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Influence of AI Tools on the Information Literacy Skills of Grade 10
Students within Pantay Integrated High School in Social Studies
Subject
Mamangon, Christian Thirdy, Maya, Bianca Joy
Faculty of College of Teacher Education Tanauan Institute, Inc. Bachelor of Secondary Education
Major in Social Studies
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150500090
Received: 26 April 2026; Accepted: 01 May 2026; Published: 02 June 2026
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
The rapid advancements in Artificial Intelligence (AI) have reshaped the way individuals engage with
information, particularly in the educational context worldwide. AI technologies, which have evolved
significantly in recent years (Moon et al., 2024) are transforming how students acquire, process, and evaluate
information. Today’s generation of learners is increasingly interacting with AI tools, often without realizing their
impact on learning outcomes. This global trend calls for a reevaluation of educational strategies to align with the
digital competencies and critical thinking skills required in the modern world. As AI becomes deeply integrated
into classrooms worldwide, it is vital to understand its influence on students’ ability to seek, assess, and utilize
information, particularly in subjects like Social Studies, which demand analytical and evaluative skills.
This research investigates the influence of AI tools on the information literacy skills of Grade 10 students, with
a focus on Social Studies. The study centers on Pantay Integrated High School in Tanauan City, Batangas,
Philippines, chosen for its unique characteristics. This school offers Social Studies as a core subject and
incorporates a curriculum that addresses contemporary issues, making it an ideal context for exploring the impact
of AI on information literacy. Furthermore, the students’ access to various AI tools provides a relevant setting
to analyze how these technologies support or challenge their ability to evaluate, retrieve, and synthesize
information.
AI has shown immense potential to enhance educational efficiency, such as automating repetitive tasks and
providing personalized learning experiences (Wen, 2024). These benefits improve how students interact with
academic content. However, concerns persist regarding over-reliance on AI tools, (Hua, 2023) which could
diminish students’ ability to critically assess the credibility of sources and foster ethical awareness (Murray,
2023).
The importance of AI in improving students’ information literacy is evident in its ability to assist in key areas
such as information retrieval, evaluation, and synthesis. Studies indicate that AI-powered tools enhance students’
ability to critically assess sources and engage with diverse perspectives (D'Angelo et al., 2022). For example, AI
can provide personalized learning experiences, facilitating targeted instruction based on individual progress and
preferences (Bennani et al., 2021). In Social Studies, these capabilities enable students to gain deeper insights
into complex topics and analyze issues effectively. However, (Ng, 2023) questions remain regarding how these
tools shape students' cognitive and ethical engagement with information (Sebetci, 2019).
Existing literature highlights the benefits of AI (Murray, 2023) in education but underscores the need for ethical
frameworks to ensure responsible use, particularly in environments where academic integrity is at stake. (Ng et
al., 2021) Research also emphasizes integrating curricula that address cognitive skills required for evaluating
and synthesizing information in the AI era (Voulgari et al., 2021).
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By focusing on Grade 10 students at Pantay Integrated High School, this study aims to contribute valuable
insights into how AI tools enhance or challenge information literacy skills within the Social Studies curriculum.
This research fills a gap in understanding the intersection of AI, information literacy, and subject-specific
learning, providing recommendations for educators and policymakers on how to effectively integrate AI into the
curriculum while fostering critical thinking and ethical awareness. In sum, this study seeks to shed light on the
ways AI influences students' ability to seek, evaluate, and synthesize information, offering a nuanced perspective
on its role in contemporary education.
Pantay Integrated High School was chosen for this study due to its relevance in the local context, the diversity
of its student population, and its potential access to technological resources. The school has shown an interest in
integrating modern educational tools, making it an ideal setting to explore how AI tools influence students'
information literacy skills, particularly in social studies. With a commitment to innovative teaching practices
and a strong curriculum focus on critical thinking, Pantay Integrated High School provides a unique opportunity
to investigate the impact of AI on information literacy, offering insights that could benefit both the school and
the broader educational community.
This study aims to explore how AI tools influence the information literacy skills of Grade 10 students at Pantay
Integrated High School, specifically in the context of social studies. In an era where digital tools and artificial
intelligence are rapidly transforming educational landscapes, students must not only acquire knowledge but also
develop the critical ability to evaluate and use information effectively. Information literacy is crucial for
navigating today’s vast and often overwhelming information environment, and understanding the role of AI tools
in this process is essential. By investigating how these technologies affect students’ skills in sourcing, analyzing,
and synthesizing information, this study will provide valuable insights into the potential benefits and challenges
of integrating AI in secondary education. The findings will not only contribute to enhancing teaching strategies
in social studies but also inform educators, policymakers, and technology developers about best practices for
fostering essential literacy skills in an increasingly digital world.
THEORETICAL FRAMEWORK
This study investigates the influence of artificial intelligence (AI) on the information literacy skills of Grade 10
students in social studies at Pantay Integrated High School. The theoretical framework is grounded in several
key concepts that collectively illuminate the interplay between AI and information literacy (Alshahrani, Wang
et al., 2021).
At its core the Information Literacy Theory emphasizes the skills required to identify, locate, evaluate, and
effectively use information. These competencies are crucial for students in Social Studies, where they must
critically assess diverse sources, gather historical data, and construct evidence-based arguments. Models like the
Big6 by Eisenberg and Berkowitz and the Information Literacy Competency Standards established by the
American Library Association (ALA) provide structured frameworks to guide students in developing these skills.
By focusing on these models, the theory ensures that students are equipped to navigate the vast and complex
information landscape effectively.
AI directly relates to Information Literacy Theory by enhancing the processes involved in managing information.
AI tools such as search engines, chatbots, and citation managers facilitate the identification and retrieval of
information while automating routine tasks like organizing data and verifying sources. For example, AI can
assist students in evaluating the credibility of historical documents or organizing complex datasets, streamlining
their research and analysis. This alignment between AI capabilities and the core tenets of Information Literacy
Theory illustrates how technology supports students in mastering essential academic skills.
Socio-Constructivist Learning Theory
The Socio-Constructivist Learning Theory, proposed by Vygotsky, emphasizes that learning is mediated
through tools and social interactions. This theory highlights that student gain knowledge through active
engagement, collaboration, and contextual learning. In Social Studies, this includes analyzing historical events,
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discussing multiple perspectives, and synthesizing ideas with peers and educators. AI-powered platforms such
as digital assistants, collaborative learning tools, and discussion forums embody this mediation, making the
learning process more interactive and accessible.
AI supports the principles of this theory by fostering environments where students can actively engage with
learning resources and each other. For instance, AI systems offer real-time feedback, enabling students to refine
their arguments and analyses in collaborative settings. Additionally, these tools facilitate group projects by
providing shared access to resources, simulations, and discussion boards. This alignment demonstrates how AI
enhances the socio-constructivist approach by enabling meaningful interactions and promoting deeper
engagement with Social Studies content.
Technological Pedagogical Content Knowledge (TPACK) Framework
The TPACK Framework underscores the integration of technology into education, asserting that effective
learning occurs when technological tools align with pedagogical strategies and relevant content. In Social
Studies, this means using technology to enhance understanding of historical, cultural, and socio-political contexts
while supporting critical thinking and analysis. AI tools, such as simulation platforms, content summarization
systems, and adaptive learning programs, exemplify this integration.
AI fits into the TPACK framework by enhancing the delivery of Social Studies content through tailored and
innovative approaches. For instance, AI-powered simulations can recreate historical events, allowing students
to explore different scenarios and outcomes. Furthermore, adaptive learning systems provide personalized
content based on student progress, ensuring that each learner receives targeted instruction. This synergy between
technology, pedagogy, and content exemplifies how AI can meaningfully enhance educational practices.
Cognitive Load Theory
The Cognitive Load Theory, developed by Sweller, focuses on the mental effort required to process
information. It posits that reducing unnecessary cognitive burdens allows students to concentrate on
understanding and analyzing essential content. In Social Studies, where students often encounter large volumes
of complex information, managing cognitive load is critical.
AI relates to this theory by streamlining information processing and reducing extraneous cognitive effort. For
example, AI tools can filter irrelevant data, organize complex datasets, and summarize lengthy texts, enabling
students to focus on evaluating credible sources and comprehending key content. By reducing cognitive
overload, AI tools promote deeper learning and critical thinking, both of which are essential in the context of
Social Studies education.
