical advice contributions,

as UNESCO believes that AI can be steered in the right direction to improve

livelihoods, reduce inequalities, and promote a fair and inclusive globalization.

(UNESCO, 2019)

Artificial Intelligence systems allow students to be offered efficient support for

their online learning as well as teaching and personalizing learning for students. It also

allows instructors to automate their routine and tasks as well as allowing adaptive

assessments to be powered. The study aimed to identify how students and instructors

perceive the impact of AI to Learner Instruction Interaction. Results of the study

concluded that students and instructors perceive the impact of AI systems as double-

edged swords, implying that AI has been confirmed to improve the quantity and

quality of communication, but has concerning implications of AI-based

12
misunderstandings and misleadingness as well as concern with surveillance issues.

(Kyoungwon, S., et al., 2021)

Utilization of AI in Education

AI involves using computers and machines to replicate human perception and

decision-making to complete tasks. Essentially, this means that machines can learn

and recognize patterns, which can be used to make recommendations or solve

problems. There are different types of AI, including rules-based AI and machine

learning-based AI. Rules-based AI uses pre-programmed decision-making rules, while

machine learning-based AI can learn and improve over time. Machine learning-based

AI can be particularly useful in education, as it can monitor student activity and

accurately predict outcomes. Other subfields of AI include natural language

processing, recommender systems, vision-based AI, and voice recognition. However,

there are concerns about potential bias in AI and its impact on assessment, which will

be discussed further in this issue briefly. The article also concluded that well-designed

formative assessments that take advantage of the latest advancements in technology

can help students learn faster and better. It is also stated that these mechanisms are

also a critical part of the teaching and learning process. It also helps build engaging

tools to help students learn, for example, educational games, virtual reality learning,

and much more. (Laura, J., & Ulrich, B., 2016)

Various language models such as ChatGpt are becoming more mainstream in

the past few years - doing everything from creating poetry to mesmerizing arts. AI is

also becoming more easily accessible to the public as it is found in our homes, cars,

13
and our phones. Simply put, AI surrounds us in our daily lives. These devices are

capable of learning about us, our behaviors, interests and commonalities, as well as

our personal information without us even knowing. With that, AI is gradually seeping

its way into educational sectors, especially in K-12. Usage of AI programs within the

past years has skyrocketed within the past few years in K-12, with books and AI

programs from elementary schools to senior highschools. The article concluded that

AI - Especially ChatGPT - has found its way not only to our regular daily lives but

also in Educational Sectors and the Industry, finding its way into our jobs such as

Lawyers, Police, Teachers, Nurses, Students, and even Children. (Nisha, T., 2023)

Justin Ponti (2021) wrote an article titled “AR and AI Empower Philippine

Educator Sector” The article discusses the potential of augmented reality (AR) and

artificial intelligence (AI) and how it may revolutionize the education sector in the

Philippines. The article highlights the use of AR in creating interactive and immersive

learning experiences for students, as well as the use of AI in providing personalized

and adaptive learning opportunities. The author points out that the COVID-19

pandemic has accelerated the adoption of AR and AI in education, as more educators

seek to engage students in remote and hybrid learning environments. The article cites

several examples of AR and AI applications in the Philippines, including virtual field

trips, personalized tutoring systems, and intelligent content analysis tools. The author

also emphasizes the need for collaboration and investment in AR and AI technologies

to ensure that all students have access to these innovative learning tools. The article

concludes by stating that AR and AI have the potential to transform the education

14
landscape in the Philippines, and that educators and policymakers should continue to

explore and support these emerging technologies.

The researchers found that majority of the found studies focused on examining

personalized systems as well as intelligent tutors, whereas only selected few studies

were found to examine the effect of chatbot or machine learning in education, thus the

researchers recommend that future studies should cover more about AIED technologies.

The study also suggests that additional keywords such as specific AI technology; (e.g

machine learning) or its application in educational sectors may retrieve more relevant

publications. (Ke, Z., et al., 2021)

A study conducted a systematic review of 68 studies published between 2011

and 2021 and analyzed the various ways in which AI technologies have been applied

in STEM education, including virtual reality simulations, intelligent tutoring systems,

chatbots, and robotics. The study highlights the potential of AI technologies to

enhance STEM learning outcomes and improve student engagement, motivation, and

performance. The author also identifies the challenges and limitations of integrating

AI technologies into STEM education, such as the need for specialized technical

expertise and the potential for widening the digital divide. Overall, this study provides

valuable insights into the current state of AI technology in STEM education and serves

as a useful resource for educators and researchers interested in exploring the potential

of AI to transform teaching and learning in STEM fields. (Weiqi, X., et al., 2022)

15
AI as big help in academic performance

A study investigated the effects of AI Chatbots on the speaking performance

and communication skills of students in an EFL classroom. The students took a

TOEIC test before the distribution of AI Chatbots in order to determine the students’

proficiency levels, which resulted in splitting the population into two categories; the

low-level group which consisted of 25 students, and the intermediate level group which

consisted of 24 students. Following this, the students took another TOEIC test after

the distribution and utilization of AI Chatbots to determine proficiency levels. Results

of the study showed that despite the advantages and disadvantages of utilizing Chatbot

AI; it noticeably improved the students’ speaking ability levels and proficiency levels

after using the AI. (Hea-Suk, K., et al., 2021)

A study aimed to determine the overall effectiveness of utilizing AI on

elementary students’ mathematics achievement using the meta-analysis method.

Results of the study showed that out of the identified 21 studies which consisted of 30

independent samples; only 3 of the 30 independent samples which had used AI had a

negative effect on Mathematics Achievement, whereas 27 of the 30 independent

samples which used AI had a positive effect on Mathematics Achievement.

(Sunghwan, H., 2022)

Machine Learning in Education

One of the major benefits of using ML in education is its potential to

personalize the learning process for each student. ML algorithms can analyze

individual student data, such as their learning preferences and past performance, to

16
create customized learning paths that suit their unique needs. This helps students learn

at their own pace and in a way that is most effective for them. ML can also be used to

generate smart content by analyzing vast amounts of academic data, identifying

patterns and insights to enhance learning materials. Moreover, ML can automate

administrative tasks such as grading and feedback, enabling educators to focus on

more complex and meaningful tasks. However, ML also presents challenges such as

data privacy concerns as it requires access to large amounts of sensitive student data.

To avoid biased data, educators and institutions must monitor and audit their ML

systems to promote fairness and equity. Overall, the article suggests that while ML can

be an advantageous tool to improve student outcomes and enhance learning

experiences, it is crucial to consider the challenges and implement ML responsibly and

ethically. (Florentsiia Lyzanets, 2022)

A study states that technology is everywhere especially in educational sectors,

this raises the concerns and curiosity regarding the usage of technology in education.