Self-Regulated Learning Theory
The Self-Regulated Learning Theory, proposed by Zimmerman, examines how students take control of their
own learning processes through planning, monitoring, and evaluation. This theory highlights the importance of
autonomy and self-awareness in achieving academic success. AI tools, such as learning analytics platforms and
personalized feedback systems, empower students to regulate their learning by providing actionable insights and
guidance.
AI supports self-regulated learning by enabling students to track their progress, set learning goals, and adjust
their strategies accordingly. For instance, AI-powered dashboards provide real-time analytics on performance,
helping students identify areas for improvement. In Social Studies, this might involve refining research
techniques, reevaluating sources, or revising arguments based on feedback. This alignment demonstrates how
AI fosters self-regulation and enhances students’ ability to manage their learning effectively.
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The Commonly used AI
tools by the social studies
students.
Perception of the students in
the use of AI in terms of:
Personalization and
adaptability;Efficiency and
automation; and Ethical
consideration
Impact on learning and
teachingExtent of using
AI tools in information
literacy skills of students
in terms of:
Identifying information
needs; Information
retrieval; and Critical
thinking
JISC Digital Literacy Framework
The JISC Digital Literacy Framework connects the use of AI tools with the broader concept of digital literacy,
which encompasses the ability to evaluate, create, and communicate digital content. In Social Studies, digital
literacy is crucial for critically engaging with online resources, multimedia, and collaborative platforms. AI tools,
such as content generators and plagiarism checkers, enhance digital literacy by supporting students in their
evaluation and creation of content.
However, this framework also highlights the potential risks of over-reliance on AI, which may weaken students’
independent critical thinking skills. While AI streamlines processes like information retrieval and content
generation, students must also develop their evaluative capabilities to avoid blindly accepting AI-generated
outputs. By balancing the benefits and risks, the JISC Digital Literacy Framework underscores the importance
of using AI tools as a complement to, rather than a replacement for, critical thinking.
By integrating these theoretical perspectives, this study offers a comprehensive understanding of AI's influence
on the development of information literacy skills in students. The findings highlight the potential of AI to
enhance learning outcomes while emphasizing the need to cultivate critical thinking and evaluative skills to
ensure balanced and effective use of AI tools.
Figure 1: PARADIGM OF THE STUDY
Influence of AI Tools on the information Literacy Skills of
Grade 10 Students Within Pantay Integrated High School
INPUT
PROCESS
OUTPUT
Data Collection:
Distribution and
retrieval of a self-
administered
questionnaire.
Data Analysis:
Interpretation
and analysis of
gathered data to
identify key
factors
Propose a program that can be perform or
adapted by the school to ensure that the
information literacy skills of the students in
Pantay Integrated High School continuously
advancing and help them to increase their
awareness of reliable and true information in
this digital world
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Research Paradigm
The first box contains the Input, which examines the research questions focused on the influence of artificial
intelligence (AI) tools on the information literacy skills of grade 10 students in social studies. It includes
identifying the commonly used AI tools, how students describe these tools in terms of personalization, efficiency,
ethical considerations, and their impact on learning. Additionally, it explores how AI tools influence students’
information literacy skills regarding identifying information needs, information retrieval, and critical thinking.
The input also investigates whether there is a significant correlation between the utilization of AI tools and
students’ information literacy skills, along with recommendations for enhancing these skills based on the
findings.
The middle box, representing the process, includes the processes involved in the research. This encompasses the
distribution and retrieval of a self-administered questionnaire designed to collect data from students. Following
data collection, the interpretation and analysis of the gathered data take place, aimed at identifying key factors
that influence the information literacy skills of students.
The last box, which is the output presents the recommended action to be performed based on the findings of the
study, indicating the significant or non-significant relationships between the use of AI tools and the students’
information literacy skills. This recommendation are also based on the provided conclusions drawn from the
analysis on how to effectively use AI tools to enhance students’ information literacy skills in social studies.
Statement Of The Problem
The key objective of this research is to examine the impact of artificial intelligence on the information literacy
skills of Grade 10 students of Pantay Integrated High School in the Social Studies subject. This study aims to
address the following research questions:
1. What are the commonly used AI tools by the Social Studies students?
2. How do Social Studies students describe AI tools that they used in terms of:
2.1 Personalization and Adaptability;
2.2 Efficiency and Automation;
2.3 Ethical Considerations; and
2.4 Impact on Learning and Teaching?
3. What are the extent of using AI tools in information literacy of students in terms of;
3.1 Identifying Information Needs;
3.2 Information Retrieval; and
3.3 Critical Evaluation?
4. Is there a significant correlation between the utilization of AI tools by Social Studies students and their
information literacy skills in the subject?
5. Based on the findings of the study, what programs can be done to assure the enhancement information literacy
skills of the students?
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Research Hypothesis
There is a significant positive relationship between AI tool usage and the specific information literacy skills
(such as identifying information needs, retrieving information, and critical thinking) among Grade 10 students
in the social studies subject at Pantay Integrated High School.
Significance Of The Study
In order to understand the impact of artificial intelligence (AI) tools on the information literacy skills of Grade
10 students at Pantay Integrated High School in the context of social studies, it is essential to explore the factors
that influence this relationship. The findings of this study benefits not only to individual stakeholders but also to
various groups:
Teachers: The research provide educators with valuable insights into how AI tools can be effectively integrated
into the curriculum to enhance students’ information literacy skills. By understanding the relationship between
AI usage and information literacy, teachers can develop targeted instructional strategies that improve students’
ability to identify, evaluate, and utilize information effectively.
Students: This study aims to empower Grade 10 students by equipping them with the skills necessary to navigate
the complexities of digital world. By highlighting the importance of information literacy and the role of AI tools,
students can become more independent learners who are better prepared for challenges and future career
demands.
School Administrators: The insights gained from this study can guide school administrators in making
informed decisions regarding the adoption and integration of AI tools in the educational framework. By
understanding how these tools influence information literacy, administrators can implement policies and
initiatives that support effective teaching practices and enhance learning outcomes.
Parents: Raising awareness about the impact of AI on information literacy can enable parents to better support
their children’s education. By understanding how AI tools contribute to information literacy, parents can
encourage their children to engage with these responsibly and foster a culture of inquiry and critical thinking at
home.
Educational Technologists: The collaboration with educational technologists can enhance the effectiveness of
AI tools in the classroom. Insights from this study informs the design and implementation of educational
technologies that cater to the specific needs of students, promoting engagement and facilitating learning.
Future Researchers: This study lay the groundwork for future research on AI and information literacy,
expanding the knowledge in this field. By identifying gaps and opportunities for further exploration, it
encourages subsequent studies to investigate related themes and enhance the understanding of AI’s role in
education.
Scope And Delimitation
This study focuses on the influence of artificial intelligence (AI) tools on the information literacy skills of Grade
10 students at Pantay Integrated High School, specifically within the context of the social studies subject. The
research examines various identified factors that affect students’ ability to identify, evaluate, and effectively use
information, as perceived by the students themselves. The investigation conducted during the academic year
2023-2024, ensuring that the data collected reflects the current educational and technological landscape
impacting students’ learning experiences.
Definition Of Terminologies
The following terms are defined operationally for a better understanding of the study.
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Artificial Intelligence/AI Tools: Software platforms that utilize AI technologies to assist users in performing
tasks such as data retrieval, analysis, and information organization, thereby enhancing users’ ability to process
and evaluate information.
Critical Thinking: Analyzing information objectively and evaluate its relevance, credibility, and significance,
which is essential for interpreting sources in social studies.
Ethical Considerations: The moral implications of using AI tools in education, including issues related to data
privacy, accuracy of information, and the potential for bias in AI algorithms.
Grade 10 Students: Learners who are typically 15 to 16 years old and are enrolled in the 10th grade at Pantay
Integrated Highschool, participating in the social studies curriculum.
Information Evaluation: The process of assessing the quality and relevance of information sources, ensuring
that the information used in academic work is credible, accurate, and appropriate for the subject matter.
Information Retrieval: The process of obtaining information systematically from a large repository, including
digital databases and online resources.
Information Literacy: A set of skills that enables individuals to identify, locate, evaluate, and effectively use
information in various formats, particularly within the context of academic subjects such as social studies.
Personalization: The customization of AI tools to meet individual students’ learning needs, allowing for tailored
educational experiences that enhance information literacy.
Social Studies: An academic subject that integrates various disciplines, including history, geography,
economics, and civics, to develop students’ understanding of human society and social relationships.
User Engagement: The extent to which students interact with AI tools, characterized by their frequency of use,
depth of involvement, and the extent to which they incorporate these tools into their learning processes.
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides an overview of previous research on knowledge sharing and networks. It introduces the
framework of the study that comprises the main focus of the research described in this thesis.
Foreign Literature
Based on “Conceptualizing AI literacy: An exploratory review” of Burgsteiner, Kandlhofer, & Steinbauer
(2016), learners should learn about the underlying AI concepts for their future careers and understand the ethical
concerns in order to use AI responsibly since in this current era, it is undeniably that AI has become widespread
across various sectors, including business, science, art, and education, aimed at enhancing user experiences and
boosting efficiency. The primary reason for that is it can be found in numerous aspects of daily life, such as
smart home devices, smartphones, and digital assistants like Google and Siri.
In “Responsible AI: requirements and challenges”. It mentioned that while most people recognize the presence
of AI services and devices, few are familiar with the underlying concepts and technologies or the potential ethical
concerns associated with AI. (Ghallab, 2019).
In the book “Where are the educators?” that published on 2019, the definition of AI has expanded to include its
ability to perform cognitive tasks, especially in learning and problem-solving, through innovative technologies
like machine learning, natural language processing, and neural networks (Zawacki-Richter, Marín, Bond, &
Gouverneur, 2019).
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Xu (2020) emphasized in his “Artificial intelligence: A powerful paradigm for scientific research” the
significance of AI education for teachers, suggesting that "educators who are proficient in using AI could surpass
those who are not, as AI can enhance their capabilities and facilitate their transformation, significantly boosting
management efficiency and decision-making quality".
As per Responsible Artificial Intelligence by Virginia Dignum (2019), teaching both the public and computer
scientists about AI ethics is crucial for enhancing their social responsibility and promoting social inclusion and
diversity, ultimately enabling AI to be used for the benefit of society.
Observing the impact of artificial intelligence on both instructors and students in the classroom will be intriguing.
As teachers face an increasing workload, the demand for AI systems to assist them is rising. These systems can
analyze course materials and syllabus to help educators develop personalized content. Additionally, they can be
utilized to create and grade exams (Hwang et al., 2020; Upala & Wong, 2019).
AI in history from Shahkarami (2023) highlights the effectiveness of using a Surrogate Reservoir Model (SRM)
for assisted history matching in reservoir simulations. By leveraging Artificial Intelligence and Data Mining
(AI&DM) technologies, the SRM serves as an intelligent, efficient prototype of a full-field reservoir simulation
model. The SRM operates in fractions of a second, significantly reducing the time required for history matching
compared to traditional methods. Moreover, it accurately reproduces the numerical results of the full-field
reservoir simulation model, ensuring reliable outputs. Applied to a synthetic reservoir model with 24 production
wells and 30 years of production data, the SRM effectively handled the history matching process by tuning static
data, such as permeability. The combination of speed and accuracy demonstrates the SRM's capability as a fast
and effective tool for history matching, potentially revolutionizing workflows in reservoir management.
Local Literature
As higher education evolves to accommodate more adaptable and flexible career paths, personalized learning
becomes increasingly vital in reflecting the diverse needs and expectations of students (Gunnoo, 2022; Hardy,
2023; Parikh, 2023). This shift towards individualized learning aligns with the growing demand for education
that mirrors the personalized experiences offered by modern Artificial Intelligence (AI) technologies such as
ChatGPT (Fütterer et al., 2023), there is a unique opportunity to reshape higher education by offering more
adaptable, interactive, and student-centered learning experiences (Naik, 2023; Tulsiani, 2024; Estrellado &
Millar, 2023).
The high preference rates across various functionalities indicate the growing reliance of Filipino students on AI
tools to assist them in different aspects of academic writing. (Fabro, 2024) By leveraging these tools, students
can improve the quality, accuracy, and efficiency of their writing, ultimately enhancing their academic
performance and learning outcomes.
The big data age surely needs ethic-fit-context to bound what and how we delimit AI. This was evident on the
UNESCO (2019) about encouraging education to have concerted policy over ethical issues. There are established
ethical guidelines for the use of artificial intelligence (AI) in schools.
AI is recognized by Filipino educators and administrators as a significant tool that enhances teaching practices,
streamlines administrative tasks, and boosts research productivity (Giray, L. et al. 2024)
The 2023 AI Index Report indicates that incidents of “ethical misuse of AI has increased 26 times since 2012.”
some experts are worried that people will misuse these systems to spread disinformation.
Foreign Studies
Scholars assert that adaptive personalized adaptive learning (PAL) offers advantages over less adaptable
methods, with AI-driven PAL enabling a more advanced and responsive learning experience compared to
systems based on simple if-then rules. (Bulger, 2016, p. 29; Wilson & Scott, 2017)
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It has become widespread across various sectors, including business, science, art, and education, aimed at
enhancing user experiences and boosting efficiency. It can be found in numerous aspects of daily life, such as
smart home devices, smartphones, and digital assistants like Google and Siri. While most people recognize the
presence of AI services and devices, few are familiar with the underlying concepts and technologies or the
potential ethical concerns associated with AI (Burgsteiner, Kandlhofer, & Steinbauer, 2016; Ghallab, 2019).
A review of AI's different applications highlights several ways it will influence education. Drawing from the
findings of the analyzed articles, this section closely examines AI's impact on administration, teaching, and self-
directed learning (Bakhromovich, 2020; Chassignol et al., 2018).
Incorporating chatbots and virtual assistants into educational environments can revolutionize support services,
enhance accessibility, and create more efficient learning spaces. This technology also plays a crucial role in
helping students identify their information needs, making it easier for them to find relevant resources (Chen et
al., 2023; Essel et al., 2022).
Studies indicate that chatbots, often referred to as intelligent tutors or teaching assistants, greatly enhance the
student experience and increase the likelihood of academic success. At Deakin University, for instance, IBM
Watson-powered chatbots are utilized to support this educational framework. This highlights the connection
between chatbot technology and improved information retrieval, facilitating better access to learning resources.
Deakin University (Deakin University, 2015)
AI in Education from Chen (2023), Artificial Intelligence has significantly transformed education by enhancing
administrative efficiency improving teaching quality, and personalizing learning experiences. AI adoption in
education has evolved from basic computer technologies to sophisticated systems, such as web-based platforms,
intelligent systems, and humanoid robots. These technologies now assist instructors in performing various
administrative tasks, such as reviewing and grading assignments more effectively and efficiently, freeing up time
for educators to focus on higher-order teaching activities.
AI’s ability to leverage machine learning and adaptability has led to the customization and personalization of
curricula and content based on individual student needs, fostering greater engagement and retention. These
tailored learning experiences not only enhance the learner’s journey but also improve overall education quality.
(Lin, 2024) As a result, AI-driven tools and platforms have proven to be instrumental in transforming traditional
education into a more dynamic, efficient, and student-centered process, contributing to significant advancements
in learning outcomes and teaching methodologies.
Local Studies
AI offers numerous advantages in education, particularly in terms of personalization and efficiency. AI-driven
platforms can customize learning materials based on individual student needs, which enhances engagement and
supports differentiated instruction. AI can help bridge gaps in education and support diverse learning
environments (Soliman, 2024). Moreover, AI can contribute to developing digital literacy skills among students,
preparing them for a technology-driven future.
AI can help automate administrative tasks, such as student enrollment, grading, and recordkeeping, freeing up
faculty and staff to focus on more critical aspects of education. (Atoum, et al. 2017; Wang, T., & Cheng, E. C.
K., 2022).
In examining the use of AI in Philippine higher education, educators and administrators recognize AI as a
transformative tool capable of enhancing teaching, streamlining administrative tasks, and boosting research
productivity. This acknowledgment includes the facilitation of learning through specific AI applications,
although there are concerns regarding issues like cheating and data fabrication, which could detract from critical
thinking and creativity. (Santiago, C., & Ulanday, Ma. L. 2024). The need for regulatory policies and ethical
guidelines is emphasized to govern AI usage effectively within educational institutions.