The utilization of technology is essentially getting more relevant not only in offices but

in classrooms; as the number of students and teachers using it for digital resources,

online learning, etc. are increasing rapidly. It also raises the concern for a certain

technological advancement; to which is: “Machine Learning”. The study also states

that ML (Machine Learning) plays a crucial role in assessments and evaluations by

removing biases. In conclusion, the study provides a comprehensive overview of the

applications of machine learning in the field of education. The research explores the

potential of ML for addressing challenges such as personalized learning, student

assessment, and engagement. The study also discusses the benefits and limitations of

17
different ML techniques, providing practical examples of successful applications in

education such as virtual tutoring, providing advanced knowledge far beyond the

curriculum standards, and many more, with the disadvantages being that ML may

dramatically affect students’ social skills negatively. Overall, the study is a valuable

resource for educators and researchers interested in incorporating ML techniques into

their work. (Anjali Jagwani, Et. Al., 2019)

A study discusses the strengths and limitations of ML methods in educational

research, emphasizing the need for careful selection and evaluation of models. The

study provides several examples of ML applications that have been successful in

educational research, such as the prediction of student dropout rates, as well as the

identification of student misconceptions. However, the researchers also acknowledge

that the interpretation of ML models can be quite challenging. Careful consideration

must be provided to ensure that the predictions are indeed accurate and unbiased.

Overall, the study provides a valuable resource for researchers and educators interested

in incorporating ML techniques into their work. It highlights the potential benefits of

ML for addressing key challenges in education and provides guidance on how to use

these methods effectively. The study's practical examples and clear explanations make

it an accessible introduction to the topic, and its emphasis on the need for careful

evaluation of models ensures that readers are equipped to use ML responsibly in their

own research. (Sven Hilbert, Stefan Coors, Et. Al., 2021)

A study states that International Assessments of education ranked Filipino

students last in terms of reading proficiency among all countries in the Program for

18
International Assessment (PISA). The study aimed for the authors to determine the

non-cognitive factors that may affect the reading proficiency of Filipino students in

English using Machine Learning Approaches. The study utilized several and various

machine learning algorithms to analyze data gathered from the Philippine sample in

OECD PISA 2018 Database; consisting of students that were grouped into two groups

based on their proficiency, both high and low. Results from the study concluded that

SVM or Support Vector Models turned out to be the best model that analyzed the data

amongst the several machine learning algorithms that were used in terms of test

performance. The SVM Model was able to determine certain factors that affected the

reading proficiency of students non-cognitively, such as student motivation, social

experiences in school, as well as economic, social and cultural status.

Synthesis

Conforming to the multiple sources provided, the research aims to observe and

study the same exact subject that focuses not only on the general contribution of

Machine Learning software tools but rather its utilization in the educational field. The

following are some of the key points on how this study may differ from most studies

and enable it to maintain its very efforts and development of the topic throughout this

paper. For example, most studies only focus on the functionalities and evaluative

emphasis on educational research fields but not in its utilization on the students’

education respective to the related literature and studies, namely, (1) ML can also be

used to generate smart content by analyzing vast amounts of academic data,

identifying patterns and insights to enhance learning materials. Overall, the article

suggests that while ML can be an advantageous tool to improve student outcomes and

19
enhance learning experiences, it is crucial to consider the challenges and implement

ML responsibly and ethically. (2) Sven Hilbert, Stefan Coors, Et. Al., (2021)

conducted a study entitled: "Machine learning for the educational sciences" presents a

clear and concise overview of the current state of machine learning (ML) techniques

in the field of educational research. The study's practical examples and clear

explanations make it an accessible introduction to the topic, and its emphasis on the

need for careful evaluation of models ensures that readers are equipped to use ML

responsibly in their own research.

Moreover, the following are also examples with respect to the related literature

and studies gathered by the researchers which also discusses the role of Artificial

Intelligence on how it supports to roughly introduce the inclusive association of

Machine Learning software tools are as follows: (1) Usage of AI programs within the

past years has skyrocketed within the past few years in K-12, with books and AI

programs from elementary schools to senior high schools. The author conducted a

systematic review of 68 studies published between 2011 and 2021 and analyzed the

various ways in which AI technologies have been applied in STEM education,

including virtual reality simulations, intelligent tutoring systems, chatbots, and

robotics. Overall, this study provides valuable insights into the current state of AI

technology in STEM education and serves as a useful resource for educators and

researchers interested in exploring the potential of AI to transform teaching and

learning in STEM fields. (2) In the article published by David Karandish (2021), titled

7 benefits of AI in Education, it is stated that: Machine Learning and Artificial

Intelligence are key drivers of growth and innovation, and ever since the pandemic,

20
educators were forced to rely on technology for virtual learning, and now technology

has become a core part of education. (3) In the Blog posted by Prem Mohan (2021) he

discussed Artificial Intelligence in Education has become a hot topic, he stated because

it changes how we learn quickly, and it has a potential to be a game-changer for every

student. As these several studies show little too few learning discipline focus, it differs

on how the researchers may be able to further provide and give greater details about

the same subject. As it covers few connections on the involvement of Machine

Learning software tools in the educational field and lacks attention, especially its

perceived effects on students’ education.

Theoretical Framework

Based on the research of Sunghwan Hwang (2022) the study aimed to

determine the effect of Artificial Intelligence in the mathematics achievement of

elementary students. According to the findings of the study, the usage of Artificial

Intelligence had a significant positive effect on the mathematics achievement of the

students, further improving their academic performance in mathematical subjects.

This concludes that the study’s purpose, discovery, and findings according to the

researchers are related to the current study and can be utilized in this study in a

different and varying context.

AI Chatbots in Communication Skills: Hea-Suk Kim et al. (2021) developed a

theory based on key concepts of communicative competence, task-based language

learning, technology-enhanced language learning, social constructivism, and second

language acquisition. The study aims to investigate the effectiveness of AI chatbots in

21
facilitating language learning and enhancing communication skills of EFL students in

classrooms. Findings of the study concluded that the utilization of AI Chatbots

significantly affected the communication skills and proficiency levels of the students

positively.

Usage of Artificial Intelligence in Education: Ke Zhang et al. (2021) explores

recent research and future directions of AI technologies for education. The study's

theory is based on the Cognitive Load Theory (CLT) and the Technology Acceptance

Model (TAM). The Cognitive Load Theory guides the development of AI-powered

learning systems that personalize learning and optimize cognitive load, while the

Technology Acceptance Model guides the development of user-friendly systems that

are perceived as useful. The integration of the CLT and the TAM provides a

comprehensive framework for designing, implementing, and adopting AI technologies

for education.