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(Calimlim, 2024) Studies show that students exposed to AI-assisted learning environments exhibit improved
academic performance, particularly among groups that traditionally underperform
Recent studies indicate positive perceptions among students about AI's role in personalized learning and adaptive
feedback, with significant improvements in academic performance observed. (Prestoza, 2024)
The Synergetic Impact of AI, IoT, and 5G on Information Literacy and Education concludes that the AI has
significant potential to transform education by enhancing teaching and learning processes, fostering innovation,
and supporting the development of next-generation educational ecosystems. This synergy improves information
literacy by equipping learners with the skills to access, evaluate, and utilize information effectively.
(Muraszkiewicz. 2019) However, the study emphasizes that the transformation of education in the digital age
requires the active involvement of not just educators and technologists but also students and citizens.
Synthesis
The research on the Influence of AI Tools on the Information Literacy Skills of Grade 10 Students within Pantay
Integrated High School aligns with a significant body of literature discussing the integration of artificial
intelligence (AI) in education. Burgsteiner, Kandlhofer, and Steinbauer emphasize the growing relevance of AI
tools in enhancing education, particularly in terms of personalization, efficiency, and the development of
essential digital and information literacy skills. AI tools are transforming educational environments by
automating administrative tasks, personalizing learning experiences, and improving student engagement. This
transformation is critical as AI, particularly AI-driven platforms, can tailor learning content to individual student
needs, fostering a more adaptive and responsive learning experience. In the context of Pantay Integrated High
School, it is essential to assess how these AI tools impact the development of information literacy—a skill that
is indispensable in navigating and evaluating the vast amounts of information students encounter daily.
Furthermore, scholars like Ghallab highlight the necessity of integrating AI literacy into educational curricula to
prepare students for future careers. This aligns with the need for students at Pantay Integrated High School to
understand AI’s underlying concepts and ethical implications, which are crucial for responsible use. The ethical
concerns surrounding AI, such as its potential misuse for disinformation, underscore the importance of not only
using AI tools for enhancing learning but also fostering a deeper understanding of the social responsibility that
comes with them.
Additionally, Zawacki-Richter, Marín, Bond, and Gouverneur recognize AI’s integration in education as a tool
to improve administrative efficiency, enhance teaching quality, and support adaptive learning, which may reflect
positively on the development of information literacy. AI-driven chatbots and virtual assistants, for instance, are
already being leveraged to help students identify their information needs and enhance their ability to retrieve
relevant academic resources. This mirrors the objectives at Pantay Integrated High School, where AI tools could
support students in developing the critical skills needed to effectively evaluate and apply information in academic
contexts.
However, it is also crucial to consider the challenges noted in the literature, particularly the need for ethical
guidelines and policies to regulate AI’s use in educational settings, as pointed out by Dignum. There are concerns
regarding the potential for AI to inadvertently promote academic dishonesty or hinder critical thinking,
especially if students rely too heavily on AI tools for completing tasks such as writing and research. Therefore,
any AI implementation at Pantay Integrated High School must be accompanied by a strong emphasis on ethical
use, ensuring that students not only benefit from AI tools but also learn how to use them responsibly to enhance
their information literacy and academic integrity.
In conclusion, the research at Pantay Integrated High School aligns with broader trends and findings in the
literature regarding the transformative role of AI in education. It emphasizes the importance of AI literacy and
the ethical considerations that come with it, while also exploring the potential of AI tools to enhance students’
information literacy skills. Through a well-rounded approach that includes both the practical and ethical
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dimensions of AI, students at Pantay Integrated High School can be better equipped to navigate the complexities
of the digital age and utilize AI to improve their academic performance and critical thinking abilities.
Research Methodology And Procedures
This chapter outlines the methodology and procedures followed in the study, providing a detailed account of the
research method, subjects, research locale, instrument validation, reliability of the questionnaire, data collection
procedure, scoring system, and the statistical treatment of the data. These procedures were designed to ensure
the validity, reliability, and consistency of the findings.
Research Design
This study employed a quantitative research design with a descriptive-correlational approach to examine the
relationship between the use of artificial intelligence (AI) tools and the information literacy skills of Grade 10
students in Social Studies. The descriptive aspect aimed to assess and describe the current level of students'
information literacy, focusing on their ability to identify, locate, evaluate, and effectively use information. The
correlational aspect explored the degree to which AI tool usage influenced these skills, highlighting connections
between technology adoption and academic performance (Zoe Fisher, 2017). This design was particularly
suitable for providing measurable insights into how AI impacts students' learning, offering a systematic method
to evaluate trends and relationships.
By integrating descriptive and correlational methods, the study provided a comprehensive understanding of AI’s
role in enhancing key academic skills, such as critical thinking, information retrieval, and ethical decision-
making. The approach allowed for objective data collection and statistical analysis to identify patterns and
associations between variables. This methodological framework was instrumental in evaluating not only the
benefits of AI integration in education but also potential challenges, such as over-reliance on technology, thereby
offering practical recommendations for educators and policymakers to optimize the use of AI tools in fostering
information literacy.
Respondent Of the Study
The study involved 166 Grade 10 students from Pantay Integrated High School, who were selected through
simple random sampling. This method was chosen to ensure that every student had an equal chance of being
included in the sample, providing a representative group of the school’s Grade 10 student population.
Table 1: The Distribution of Respondents from Grade 10 Students of Pantay Ingtergrated Highschool
Pantay Integrated HighSchool
Grade 10
Total Students
Total Number of Respondents
Section A
42
29
Section B
42
30
Section C
41
29
Section D
41
29
TOTAL
166
117
Locale Of the Study
The research was conducted at Pantay Integrated High School, a public secondary school located in Pantay,
Batangas. This school was chosen because it offers Social Studies as a core subject for Grade 10 students, making
it an ideal setting for investigating the impact of AI tools on information literacy in the context of this subject.
The students’ access to technology and the curriculum’s inclusion of information literacy skills in Social Studies
made this locale particularly relevant for the study.
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Figure 2: Map
Legend: School used in study
Figure 2: Map of Pantay Matanda, Tanauan City, Batangas
Research Instrument
The primary instrument for data collection in this study was a researcher-constructed questionnaire, purposefully
designed to evaluate Grade 10 students’ information literacy skills and their usage of AI tools within the context
of Social Studies. The development process involved a comprehensive review of relevant literature to identify
key constructs and best practices in assessing information literacy and technology integration. Additionally,
consultations with subject matter experts in education ensured the questionnaire’s validity and alignment with
the study's objectives.
The questionnaire included items that assessed critical components of information literacy, such as students’
ability to locate credible sources, evaluate information accuracy, and effectively use gathered data for academic
purposes. Furthermore, it explored students’ perceptions of how AI tools influenced these skills, focusing on
aspects such as efficiency, adaptability, and ethical considerations. The instrument was designed to be clear and
straightforward to ensure accurate and reliable responses, providing valuable insights into the interplay between
AI tools and information literacy development.
Validity Of The Questionnaire
The prepared questionnaire was given to the adviser and three experts in order to determine the validity status
of the instrument. The experts reviewed the questionnaire to ensure that the items accurately measured the
constructs of interest, such as information literacy and the use of AI tools. The questionnaire underwent several
revisions based on their feedback until a final version was locked in. Once validated, the researchers prepared
copies of the finalized questionnaire to distribute to the chosen respondents for the study.
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Reliability Of the Questionnaire
To ensure the reliability of the questionnaire, the researchers distributed it to Grade 10 pupils at Pantay Integrated
High School, who were not included in the main study sample. Their responses were subjected to statistical
treatment to assess the consistency and reliability of the instrument. Through extensive testing and analysis, the
reliability of the questionnaire was confirmed, providing confidence in its ability to consistently measure the
targeted constructs related to information literacy and the use of AI tools.
Table 2: Level of Internal Consistency of the Survey Questionnaire
Subscales
No. of Items
Cronbach's Alpha
Internal Consistency
Extent of AI Tool
Personalization and Adaptability
9
.837
Good
Efficiency and Automation
11
.904
Excellent
Ethical Considerations
6
.629
Acceptable
Impact on Learning and Teaching
9
.908
Excellent
Influence of AI Tools
Identifying Information Needs
5
.794
Acceptable
Information Retrieval
9
.914
Excellent
Critical Evaluation
8
.834
Good
Data Gathering Procedure
This study will adhere to a systematic data gathering procedure to ensure the accuracy and reliability of the
collected information. Initially, the researchers will request formal permission from the principal of Pantay
Integrated High School, outlining the study’s objectives and the importance of participation. The researchers
distribute the questionnaires to the selected Grade 10 students, ensuring that all respondents understand the
purpose of the study and their role in it.