22
 Conceptual Framework

INPUT PROCESS OUTPUT

• 7-Item Learning Confidence

(Angkarini, T.,2021)
• The Influence of Machine
questionnaire.
Learning Software Tools
• 7-Item Time Management
to the Students’ Academic
Grade 11 Students (Paul, S. & Lalage, S.,2003)
Learning
questionnaire.

• Frequency and Percentage, • Recommendations

Mode, and Spearman

Correlation.

Figure 1. Research Paradigm

The figure above shows the input, process, and output of the study. The input

includes the demographic profile of the Grade 11 Students, the influence of machine

learning software tools to the students’ learning confidence, time management, and

the significant relationship between the frequency of using machine learning software

tools and students’ academic achievement. The process involves the questionnaire

used to identify the influence of machine learning tools to students’ learning

confidence and time management. The process also includes spearman correlation

method to identify the significant relationship of the frequency of using machine

learning software tools and students’ academic achievement. Lastly the output consists

of the influence of machine learning software tools to students’ academic learning and

further recommendations.

23
 CHAPTER 3
METHODS AND PROCEDURES

This chapter presents the research design, locale of the study, unit of analysis,

respondents and sampling procedures, data gathering instrumentation, data gathering

procedures, and analysis of data.

Research Design

This study utilized a descriptive-correlational research design to investigate the

relationship between the frequency of using machine learning software tools and the

academic achievement of grade 11 learners. The design allowed for the exploration of

variables and the identification of natural correlations. By examining this relationship,

the study contributed to the scholarly discourse, providing insights that could inform

educational practices and interventions in machine learning education for grade 11

learners. The descriptive aspect of the research design offered a comprehensive

understanding of the present situation, considering past influences, while the

correlational component examined associations between variables without

manipulation.

Locale of the Study

This study was conducted on the Grade 11 students at the Tarlac Agricultural

University-Laboratory School located in Camiling, Tarlac. The university is situated

on a 71-hectare campus that is home to various academic and research facilities.

24
Unit of Analysis

The unit of analysis refers to the individual or group that researchers are

investigating (Aransiola, 2022). Thus, the unit of analysis or population for this study

would consist of 126 students in Grade 11 at Tarlac Agricultural University-

Laboratory School in the school year 2022-2023.

Respondents and Sampling Procedures

Table 1. Total Population

Grade 11 Sections Number of Students

STEM A 39

STEM B 38

ABM 26

HUMSS 23

TOTAL 126

The respondents in this study are the Senior High School Grade 11 students at

Tarlac Agricultural University-Laboratory School in the school year 2022-2023. There

are four sections consisting of ABM, HUMSS, STEM A, and STEM B, with twenty-

six (26) students in ABM, twenty-three (23) in HUMSS, thirty-nine (39) in STEM A,

and thirty-eight (38) in STEM B. Participants were chosen because researchers believe

that senior high school students are more capable of providing meaningful answers

25
that would help in drawing a clear conclusion for this research. Participants were

chosen because researchers believe that grade 11 students are generally in their first

year of senior high school and are typically between 16 and 17 years of age. Due to the

increasing prevalence of technology in modern education, it is likely that these

students have been exposed to various forms of technology and software tools during

their previous years of education.

As a result, they may have developed some degree of experience and familiarity

with technology, which may make them suitable respondents for a research study that

can provide meaningful answers that would help in drawing a clear conclusion for this

research.

Simple Random Sampling was employed by the researchers to determine the

perception of the usage of machine learning AI tools among SHS students in Grade

11. Every member of the population has an equal chance of being chosen in a simple

random sample. Random sampling ensures that the results obtained from your sample

are close to those obtained if the entire population was measured (Shadish et al., 2002).

The number of respondents was determined by using Slovin's Formula. The

researchers chose 100 of 126 students with a margin of error of 4.54%.

Data Gathering Instrumentation

The research instrument used in the research study is a survey form. The chosen

instrument was used in the collection of data to test the validity and reliability of the

research study being conducted.

26
 A survey form was used for data collection. A systematically prepared form

with a set of questions designed to get and produce responses from

respondents. Researchers already have a validated questionnaire from previous

researchers. A structured survey form was used. The first section discusses the

demographic makeup of the respondents: their sex, general weighted average, types of

AI learning platforms they use, and the frequency of time they use them in learning.

In the second part of the survey form, a Likert scale is used. When responding to a

Likert questionnaire item, respondents specify their level of agreement with a

statement. On a Likert scale prepared by the researchers, there are 5 Likert items. This

Likert scale is inside a table; each column head has a corresponding scale (always,

often, sometimes, seldom, and never), on which a subject indicates his or her response

by checking tick marks. These scales are used to determine the perceived effects of

using machine learning software tools on the student's academic life.

Data Gathering Procedures

The researchers followed the ethical considerations and guidelines to ensure

that the research was conducted ethically and to the highest standard. The researcher

requested permission from the Laboratory School's principal and the advisers of the

Grade 11 students to conduct a survey of all students. After obtaining their consent,

data was collected from participants using an online questionnaire administered

through Google Forms because of its ability to collect data efficiently. The link was

sent via Messenger, and the purpose of the study was explained to respondents before

they completed the survey. The questionnaire link was available for approximately

27
one week and was monitored on a daily basis. After the data has been collected, it is

kept confidential and automatically transferred to a spreadsheet.

Statistical Treatment

Respondents were statistically examined using the study's data instrument. The

information was collated, analyzed, and compiled using descriptive statistics like

means, percentages, and frequency of occurrence.

Simple Percentage and Frequency

The demographic characteristics of the respondents in terms of sex, their

general average, and the types of AI learning platforms they use was analyzed using

their frequency and simple percentage formula. Simple percentage is a basic statistical

measure that is commonly used to express a simple and clear representation of the

proportion or percentage of a specific category or variable in a dataset.

Mode

To determine the respondents’ evaluation on the influence of Machine

Learning Software Tools in their Academic Achievement and General Average, Mode

will be used. Mode is a statistical measure that is used to summarize and understand

datasets where some values are more important than others and can provide a more

accurate representation of the most common value in the dataset.

28
Spearman Correlation

To identify the effect of frequency of using software to the academic

achievement of the students, Spearman Correlation was used. Spearman's rank

correlation coefficient, is a statistical measure used to assess the strength and direction

of the relationship between two variables in a variety of situations, including non-

linear relationships, non-normally distributed data, ordinal data, and small sample

sizes like in this study.

29
 CHAPTER 4
RESULTS AND DISCUSSION

This chapter presents the analysis of the results and the corresponding

interpretation of the gathered data.

Data Presentation

The following information was gathered in accordance with the problem

statement that this study was intended to address. There were 126 grade 11 students

in the population, and 100 of them were chosen as respondents and were determined

by Slovin's formula. Simple percentage and frequency were used to interpret their

demographic data, and mode was used to interpret the effect of using machine learning

software tools on the academic learning of the students. Spearman correlation was also

used to assess the effect of the frequency of using software on the academic

achievement of the students.

Table 2. Demographic Profile of Grade 11 Students

2.1. Sex of the respondents

Sex Frequency Percentage

Male 37 37%

Female 63 63%

Total 100 100

Table 1.1 shows that out of the total respondents, 37 individuals or 37%

identified as male, whereas 63 individuals or 63% identified as female. As such, the

30
majority of the respondents who are grade 11 students are female, outnumbering their

male counterparts.

2.2. Type of machine learning software tools the students used.

Machine Learning tools Frequency Percentage

Canva 99 99%

Grammarly 71 71%

Quillbot 69 69%

Mathway 36 36%

Photomath 28 28%

Symbolab 12 12%

ChatGPT 14 14%

Table 1.2 reveals that the usage patterns of various software tools among the

respondents. The high percentage of respondents who use Canva (99%) suggests that

it is a widely adopted tool for graphic design purposes. Grammarly also shows

significant usage, with 71% of respondents utilizing it for writing assistance. Quillbot

follows closely with 69% of respondents using it for text paraphrasing. Mathway is

used by 36% of respondents for mathematical problem-solving, while Photomath is

utilized by 28% for math-related tasks. Symbolab is used by a smaller proportion of

respondents (12%) for mathematical symbol manipulation. Lastly, ChatGPT is used

by 14% of the population for conversational interactions.

These findings imply that Canva, Grammarly, Quillbot, Mathway, Photomath,

Symbolab, and ChatGPT are popular software tools among the surveyed population.

The high usage rates indicate that these tools have gained widespread recognition and

31
are being actively incorporated into various tasks and activities. This suggests that these

software tools are perceived as valuable resources that assist users in graphic design,

writing, text paraphrasing, mathematics, mathematical symbol manipulation, and

conversational interactions, respectively. The significant adoption of these tools

highlights their importance in supporting users' specific needs and enhancing their

overall productivity and efficiency in the respective domains.

2.3. Students’ hourly usage of machine learning software tools per week

Duration Frequency Percentage

Below 1 hour 27 27%

1-5 Hours 53 53%

6-10 Hours 17 17%

11-15 Hours 2 2%

16-20 Hours 1 1%

The findings depicted in Table 1.3 offer valuable insights into the frequency at

which respondents engage with machine learning software tools. The data reveals that

a substantial majority (53%) of respondents dedicate 1-5 hours per week to utilizing

these tools. Moreover, 27% of respondents allocate less than 1 hour per week, while

smaller percentages allocate higher time intervals. Specifically, 17% of respondents

spend 6-10 hours, 2% spend 11-15 hours, and 1% spend 16-20 hours per week using

machine learning software tools.

These findings imply that a significant proportion of respondents demonstrate

a notable level of commitment to regularly employing machine learning software

32
tools. The substantial percentage of respondents dedicating 1-5 hours per week

signifies a considerable degree of engagement and active utilization. However, it is

noteworthy that a sizeable number of respondents allocate less than 1 hour per week,

indicating varying levels of involvement among the surveyed population.

These implications carry two key insights. Firstly, they underscore the

popularity and relevance of machine learning software tools, as evidenced by the

significant percentage of respondents investing considerable time in their usage. This

reaffirms the importance and applicability of these tools in contemporary contexts.

Secondly, the observed variation in usage patterns across different time intervals

suggests a diverse range of user needs and preferences when it comes to engaging with

machine learning software tools. This understanding provides a foundation for further

research endeavors aimed at tailoring these tools to effectively cater to the specific

requirements and optimize their efficacy in diverse educational settings.

By offering comprehensive insights into the distribution of usage time, these

findings contribute to the scholarly discourse surrounding the effective integration of

machine learning software tools in education. Furthermore, they provide a basis for

informed decision-making and future advancements in the design and implementation

of these tools, enabling enhanced learning experiences and outcomes for students.

33
Table 3. The Effects of Using Machine Learning Software Tools on the Academic
Learning of the Students

3.1 Influence of machine learning software tools on students’ academic learning

confidence

Statement Mode Verbal

Description

With the help of machine learning software tools, I 4 Often

produce my best work under examination conditions.

I study effectively on my own with the help of machine 4 Often

learning software tools.

I respond to questions asked by a lecturer with the help of 3 Sometimes

machine learning software tools.

I manage my workload to meet activity deadlines with 4 Often

the help of machine learning software tools.

I produce my best work in assignments with the help of 4 Often

machine learning software tools.

I produce outputs at the required standard due to the help 4 Often

of machine learning software tools.

I understand the material outlined and discussed by the 4 Often

teacher with the help of machine learning software tools.

Mode 4 Often

Table 2.1 provides an overview of the mode scores obtained from the collected

data, highlighting the influence of machine learning software tools on students'

academic learning confidence. The statements related to various aspects of academic

performance, such as producing high-quality work under examination conditions,

studying effectively on one's own, managing workload to meet deadlines, producing

excellent assignments, producing outputs at the required standard, and understanding

teacher-discussed material with the aid of machine learning software tools, all have a

34
mode score of 4, indicating a frequent occurrence of these effects. Conversely, the

statement "I respond to questions asked by a lecturer with the help of machine learning

software tools" has a mode score of 3, denoting a less frequent occurrence.

The mode score of 4 indicates that machine learning software tools often have

a positive impact on students' academic learning confidence. This suggests that

students consistently experience benefits in various aspects of their academic journey

when utilizing these tools.

The implications drawn from these findings highlight the substantial influence

of machine learning software tools on enhancing students' academic learning

confidence. The consistent occurrence of positive effects, as indicated by the high

mode scores, underscores the potential of these tools to support students in producing

their best work, managing their workload, and comprehending course material. These

findings signify the importance of integrating machine learning software tools into

educational practices to foster students' confidence and proficiency.

In conclusion, the findings presented in the gathered data highlight the

significant influence of machine learning software tools on students' academic

learning confidence, with a consistent occurrence of positive effects. These findings

contribute to our understanding of the impact of technology on education and

emphasize the potential benefits of integrating machine learning software tools to

enhance students' overall learning experiences.