The distribution process is conducted at a convenient time for the students to minimize disruption to their
academic activities. During this period, the researchers are available to answer any questions or provide
clarification on the questionnaire items. After the respondents have completed the questionnaires, the researchers
collected the completed forms for analysis.
The data collected from these questionnaires are systematically analyzed to identify key factors influencing
information literacy and the use of AI tools in Social Studies. This thorough process ensures that the gathered
data is both comprehensive and relevant to the study’s aims, enabling the researchers to draw meaningful
conclusions and recommendations.
Statistical Treatment Of Data
For meaningful interpretation of data, the following statistical treatment will be applied: The following are the
statistical treatments to be used in the study.
1. Mean. This will be applied to determine the responses of the students.
2. Standard Deviation. This will be used to calculate the dispersion of all respondent replies in the indicators
given in the variables from the mean.
3. Percentage. It will be utilized to describe the respondents’ age distribution and sex.
4. Pearson’s Correlation Coefficient. It will be used to know the strength and direction of the relationship
between the two variables.
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Presentation, Analysis and Interpretation Of Data
This chapter presents the data obtained through the survey conducted, the analysis of the data using the
appropriate statistical treatment, and the interpretation of the results obtained.
Commonly used AI tools by the Social Studies students.
Table 3: Commonly used Generative AI/Chatbot of Grade 10 Students in Pantay Integrated High School
Generative AI/Chatbot
Frequency
Percentage
ChatGPT
89
76%
Siri
19
16%
Alexa
7
6%
Microsoft Copilot
6
5%
Google Assistant/Gemini
45
38%
Others
8
7%
Based on the table, the majority of the students are using ChatGPT with the total of 76%, followed by Google
Assistant/Gemini with the total of 38%, in third commonly Chatbot used is Siri with 16%, Alexa placed fourth
for having 6%, and lastly, Microsoft Copilot with 5%. While 7% of the students are using different Chatbot that
is not indicated on the questionnaires.
The reason why does the ChatGPT is more common is ChatGPT was launched to the public in November 2022
and gained rapid traction, amassing over 1 million users within the first five days and reaching 100 million
monthly active users just two months after its release (Ilias, 2024). This breakneck speed established it as the
fastest-growing consumer application in history.
Users who seek creative writing assistance or diverse AI interactions will likely gravitate towards ChatGPT due
to its impressive range of functionalities.
Table 4: Commonly used Writing Assistant of Grade 10 Students in Pantay Integrated High School
Writing Assistant
Frequency
Percentage
Grammarly
54
46.15%
Quillbot
75
64.10%
Ginger
3
2.56%
Others
7
5.98%
As illustrated in the table, the majority of the students are using Quillbot with the total of 64.10%, followed by
Grammarly with total of 46.15%, and lastly Ginger with 2.56%. While 5.98% of the students are using different
Writing Assistant that is not indicated on the questionnaires.
The reason why Quillbot has more users because it provides flexible pricing options. The premium plans are
competitively priced, offering additional features at a reasonable cost. This can be particularly appealing to
students and those on a budget (Fahad Hamid, 2024).
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Table 5: Commonly Used Citation Generator of Grade 10 Students in Pantay Integrated High School
Citation Generator
Frequency
Percentage
EndNote
31
26.50%
Liner
31
26.50%
Others
12
10.26%
Zotero
9
7.69%
As shown in the table, the majority of the students are using EndNote and Liner with the same total of 26.50%,
followed by Zotero with total of 7.69%, while 10.26% of the students are using different Citation Generator that
is not indicated on the questionnaires.
The reason why Liner is more common, Liner simplifies organizing information. Users easily highlight
important content, similar to a digital highlighter, which facilitates quick information retrieval (Theta Labs,
2024). The perception of an accessible and modern design significantly influences preferences and can sway
researchers toward tools that prioritize ease of use.
Perception of Social Studies Students on the AI Tools that they used in terms of;
Personalization and Adaptability.
Table 6 displays the results of grade 10 students at Pantay Integrated High School regarding the level of
personalization and adaptability they experience when using AI tools.
This part aims to explore students' perceptions of AI tools they use, specifically focusing on how these tools are
perceived in terms of personalization and adaptability. Personalization refers to how well AI tools cater to
individual learning needs, while adaptability refers to their ability to adjust to the evolving requirements of
students.
Table 6: Personalization and Adaptability of AI
Personalization and Adaptability
Mean
SD
Interpretation
As a student that using AI, I can say that …
1. AI tools provide personalized recommendations based on my specific
learning needs.
3.09
0.63
Agree
2. AI tools allow me to customize the type of content I receive for my
research projects.
3.14
0.56
Agree
3. I can modify the settings of AI tools to suit my individual learning
goals.
2.95
0.61
Agree
4. I can focus on areas where I need more support or improvement with
the help of AI
3.01
0.78
Agree
5. AI tools usually provide the information from my trusted source
3.02
0.75
Agree
6. AI tools adapt to my learning style and preferences when I use them for
social studies
2.99
0.68
Agree
7. AI tools can adjust their content based on my performance and progress
in social studies.
2.97
0.68
Agree
8. AI tools can identify my future needs based on my previous inquiries
2.81
0.95
Agree
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9. AI tools refine the suggestions they make overtime based on my
interaction history
2.81
0.76
Agree
10. AI tools change the content delivery method based on my preferred
pace and learning style
2.83
0.71
Agree
Composite Mean
2.96
0.71
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
From the table, it is evident that a majority of students express agreement with the notion that AI tools enable
them to customize the content they receive for their research projects, with a weighted mean of 3.14, further
highlighting the tools' adaptability. For instance, AI algorithms can analyze browsing histories, past research
inquiries, and specified project goals to match users with relevant articles, datasets, and even visual materials,
creating a customized research experience (Chris Baldwin, 2023).
The overall composite mean of 2.96 reveals that, on the whole, students generally perceive AI tools as providing
a considerable degree of personalization and adaptability. This suggests that, while students find these tools
beneficial, there are certain aspects particularly in predicting future needs and refining content over time that
could be further developed to optimize their learning experience.
Efficiency and Automation
Table 7 presents the responses of grade 10 students at Pantay Integrated High School regarding the Efficiency
and Automation provided by AI tools in their learning. This part examines students' perceptions of AI tools,
specifically focusing on two key aspects: Efficiency and Automation. Efficiency relates to AI's potential to
simplify tasks, save time, and boost productivity. Automation refers to AI's capability to handle repetitive tasks,
such as grading, content delivery, and providing feedback.
Table 7: Efficiency and Automation;
Efficiency and Automation
Mean
SD
Interpretation
In my experience with AI, I can prove that …
1. AI tools help me complete my assignments.
3.21
0.75
Agree
2. I can quickly find information using AI tools.
3.16
0.73
Agree
3. I am productive when using AI tools for my social studies projects.
3.00
0.77
Agree
4. AI tools help me manage my time better when researching for
assignments.
3.09
0,74
Agree
5. I can easily organize the results of my inquiries to the subject using
AI tools.
2.92
0.80
Agree
6. The efficiency of AI tools broadens my prior knowledge in the social
studies subject
3.06
0.76
Agree
7. The automation features of AI tools save me time in my research
process
3.29
0.64
Agree
8. AI tools enable me to automate repetitive tasks during my studies.
3.08
0.67
Agree
9. AI tools allow me to complete projects faster than I would without
them.
3.14
0.68
Agree
10. AI tools automatically suggest relevant resources based on my
project or research topic.
3.09
0.71
Agree
11. AI tools can perform routine checks or assessments of my work,
such as grammar or citation errors, without needing manual
intervention.
3.07
0.65
Agree
Composite Mean
3.10
0.72
Agree
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Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
From the data the table has, the majority of students agree that AI tools significantly improve their productivity
and streamline various academic tasks. The highest agreement is observed in the statement about AI tools saving
time during the research process, with a weighted mean of 3.29, demonstrating the strong role of Automation in
increasing efficiency. AI tools can automate the collection and organization of vast amounts of research data.
By employing algorithms to sift through databases and sources, these tools can quickly gather relevant
information, such as academic papers and articles, thus eliminating the tedious manual search process. This
automation allows users to access a wealth of data in a fraction of the time it would normally take, enabling
faster project initiation and progress (Mandala, V., & Surabhi, M. D. 2024).
Overall, the composite mean of 3.10 indicates that the grade 10 students of Pantay Integrated High school find
AI tools to be highly effective in enhancing Efficiency and Automation in their academic tasks. While there is
strong agreement in most areas, slight room for improvement remains in the organization of inquiry results.
.Ethical Considerations
Table 8 presents the responses of grade 10 students at Pantay Integrated High School regarding their awareness
to ethical considerations when using AI tools. This part of the study also explores students' perceptions of the
ethical considerations associated with the AI tools they use. Ethical considerations likely involve concerns such
as data privacy, bias in AI algorithms, transparency in AI decision-making, and the potential impact of AI on
fairness and equality in educational settings. Students may reflect on how AI tools influence their learning
experience and whether these tools align with ethical standards in education.
Table 8: Ethical Considerations
Ethical Considerations
Mean
SD
Interpretation
1. I think AI tools can occasionally present perspectives that reflect
underlying influences, highlighting the importance of critical evaluation.
3.26
0.60
Agree
2. I verify the sources of information obtained through AI tools to ensure
their credibility.
3.16
0.68
Agree
3. I consider the potential impact of AI tools on my learning outcomes.
3.17
0.67
Agree
4. I am cautious about sharing personal data when using AI tools.
3.09
0.74
Agree
5. I think AI tools provide guidelines to ensure that the original owner
of content must be given credits
3.08
0.67
Agree
6. I believe that understanding the ethical considerations such as
acknowledging the authors is essential when using AI for research
3.16
0.75
Agree
Composite Mean
3.15
0.69
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
Overall, the students agree that ethical issues are an important aspect of using AI. The highest level of agreement
is with the statement that AI tools can occasionally present perspectives that reflect underlying influences,
highlighting the importance of critical evaluation, with a weighted mean of 3.26 Critical evaluation can include
examining the source of the data used to the AI (LG, 2024), considering whether it contains biases, and
understanding the context in which the information is presented.
With a composite mean of 3.15, the results suggest that students acknowledge the ethical dimensions of using
AI tools and are aware of the need for critical evaluation, source verification, and responsible data handling.
While ethical considerations are recognized, there may still be opportunities to reinforce these practices further.
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Impact on Learning and Teaching
Table 9 displays the responses of grade 10 students at Pantay Integrated High School regarding the impact of AI
tools on their learning and teaching experiences. The perception of students regarding the impact of AI tools on
learning and teaching likely focuses on the balance between technology and traditional teaching methods.
Table 9: Impact on Learning and Teaching
Impact on Learning and Teaching
Mean
SD
Interpretation
1. AI tools have positively influenced my understanding of social studies
concepts.
3.28
0.67
Agree
2. AI tools enhance my collaboration with peers during group projects.
3.15
0.66
Agree
3. AI tools make learning more interactive and engaging.
2.95
0.72
Agree
4. AI tools can assist teachers in delivering lessons more effectively.
3.09
0.71
Agree
5. I find that AI tools provide additional resources that enhance my
learning experience.
3.28
0.69
Agree
6. I feel that my ability to apply knowledge has improved with the help of
AI tools.
3.14
0.66
Agree
7. I much prefer to use AI tools rather than watching educational videos.
3.03
0.81
Agree
8. My engagement in learning has increased since I started using AI tools.
3.01
0.78
Agree
9. The use of AI tools in the classroom has made learning more accessible.
3.11
0.72
Agree
Composite Mean
3.11
0.71
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
Overall, students agree that AI tools have a positive effect on their academic performance. The highest levels of
agreement (mean of 3.28) are seen in the statements that AI tools are believed to enhance students’ understanding
of complex concepts, particularly in social studies and provide additional resources that enhance their learning
experience. (Malik, 2021) These results suggest that students find AI tools to be valuable in deepening their
understanding of subject matter and supplementing their educational resources.
The composite mean of 3.11 indicates that, overall, students view AI tools as positively impacting their learning
experience, with room for further enhancement in certain areas like engagement.
Extent of using AI tools in information literacy skills of students in terms of:
Identifying Information Needs;
Table 10 presents the responses of grade 10 students at Pantay Integrated High School regarding their ability to
identify information needs for social studies topics with the assistance of AI tools. This part of the study examines
the process of identifying information needs by providing quick access to relevant resources, refining search
focus, and offering personalized recommendations.
Table 10: Identifying Information Needs
Identifying Information needs
Mean
SD
Interpretation
1. I have a clear understanding of the types of information required for
specific social studies topics.
3.33
0.56
Agree
2. I can easily determine the scope of information needed for my projects.
3.32
0.61
Agree
3. AI tools assist me in narrowing down my research questions effectively.
3.23
0.61
Agree
4. I am able to articulate my information needs when using AI tools.
3.24
0.70
Agree
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5. AI tools assist me in exploring related topics or subtopics that I may
not have initially considered.
3.26
0.61
Agree
Composite Mean
3.28
0.62
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
Overall, the student’s express agreement that AI tools significantly support them in determining and refining the
information required for their research. The highest level of agreement is observed in the statement about having
a clear understanding of the types of information needed for specific social studies topics, with a weighted mean
of 3.33. Students reported a clear understanding of the types of information needed for specific social studies
topics (Subramonyam, 2023)..
With a composite mean of 3.28, it is evident that students find AI tools highly effective in identifying and refining
their information needs, ultimately enhancing their research process in social studies.
Information Retrieval
Table 11 presents the responses of grade 10 students at Pantay Integrated High School regarding their experience
with Information Retrieval using AI tools for social studies projects. The research highlights how AI-driven tools
improve the precision and relevance of search results by understanding natural language queries, filtering
resources by credibility and relevance, and providing personalized suggestions. Additionally, the study looks at
how AI tools assist in organizing and contextualizing retrieved information, helping students quickly identify
useful materials for their research.
Table 11: Information Retrieval
Information Retrieval
Mean
SD
Interpretation
1. I find it easy to retrieve information using AI tools for my social studies
projects.
3.21
0.61
Agree
2. AI tools help me quickly access a variety of sources for my research.
3.18
0.60
Agree
3. I believe that using AI tools improves the accuracy of the information
I retrieve.
3.16
0.64
Agree
4. I can efficiently filter and sort through information retrieved by AI
tools.
3.22
0.63
Agree
5. AI tools assist me in locating relevant information for my assignments.
3.18
0.61
Agree
6. I often use multiple AI tools to gather information for my research
projects.
3.09
0.75
Agree
7. The information retrieval process is faster with AI tools compared to
traditional methods.
3.09
0.64
Agree
8. I trust the information retrieved by AI tools for academic purposes.
3.10
0.70
Agree
9. AI tools provide me with relevant citations and references for my
research.
3.21
0.69
Agree
Composite Mean
3.16
0.65
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
Overall, students agree that AI tools significantly assist in retrieving relevant information for their research. The
highest levels of agreement are seen in the statements that efficient filtering and sorting (3.22) reveals that
students feel capable of efficiently filtering and sorting through the information retrieved using AI tools. Recent
assessments show that users find it relatively easy to navigate and organize the information provided by AI tools
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(Kouzov, 2019). This ability to manage information effectively illustrates a positive impact on productivity and
organization during the research process.
. The composite mean of 3.16 suggests that, overall, students find AI tools to be useful and reliable for
Information Retrieval, but there are opportunities to further optimize these tools for speed, trust, and versatility.
Critical Evaluation
Table 12 presents the responses of grade 10 students at Pantay Integrated High School regarding their approach
to Critical Evaluation of information retrieved using AI tools. This part of the study assesses the credibility,
quality, and bias of sources, as well as in detecting misinformation and plagiarism. The research highlights the
ability of AI to facilitate source comparison, identify potential biases, and provide real-time fact-checking, all of
which contribute to a more critical approach to evaluating information.
Table 12: Critical Evaluation
Critical Evaluation
Mean
SD
Interpretation
1. I evaluate the information I retrieve from AI tools.
3.34
0.66
Agree
2. I am able to differentiate between credible and non-credible sources
provided by AI tools.
3.09
0.69
Agree
3. I consider the context and reliability of the information from AI tools
before using it.
3.25
0.60
Agree
4. AI tools help me identify potential biases in the information I gather.
3.14
0.61
Agree
5. I cross-reference information retrieved from AI tools with other
sources.