35
3.2 Effect of machine learning software tools on students’ time management

Statement Mode Verbal

Description

I follow a study schedule with times set aside to study 3 Sometimes

each subject with the help of machine learning software
tools.

I have my free time between classes for reading or 3 Sometimes

reviewing due to the help of machine learning software
tools.

I have more time for recreation and leisure due to the help 4 Often
of machine learning software tools.

I follow a calendar of the semester and it is marked with 3 Sometimes

exam dates, project due dates, and assignments due with
the help of machine learning software tools.

I submit my weekly activities on time due to the help of 4 Often

machine learning software tools.

I follow my "to do" lists with the help of machine learning 3 Sometimes
software tools.

I can study more on weekends due to the help of machine 3 Sometimes

learning software tools.

Mode 3 Sometimes

The findings from Table 2.2 indicate that the use of machine learning software

tools can have both positive and mixed effects on students' time management. While

certain aspects, such as study schedules, utilizing free time, following a semester

calendar, maintaining to-do lists, and studying on weekends, are occasionally

supported by these tools, other areas like submitting activities on time and having more

leisure time demonstrate frequent positive impacts. With a mean mode score of 3, it

suggests that machine learning software tools can sometimes influence students' time

management skills.

36
 This implies that the integration of machine learning software tools in students'

routines can have diverse implications for their time management abilities. While

certain aspects might benefit from occasional support, such as structuring study

schedules and utilizing available time effectively, students consistently report improved

outcomes in areas like timely submission of assignments and increased leisure time.

Overall, these findings suggest that machine learning software tools can potentially

enhance students' time management skills to some extent.

Table 4. The Relationship of the Frequency of Utilizing Machine Learning

Software Tools on the Academic Achievement of the Grade 11 Students

Variables Correlation Coefficient p-value

Frequency of using Machine Learning -0.026 0.801

Software tools

Academic Achievement

Table 3 shows the correlated frequency of using machine learning software

tools and academic performance with each other with a p-value of 0.801, according to

a Spearman correlation data analysis. There is no significant correlation between the

frequency of using machine learning software tools and the academic achievement of

the students because the p-value is greater than our alpha (0.05).

In contrast to the study conducted by Florentsiia Lyzanets (2022) on machine

learning in education, which suggests that machine learning has the potential to

personalize the learning process, the current study's findings reveal some contrasting

results. The study found that while machine learning software tools do have an impact

on students' academic learning confidence and time management, there is no

37
significant relationship between the frequency of using these tools and students'

academic achievement.

These findings stand in contrast to the concerns and curiosity raised by the

study conducted by Anjali Jagwani et al. (2019) regarding the usage of technology in

education. While Jagwani's study may have highlighted potential drawbacks or

limitations of technology integration in education, the current study's findings indicate

that machine learning software tools can indeed influence students' learning

confidence and time management, but they may not directly correlate with academic

achievement.

These contrasting results shed light on the complexities surrounding the use of

machine learning tools in education and highlight the need for further research to fully

understand the various impacts and outcomes associated with their implementation.

38
 CHAPTER 5
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter includes the summary of the findings, the conclusions drawn from

the findings, and recommendations made based on the study conducted.

Summary of Findings

The goal of this study is to ascertain how using machine learning software tools

has affected the academic learning of Tarlac Agricultural University-Laboratory

School S.Y. students in grade 11. 2022-2023. This includes the respondent's perception

of the effects of using machine learning software tools on their academic learning,

which is evaluated using the study's research instrument, as well as sex and the average

amount of time spent using machine learning software.

The researchers used a descriptive research design to complete the study's stated

goal. The principal of the Laboratory School and the advisers of the Grade 11 students

gave the researcher the go-ahead to survey every student there. Participants'

information is gathered after their consent is obtained using a Google Forms-based

online survey. One hundred (100) students in Grade 11 were the respondents in total.

Frequency counts, percentages, modes, and Spearman correlation were used to

analyze the survey data. The significant findings are as follows:

39
1. Demographic profile of the respondents

Out of all the respondents, 37 or 37% were male and 63 or 63% were female.

This means that the majority of the respondents were female students.

Ninety-nine (99%) of the students use Canva. Seventy-one (71%) of the students

use Grammarly. Sixty-nine (69%) of the students use Quillbot. Thirty-six (36%) of the

students use Mathway. Twenty-eight (28%) of the students answered PhotoMath.

Fourteen (14%) of the students use ChatGPT. Twelve (12%) among the students

answered Symbolab.

Fifty-three (53%) among the Grade 11 Students use machine learning tools for

1-5 hours, and twenty-seven (27%) use machine learning tools for below 1 hour.

Seventeen (17%) of the students consume 6-10 hours using machine learning tools.

2. Influence of Machine Learning Software Tools on Students’ Academic Learning

2.1 Influence of Machine Learning Software on Students’ Academic Learning

Confidence

The data gathered on the impact of machine learning software tools

on students' academic learning confidence reveals that using these tools has

an impact on students' academic confidence. Students who used machine

learning software tools often highlighted positive experiences such as being

able to perform well on exams, study effectively, meet deadlines, produce

quality assignments, and comprehend course material.

40
 2.2 Influence of Machine Learning Software Tools on Students’ Time

Management

The findings of the study examining the impact of using machine

learning software tools on students' time management showed that the

participants perceived its influence on their academic time management to

be intermittent. The responses regarding their engagement with the

machine learning software fell under the categories of 'sometimes' and

'often,' suggesting that it can sometimes contribute to the students' learning

of time management.

3 Influence of Machine Learning Software Tools on Students’ Academic

Performance

There was no significant correlation found between the frequency of utilizing

machine learning software tools and the academic achievement of the students. Since

the p-value is higher than 0.05, it implies that the use of machine learning software

tools does not necessarily ensure a direct influence on the academic performance of

the students.

Conclusions

Based on the gathered data, the researchers came to the following conclusions:

1. Demographic profile of the respondents

41
 Most of the respondents are female, and the use of Canva is very common, with

almost all of them using it. Additionally, Grammarly and Quillbot are also popular

among students. The responses indicate that the majority of the respondents use

various software applications and tools. Moreover, more than half of the respondents

spend an average of 1–5 hours per week on machine learning software tools, and it

shows that they are more engaged and experienced in using the technology, indicating

a higher level of proficiency.