3.03
0.63
Agree
6. I learned to assess the quality of information obtained from AI tools.
3.02
0.66
Agree
7. I discuss the reliability of AI-generated information with my
classmates or teachers.
3.09
0.78
Agree
8. I am equipped to evaluate the AI tools that specialized in my field
3.09
0.71
Agree
Composite Mean
3.13
0.67
Agree
Legend: 1.0-1.75-(Strongly Disagree/Poor Level); 1.76-2.50-(Disagree/Low Level); 2.51-3.25-(Agree/High
Level);3.26-4.00- (Strongly Agree/Very High Level)
The results show that students generally agree that they actively evaluate the information they retrieve. The
highest level of agreement is seen in the statement that students evaluate the information they retrieve from AI
tools, with a weighted mean of 3.34, this reflects a strong inclination towards actively engaging with the data
acquired (Kizhakkethil, 2024).
The composite mean of 3.13 indicates that students generally engage in critical evaluation of AI-generated
information, but there are areas where their skills and practices could be further developed, particularly in cross-
referencing and assessing quality.
Correlation between Personalization and Adaptability of AI Tools and the Information Literacy Skills of
Students.
The analysis detailed in Table 13 investigates the significant relationship between the use of AI tools for
personalization and adaptability and students' information literacy skills.
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Table 13: Correlation between Personalization and Adaptability of AI Tools and the Information Literacy
Skills of Students.
Information Literacy Skills
r-value
p-value
Decision
Identifying Information Need
0.3287
0.0008
Reject Ho. The result is significant at p-value <0.05.
Information Retrieval
0.3398
<0.0001
Reject Ho. The result is significant at p-value <0.05.
Critic Evaluation
0.3744
0.0001
Reject Ho. The result is significant at p-value <0.05.
Legend: ** Correlation is significant at 0.05 level (two-tailed)
The findings indicate a statistically significant connection, as evidenced by all p-values being less than 0.05,
which provides strong support to reject the null hypothesis.
A positive correlation is identified between the use of AI tools and the skill of Identifying Information Needs,
with an r-value of 0.3287 and a p-value of 0.0008 This implies that greater engagement with AI tools enhances
students' capability to effectively determine their information requirements (Taylor, 2024).
Similarly, a noteworthy relationship exists in the domain of Information Retrieval, with an r-value of 0.3398 and
a p-value below 0.0001. (Kocaman, 2024) This shows that increased usage of AI tools correlates with improved
proficiency in retrieving relevant information.
Moreover, the Critical Evaluation skill demonstrates a strong positive correlation, indicated by an r-value of
0.3744 and a p-value of 0.0001. (Lindauer, 2024). This suggests that AI tools contribute to students' abilities to
critically assess the information they gather.
Correlation between Efficiency and Automation of AI Tools and the Information Literacy Skills of
Students.
Table 14 outlines the findings from an analysis exploring the significant relationship between the extent of using
AI tools specifically regarding their efficiency and automation and students' information literacy skills.
Table 14: Correlation between Efficiency and Automation of AI Tools and the Information Literacy Skills
of Students.
Information Literacy Skills
r-value
p-value
Decision
Identifying Information Need
0.4572
0.0023
Reject Ho. The result is significant at p-value <0.05.
Information Retrieval
0.4499
0.0045
Reject Ho. The result is significant at p-value <0.05.
Critic Evaluation
0.4521
<0.001
Reject Ho. The result is significant at p-value <0.05.
Legend: ** Correlation is significant at 0.05 level (two-tailed)
The results indicate a statistically significant positive relationship, highlighting that the use of AI tools focused
on efficiency and automation contributes to the enhancement of various information literacy skills. All p-values
are below 0.05, providing robust evidence to reject the null hypothesis.
The analysis reveals a substantial positive correlation between AI tool usage and the ability to identify
information needs, with an r-value of 0.4572 and a p-value of 0.0023. This suggests that increased utilization of
efficient and automated AI tools improves students' skills in determining the information necessary for their
projects (Fitria, 2021). Additionally, a similar relationship is observed in the area of Information Retrieval, where
an r-value of 0.4499 and a p-value of 0.0045 indicate that AI tools enhancing efficiency aid students in retrieving
information more effectively.
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Furthermore, the analysis of Critical Evaluation shows a significant positive correlation as well, evidenced by
an r-value of 0.4521 and a p-value of less than 0.001. This finding demonstrates that the application of AI tools
designed for efficiency and automation substantially assists students in critically assessing the information they
obtain (Xiaozhu, et al. 2023). Since all p-values are lower than the significance level of 0.05, these results are
deemed statistically significant, confirming that the efficiency and automation capabilities of AI tools positively
influence students' information literacy skills
Correlation between Ethical Consideration of AI Tools and the Information Literacy Skills of Students.
Table 15 details the findings from an analysis exploring the significant relationship between the ethical
considerations and the information literacy skills of students.
Table 15: Correlation between Ethical Consideration of AI Tools and the Information Literacy Skills of
Students.
Information Literacy Skills
r-value
p-value
Decision
Identifying Information Need
0.8711
0.00032
Reject Ho. The result is significant at p-value <0.05.
Information Retrieval
0.8847
0.0021
Reject Ho. The result is significant at p-value <0.05.
Critic Evaluation
0.8331
0.00017
Reject Ho. The result is significant at p-value <0.05.
Legend: ** Correlation is significant at 0.05 level (two-tailed)
The results demonstrate a strong and statistically significant positive relationship, emphasizing that the ethical
use of AI tools is associated with enhancements in key information literacy skills. Each p-value is less than 0.05,
providing compelling evidence to reject the null hypothesis and indicating a meaningful connection between
ethical AI tool usage and students' information literacy.
The analysis reveals particularly strong correlations in all three dimensions of information literacy. The area of
Identifying Information Needs shows an exceptional r-value of 0.8711 and a p-value of 0.00032, suggesting that
students who take ethical aspects into account when using AI tools are significantly more proficient at identifying
their information requirements based on research from Torrey Trust (2024) named “Artificial Intelligence (AI)
in Education: AI and Ethics”
A similarly robust positive relationship is identified in Information Retrieval, with an r-value of 0.8847 and a
p-value of 0.0021, indicating that students whom ethically using the AI tools closely correlates with the effective
retrieval of accurate and reliable information (Najeem Olawale Adelakun, 2024).
Additionally, the Critical Evaluation displays an undeniably strong correlation with an r-value of 0.8331 and a
p-value of 0.00017, highlighting that students who are conscious or full aware about the ethical considerations
in their use of AI tools are better prepared to critically evaluate the information and data they access (Ben Shaw,
2024). Given that all p-values are below the 0.05 significance level, these findings affirm that ethical
considerations in using AI tools are vital in fostering students' information literacy skills across various domains
Correlation between Impact on Learning and Teaching of AI Tools and the Information Literacy Skills
of Students.
The analysis presented in Table 16 reveals a significant relationship between the extent of using AI tools and
their impact on learning and teaching, particularly concerning students' information literacy skills.
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Table 16: Correlation between Impact on Learning and Teaching of AI Tools and the Information
Literacy Skills of Students
Information Literacy Skills
r-value
p-value
Decision
Identifying Information Need
0.6271
<0.0001
Reject Ho. The result is significant at p-value <0.05.
Information Retrieval
0.5461
<0.0001
Reject Ho. The result is significant at p-value <0.05.
Critic Evaluation
0.6922
0.0092
Reject Ho. The result is significant at p-value <0.05.
Legend: ** Correlation is significant at 0.05 level (two-tailed)
There is strong statistical evidence indicating a positive relationship between the use of AI tools and the
enhancement of various information literacy skills among students (Jey Willmore, 2023). All p-values in this
analysis are below the 0.05 threshold, providing solid grounds to reject the null hypothesis, which asserts that
there is no effect from AI tools on students’ information literacy.
The data shows a significant positive correlation between AI tool usage and the ability to identify information
needs, with a Pearson correlation coefficient (r-value) of 0.6271 and a p-value less than 0.0001. (Kacper Rafalski,
2024). This suggests that students who report a greater impact from AI tools on their learning experiences are
more adept at pinpointing their information requirements.