2. Influence of Machine Learning Software Tools on Students’ Academic Learning

2.1 Influence of Machine Learning Software on Students’ Academic Learning

Confidence

According to the study, machine learning software often gives

students academic learning confidence. Machine learning software tools

provide personalized learning experiences for students. By tailoring the

learning material to their specific needs, students are more likely to feel that

they are making progress in their studies. This can boost their confidence

and motivation to learn. Also, it can provide real-time feedback to students,

which can help them identify areas where they need to improve. When

students receive feedback on their performance immediately, they are more

likely to understand where they went wrong and how they can correct their

mistakes. This can help build their confidence in their abilities.

2.2 Influence of Machine Learning Software Tools on Students’ Time

Management

42
 Machine learning software tools have a significant influence on

students' time management. Based on the result, machine learning software

tools do help students to manage their time well. Machine learning

software tools help students learn at their own pace and style, which can

lead to a more efficient use of their time. These tools can analyze student's

performance and adjust the learning material to suit their strengths and

weaknesses. This way, students can focus on areas that they need more

attention and skip over the material they already know.

3. Influence of Machine Learning Software Tools on Students’ Academic Performance

According to the study, machine learning software does not guarantee

improved grades. However, when used correctly, it can be a powerful tool for assisting

students in more effective learning and applying course material. Using machine

learning software tools can improve students' academic learning by increasing their

understanding of the subject matter. These tools can assist students in analyzing large

amounts of data, identifying patterns and trends, and making predictions. Students

can gain a deeper understanding of the concepts and theories being taught by using

these tools, which can help them apply them in their daily learning and may improve

their academic performance, specifically their academic scores or grades.

Recommendations

1. Conduct broader studies with larger and more diverse populations to explore

the topic's effects on students' education, including factors like physical health,

43
 emotional well-being, behavior changes, and other relevant areas impacted by

the use of machine learning software tools.

2. For an in-depth understanding of the area of inquiry, other studies may be

conducted using a qualitative method and analysis to explore other benefits and

disadvantages of using machine learning software tools, not only on the

students' sole education but also on other aspects that may have a relevant

connection to that student's education.

3. Promote the use of machine learning software tools in education to improve

student engagement, learning outcomes, and digital literacy by incorporating

them into lesson plans, providing training, and promoting responsible

technology use.

44
 LITERATURE CITED

Acmc, E. S. C. (2021, August 30). Positive and Negative Impact of Artificial

Intelligence. Bscholarly. https://bscholarly.com/positive-and-negative-impact-of-
artificial-intelligence/
Artificial Intelligence in Education David, K. (2021, June 23). & Benefits of AI
in Education. The Journal. https://thejournal.com/articles/2021/06/23/7-benefits-
of-ai-in-education.aspx?fbclid=IwAR21GA8--
yNtPkIcvlMN0N9OhFZsFprR6rgEUq2AYrwwg-GT8cDbbQrNwDA
Bernardo, A. B. I., Et. Al., (2021, October). Using Machine Learning
Approaches to Explore Non-Cognitive Variables Influencing Reading Proficiency in
English among Filipino Learners. Research Gate.
https://www.researchgate.net/publication/355287268_Using_Machine_Learning_A
pproaches_to_Explore_Non-
Cognitive_Variables_Influencing_Reading_Proficiency_in_English_among_Filipino_
Learners
Chowdhury, M. (2021, August 11). The Evolution of Artificial Intelligence:
Past, Present & Future. Analytics Insight. https://www.analyticsinsight.net/the-
evolution-of-artificial-intelligence-past-present-future/
Copeland, B. J. (2023, April). Encyclopædia Britannica. Encyclopædia
Britannica, inc. https://www.britannica.com/contributor/BJ-Copeland/4511
Ed, B. (2021, March 1). What Is Machine Learning and Why Is It Important?
Enterprise AI. https://www.techtarget.com/searchenterpriseai/definition/machine-
learning-ML
Hilbert, S., Coors, S., Et. Al., (2021, November 25). Machine learning for the
educational sciences. BERA. https://doi.org/10.1002/rev3.3310
Hea-Suk, K., et al. (2021, August 25). Korean Journal of English Language
and Linguistics, Vol 21, August 2021, pp. 712-734. Journal Kasell.
http://journal.kasell.or.kr/xml/30253/30253.pdf
Jagwani, A., Et. Al, (2019, May). A Review of Machine Learning in
Education. Research Gate.
https://www.researchgate.net/publication/352932002_A_REVIEW_OF_MACHIN
E_LEARNING_IN_EDUCATION
Ke, Z., et al. (2021). AI technologies for education: Recent research & future
directions. Science Direct.
https://www.sciencedirect.com/science/article/pii/S2666920X21000199
Kyoungwon, S., et al. (2021). The impact of artificial intelligence on learner–
instructor interaction in online learning. Springer Open.
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-
021-00292-9

45
 Laura, J., & Ulrich, B. (2016, September 16). Future of Testing in Education:
Artificial Intelligence. https://www.americanprogress.org/article/future-testing-
education-artificial-intelligence/
Lewis, T. (2014, December 4). A Brief History of Artificial Intelligence.
Livescience.com. https://www.livescience.com/49007-history-of-artificial-
intelligence.html
Nisha, T. (2023, January 10). Why 2023 will be the year of AI Education.
Forbes. https://www.forbes.com/sites/nishatalagala/2023/01/10/why-2023-will-be-
the-year-of-ai-education/?sh=59895742c380
Plato, R. B. (2023b, February 13). What Is Student Engagement Software? How
Is It Useful? Plato Data Intelligence. Zephyrnet. https://zephyrnet.com/what-is-
student-engagement-software-how-is-it-useful/
Ponti, J. (2021, May 25). AR and AI Empower Philippine Educator Sector.
Open Gov Asia. https://opengovasia.com/ar-and-ai-empowers-philippine-educator-
sector/
Prem, M. (2021, December 10). Artificial Intelligence in education. q1. Times
of India. https://timesofindia.indiatimes.com/readersblog/newtech/artificial-
intelligence-in-education-
39512/?fbclid=IwAR1KozSqlimQ8N7rnmG4GHnNMSSEg4cJ0zIEifChokM5WZV
2YxpxIG0IO9M
Sunghwan, H. (2022, October 14). Examining the Effects of Artificial
Intelligence on Elementary Students’ Mathematics Achievement: A Meta-Analysis.
MDPI. https://www.mdpi.com/2071-1050/14/20/13185
Team, D. (2021, September 2). How is Machine Learning enhancing the Future
of Education. DataFlair. https://data-flair.training/blogs/machine-learning-in-
education/
United Nations Educational, Scientific and Cultural Organization (UNESCO,
2019). Beijing Consensus Artificial Intelligence and Education. UNESCO.
https://www.unesco.org/en/digital-education/artificial-
intelligence?fbclid=IwAR0ZD8fAbch02Mjv5ddnnoda8rhnhodjxKnlewihXwsIhwmI
N5sIZud4IOQ
Weiqi, X., et al. (2022, September 19). The application of AI technologies in
STEM education: a systematic review from 2011 to 2021. Springer Open.
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-022-
00377-5
Yun, D., et al. (2021). AI Literacy Survey for Primary Students. Research Gate.
https://www.researchgate.net/publication/354521916_AI_Literacy_Survey_for_Pri
mary_Students?fbclid=IwAR1vey73u19dApx934s6ERJsmFWCY1amHp2a-
iBl4yKcENuKtnKWvnsUFdE

46
APPENDICES

47
 APPENDIX 1
Request Letter for Adviser

48
 APPENDIX 2
Request Letter for Statistician

49
 APPENDIX 3
Request Letter for English Critic

50
 APPENDIX 4
Request Letter for Pre-Oral Defense

51
 APPENDIX 5
Request Letter for Pre-Oral Defense

52
 APPENDIX 6
Request Letter for Pre-Oral Defense

53
 APPENDIX 7
Request Letter for Sources of Measuring Confidence in Academic Study Scale

54
 APPENDIX 8
Request Letter for Sources of Study Habit of Undergraduate Students During Pandemic of
Covid-19 Scale

55
 APPENDIX 9
Letter for Principal

56
 APPENDIX 10
Letter for Grade 11 HUMSS Respondents’ Instructor

57
 APPENDIX 11
Letter for Grade 11 STEM A Respondents’ Instructor

58
 APPENDIX 12
Letter for Grade 11 STEM B Respondents’ Instructor

59
 APPENDIX 13
Letter for Grade 11 ABM Respondents’ Instructor

60
 APPENDIX 14
Letter to the Respondents

61
 APPENDIX 15
Certification of English Critic

62
 APPENDIX 16
Certification of Statistician

63
 Appendix 17

SURVEY QUESTIONNAIRE

General Instruction: Fill in the required information. Please take the time to carefully
read each question and ensure that you understand what is being asked before
providing your answer. Provide truthful and accurate responses. There are no right or
wrong answers in this questionnaire, so answer according to your own experiences
and perceptions. Your input is valuable and will help us gain meaningful insights into
the research topic. Lastly, please follow the instructions and use the appropriate format
for each question.

1. Demographic Profile

1.1 Sex

❑ Male
❑ Female

1.2 Grade 11 General Weighted Average (First Semester)

_______________

1.3 What types of Machine learning software tools do you use?

❑ Canva
❑ Grammarly
❑ Quillbot
❑ Mathway
❑ Photomath
❑ Symbolab
❑ ChatGPT
If others, please specify: ________________

1.3 How many hours per week do you use machine learning software tools?

❑ 1 hour below
❑ 1-5 hours
❑ 6-10 hours
❑ 11-15 hours
❑ 16-20 hours
❑ More than 20 hours

64
2. The Impact of Using Machine Learning Software Tools on the Academic
Learning of the Students
The purpose of this study is to investigate the effect of using machine learning
software tools on the academic learning of students. The questionnaires aim to identify
the extent to which the use of machine learning software tools in the classroom affects
students' academic learning confidence and time management.

2.1 How Do Machine Learning Software Tools Influence Students’

Academic Learning Confidence?
The table below provides average student ratings of confidence in their
academic learning before and after using machine learning software tools.

5=Always 4=Often 3=Sometimes 2=Seldom 1=Never

STATEMENTS 5 4 3 2 1

1. With the help of machine learning software tools, I produce

my best work under examination conditions.

2. I study effectively on my own with the help of machine

learning software tools.

3. I respond to questions asked by a lecturer with the help of

machine learning software tools.

4. I manage my workload to meet activity deadlines with the

help of machine learning software tools.

5. I produce my best work in assignments with the help of

machine learning software tools.

6. I produce outputs at the required standard due to the help of

machine learning software tools.

7. I understand the material outlined and discussed by the

teacher with the help of machine learning software tools.

65
 2.2 How Much Time Do Machine Learning Software Tools Affect Students’
Time Management?
The table below provides average student ratings on how much learning
software tools helped their time management.

5=Always 4=Often 3=Sometimes 2=Seldom 1=Never

STATEMENT 5 4 3 2 1

1. I follow a study schedule with times set aside to study each

subject with the help of machine learning software tools.

2. I have my free time between classes for reading or

reviewing due to the help of machine learning software
tools.

3. I have more time for recreation and leisure due to the help
of machine learning software tools.

4. I follow a calendar of the semester and it is marked with

exam dates, project due dates, and assignments due with
the help of machine learning software tools.

5. I submit my weekly activities on time due to the help of

machine learning software tools.

6. I follow my daily “to-do” lists with the help of machine

learning software tools.

7. I can study more on weekends due to the help of machine

learning software tools.

66
 CURRICULUM VITAE

JHOSSAM KURTPATRICK DUCOG LAGUNILLA

B. Cube Street, Poblacion East, Santa Ignacia, Tarlac

0916 691 7823

[email protected]

PERSONAL DATA

Nickname : Sammi

Date of Birth : April 2, 2005

Place of Birth : Camiling, Tarlac

Sex : Male

Age : 18

Nationality : Filipino

Religion : LDS

Civil Status : Single

Father’s Name : Mac Arthur T. Lagunilla

Mother’s Name : Analiza D. Lagunilla

Siblings : Yohann Keziandrick D. Lagunilla, Griann

Kykezedrick D. Lagunilla

67
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling, Tarlac

2017 - 2021

Elementary School : SANTA IGNACIA NORTH CENTRAL

ELEMENTARY
SCHOOL

Santa Ignacia, Tarlac

2011 - 2017

Preparatory : SANTA IGNACIA NORTH CENTRAL

ELEMENTARY
SCHOOL

Santa Ignacia, Tarlac

2010 - 2011

Nursery : SANTA IGNACIA DAY CARE CENTER

Santa Ignacia, Tarlac

2009-2010

68
 CURRICULUM VITAE

GIOVANNI GINEZ LATOSA

Brgy. Palimbo Caarosipan, Camiling, Tarlac

0966 172 7352

[email protected]

PERSONAL DATA

Nickname : Gio

Date of Birth : October 27, 2005

Place of Birth : Camiling, Tarlac

Sex : Male

Age : 17

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Father’s Name : Eddie R. Latosa

Mother’s Name : Veronica G. Latosa

Siblings : Vincent G. Latosa

69
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling, Tarlac

2017 - 2021

Elementary School : CAMILING CENTRAL ELEMENTARY

SCHOOL

Quezon Avenue, Camiling, Tarlac

2011 - 2017

Preparatory : CAMILING CENTRAL ELEMENTARY

SCHOOL

Quezon Avenue, Camiling, Tarlac

2010 - 2011

Nursery : PALIMBO CAAROSIPAN DAY CARE CENTER

Brgy. Palimbo Caarosipan, Mayantoc, Tarlac

2009-2010

70
 CURRICULUM VITAE

NICOLE MATEO PAGARIGAN

Brgy. Pindangan 2nd Camiling, Tarlac

09511029948

[email protected]

PERSONAL DATA

Nickname : Cole

Date of Birth : August 27, 2005

Place of Birth : Camiling, Tarlac

Sex : Female

Age : 17

Nationality : Filipino

Religion : Born Again

Civil Status : Single

Father’s Name : Roben G. Pagarigan

Mother’s Name : Mary Grace M. Pagarigan

Siblings : Gracey Bhein M. Pagarigan

Maria Scarlet M. Pagarigan

71
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa Camiling, Tarlac

2017 - 2021

Elementary School : PINDANGAN 2ND ELEMENTARY SCHOOL

Pindangan 2nd Camiling, Tarlac

2011 - 2017

Preparatory : PINDANGAN 2ND ELEMENTARY SCHOOL

Pindangan 2nd Camiling, Tarlac

2010 - 2011

Nursery : PINDANGAN 2ND DAY CARE CENTER

Pindangan 2nd Camiling, Tarlac

2009-2010

72
 CURRICULUM VITAE

IVAN DAVE P. PARANA

Población Norte, San Clemente, Tarlac

0905 558 5998

[email protected]

PERSONAL DATA

Nickname : Ivan

Date of Birth : February 25, 2005

Place of Birth : Camiling, Tarlac

Sex : Male

Age : 18

Nationality : Filipino

Religion : Born Again

Civil Status : Single

Father’s Name : David F. Parana

Mother’s Name : Florabel P. Parana

Siblings : Kate P. Parana

Juliana P. Parana

73
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling Tarlac

2017 - 2021

Elementary School : SAN CLEMENTE CENTRAL ELEMENTARY

SCHOOL.

Poblacion Sur, San Clemente, Tarlac

2011 - 2017

Preparatory : SAN CLEMENTE ELEMENTARY

SCHOOL

Poblacion Sur, San Clemente, Tarlac

2010 - 2011

74
 CURRICULUM VITAE

CROMWELL V. PEREZ

Poblacion Sur, Mayantoc, Tarlac

0947 862 8861

[email protected]

PERSONAL DATA

Nickname : Cromwell

Date of Birth : February 18, 2005

Place of Birth : San Carlos, Pangasinan

Sex : Male

Age : 18

Nationality : Filipino

Religion : Born Again Christian

Civil Status : Single

Father’s Name : Nelson R. Perez

Mother’s Name : Sheryll V. Perez

Siblings : Sidney Corrine V. Perez | Avery Coleen V. Perez

75
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling, Tarlac

2017 - 2021

Elementary School : MAYANTOC CENTRAL ELEMENTARY

SCHOOL

Poblacion Norte, Mayantoc, Tarlac

2011 - 2017

Preparatory : MAYANTOC CENTRAL ELEMENTARY

SCHOOL

Poblacion Norte, Mayantoc, Tarlac

2010 - 2011

76
 CURRICULUM VITAE

ARMIE SUMUBA SALUM

Pedro L. Quines, Mayantoc, Tarlac

0956 248 3472

[email protected]

PERSONAL DATA

Nickname : Momay

Date of Birth : March 11, 2005

Place of Birth : Camiling, Tarlac

Sex : Female

Age : 18

Nationality : Filipino

Religion : Aglipayan

Civil Status : Single

Father’s Name : Aries S. Salum

Mother’s Name : Remy S. Salum

Siblings : Airish Nicolle S. Salum

77
EDUCATIONAL ATTAINMENT

Junior High School : MAYANTOC HIGH SCHOOL INC.

Poblacion Norte, Mayantoc, Tarlac

2017 - 2021

Elementary School : PEDRO L. QUINES ELEMENTARY

SCHOOL

Pedro L. Quines, Mayantoc, Tarlac

2011 - 2017

Preparatory : PEDRO L. QUINES ELEMENTARY

SCHOOL

Pedro L. Quines, Mayantoc, Tarlac

2010 - 2011

Nursery : PEDRO L. QUINES DAY CARE CENTER

Pedro L. Quines, Mayantoc, Tarlac

2009-2010

78
 CURRICULUM VITAE

RUSSEL REY H. SAN JUAN

Pao Second, Camiling, Tarlac

0915 076 823

[email protected]

PERSONAL DATA

Nickname : Russel

Date of Birth : March 07, 2005

Place of Birth : Camiling, Tarlac

Sex : Male

Age : 18

Nationality : Filipino

Religion : Catholic

Civil Status : Single

Father’s Name : Rolly P. San Juan

Mother’s Name : Michelle H. San Juan

Siblings : Rochelle H. San Juan

Raissa Mae H. San Juan

79
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY -

LABORATORY SCHOOL

Malacampa, Camiling, Tarlac

2017 - 2021

Elementary School : ANOLING ELEMENTARY

SCHOOL

Anoling 2nd, Camiling, Tarlac

2015 - 2017

Preparatory : ANOLING ELEMENTARY

SCHOOL

Anoling 2nd, Camiling, Tarlac

2009-2010

80
 CURRICULUM VITAE

RENZ DENVER FARRO VERGARA

Poblacion I. Osmena St. Camiling, Tarlac

0945 336 4996

[email protected]

PERSONAL DATA

Nickname : Reed

Date of Birth : September 20, 2005

Place of Birth : Camiling, Tarlac

Sex : Male

Age : 17

Nationality : Filipino

Religion : Christian

Civil Status : Single

Father’s Name : Efren P. Vergara

Mother’s Name : Jolly F. Vergara

Siblings : Henry Isaac F. Vergara

Jenefer F. Vergara

Efren F. Vergara JR.

Kathrina Mae F. Vergara

Zandra Eunice F. Vergara

81
EDUCATIONAL ATTAINMENT

Junior High School : TARLAC AGRICULTURAL UNIVERSITY

Malacampa, Camiling, Tarlac

2017 - 2021

Elementary School : CAMILING ADVENTIST SCHOOL

Camiling, Tarlac

2011 - 2017

Preparatory : BOBON FIRST ELEMENTARY SCHOOL

Bobon 1st, Camiling, Tarlac
2010 - 2011

82