A similar positive relationship is evident for information retrieval skills, as indicated by an r-value of 0.5461 and
a p-value also less than 0.0001. This finding underscores that AI tools facilitate students in effectively gathering
information pertinent to their research demands. Furthermore, the dimension of critical evaluation reveals a
strong positive correlation (r-value = 0.6922, p-value = 0.0092), highlighting the enhancement of students’
abilities to critically assess and evaluate the information they access when AI tools are incorporated into their
learning context (Allison Query, 2024)
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides a comprehensive summary of findings, the conclusions drawn from the data, and the
corresponding recommendations based on the study’s results
SUMMARY OF FINDINGS
This study investigated the influence of artificial intelligence (AI) tools on the information literacy skills of
Grade 10 students within Pantay Integrated High School in Social Studies subject. Using a descriptive-
correlational research design, the study gathered data from 117 out of 166 students to assess how AI tools
enhance their ability to identify information needs, retrieve relevant information, and critically evaluate sources.
The findings are summarized as follows:
1. Most of the Grade 10 students answered ChatGPT was the most widely used chatbot, with 59% of users,
followed by Google Assistant at 38%. In the category of writing assistants, Quillbot was the preferred tool
with 64%, while Grammarly came in second with 46%. For citation generators, EndNote and Liner were the
most popular, each with 26.5%.
2. The extent of AI tool usage among students reveals several key insights. Students agreed that AI tools offer
personalized recommendations and adjust to their learning needs, with an average rating of 2.96. These tools
also enhance efficiency by streamlining academic tasks and saving time, earning a composite mean of 3.10.
Ethical considerations were emphasized by students, who highlighted the importance of using AI responsibly
and recognized that AI tools promote ethical awareness, with a mean score of 3.15. Furthermore, AI tools
positively impacted students' understanding of concepts and their ability to collaborate with peers, reflected
in a composite mean of 3.11.
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3. Students demonstrated strong information literacy skills across several areas. They effectively identified and
refined the information required for their projects, with a composite mean of 3.28. AI tools played a
significant role in helping students locate and access relevant information, as reflected by a mean score of
3.16. Additionally, students showed the ability to critically evaluate the credibility and reliability of
information sources, with a composite mean of 3.13.
4. The correlations between AI tool usage and information literacy skills reveal varying degrees of relationship.
For personalization and adaptability, there were moderate positive correlations ranging from 0.3287 to
0.3744. Efficiency and automation showed moderate to strong correlations, with values between 0.4499 and
0.4572. Ethical considerations exhibited very strong correlations, ranging from 0.8331 to 0.8847. Finally,
the impact on learning and teaching displayed strong correlations, ranging from 0.5461 to 0.6922.
CONCLUSION
Based on the findings, the following conclusions were drawn:
1. Commonly Used AI Tools: Social Studies students frequently use ChatGPT, Google Assistant, and Quillbot,
among other AI tools, to assist in tasks such as information retrieval, writing assistance, and citation
management.
2. Students’ Description of AI Tools:
Personalization and Adaptability: AI tools provide tailored recommendations and content, enabling
students to focus on specific learning needs and refine their research.
Efficiency and Automation: These tools streamline academic tasks, improve time management, and
automate repetitive processes like grammar checks and citation formatting.
Ethical Considerations: Students recognize the need for responsible use, emphasizing data privacy,
source verification, and the acknowledgment of original content creators.
Impact on Learning and Teaching: AI tools enhance understanding of Social Studies concepts, support
collaboration, and foster interactive learning experiences.
3. Extent of AI Tool Usage in Information Literacy Skills:
Identifying Information Needs: Students effectively determine the scope and nature of the information
required for their projects with AI assistance.
Information Retrieval: AI tools facilitate access to diverse and accurate sources, improving the efficiency
of information gathering.
Critical Thinking: Students demonstrate improved abilities to evaluate the credibility, reliability, and
biases of the information retrieved using AI tools.
4. Correlation Between AI Tools and Information Literacy Skills: A significant positive correlation exists
between AI tool usage and the development of information literacy skills. The results confirm that integrating
AI tools into educational contexts fosters critical thinking and enhances students' academic performance in
Social Studies.
5. Based on the findings of the study, the researchers recommend implementing an Information Literacy Program
Goals and Outcomes (2024) to enhance students' ability to identify, locate, evaluate, and use information
effectively. This program addresses gaps in information literacy skills by focusing on teaching practical
strategies for navigating and critically assessing information sources. Activities within the program include
search strategy workshops to train students on effective search techniques using digital tools and databases,
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evaluation skills training to help students assess the quality, credibility, and validity of information using
frameworks like CRAAP (Currency, Relevance, Authority, Accuracy, Purpose), and lessons on citing and
referencing to emphasize the importance of academic integrity through proper citation methods and ethical
resource use. Additionally, the program introduces students to AI tools such as ChatGPT, highlighting their
role in generating information, understanding their limitations, and the importance of cross-verifying AI-
generated content. This comprehensive approach provides students with essential skills to navigate today's
information-rich environment confidently. As noted by Hunt and Galveston (2024), effective information
literacy involves not only finding information but also evaluating its credibility and validity, ensuring
responsible and ethical use of resources. By incorporating these practices, the Information Literacy Program
empowers students to become critical thinkers and informed decision-makers, enhancing their academic
success and preparing them for the challenges of the digital age.
RECOMMENDATIONS
Based on the findings and conclusions presented, researchers suggested the following recommendations.
1. Social Study Teachers and other educators may integrate AI tools into lesson plans to actively support
students in improving their information literacy skills. Special focus should be given to how AI can
support critical thinking, information retrieval, and ethical use. Design engaging group activities involving
AI tools to encourage collaboration and shared learning. Conduct lessons that emphasize ethical AI
practices to instill responsible usage among students.
2. Students may actively engage with AI tools to enhance their academic performance while following
ethical practices. Group collaboration is encouraged when using AI tools to foster teamwork and better
problem-solving strategies. Develop habits of critical evaluation by assessing the reliability and credibility
of AI-generated information.
3. School Administrators are advised to ensure access to AI tools by providing resources and training for
both students and teachers. Organize regular workshops focusing on ethical AI use and its academic
benefits to promote awareness and understanding. Facilitate partnerships between educators and IT
experts to design innovative, technology-integrated learning strategies.
4. Future Researchers, expand the scope of research to include other subject areas and grade levels to further
examine the influence of AI tools on a wider range of students. Investigate the long-term effects of AI
tools on students' academic performance and critical thinking development. Identify and address potential
challenges and barriers to the implementation of AI in learning environments, such as lack of access or
technological literacy.
RECOMMENDATION
This research is entitled The Influence of AI Tools on The Information Literacy Skills of Grade 10 Students
Within Pantay Integrated High School in Social Studies Subject which was prepared and submitted by the
researchers who are Christian Thirdy
Mamangon and Bianca Joy Maya as part of the requirements for the Bachelor of Secondary Education Major in
Social Studies, is recommended to be accepted for approval by the board.
NELIA P. MANANGUIT, Ed. D
Dean of Studies
ATTY. ANNA CONSUELO V. COLLANTES
Chief Operating Officer
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Critic Evaluator
APPROVAL SHEET
This research paper entitled “Influence of AI Tools on The Information Literacy Skills of Grade 10 Students
Within Pantay Integrated High School in Social Studies Subject”, prepared and submitted by Christian
Thirdy Mamangon and Bianca Joy Maya, in partial fulfillment of the requirements for the degree Bachelor of
Secondary Education is hereby recommended for approval and acceptance.
Bel Patrice Tisuela
Adviser
Approved in partial fulfillment of the requirements for the degree Bachelor
of Secondary Education by the Oral Examination Committee with a grade of ____%
PANEL OF EXAMINERS
NELIA MANANGUIT
Chairman
Ms. Madelle Masongsong Mr. Mark Andrew S. Rimas, MBA
Member Member
Date of Oral Examination: December 17, 2024
Accepted in partial fulfillment of the requirements for the degree Bachelor of Secondary Education major in
Social Studies.
Nelia Mananguit
Dean, College of Teacher Education
ACKNOWLEDGEMENT
The researchers would like to extend their profound gratitude to the following people for their significant
contribution to this study’s accomplishments.
We are incredibly grateful to our All-Powerful God for providing us with the fortitude and knowledge needed
to complete this research successfully. For all the blessings bestowed upon our family and ourselves. All of the
achievements are a result of your unwavering love and guidance.
To Hon. Mayor Nelson “Sonny” P. Collantes the Chairman Emeritus of Tanauan Institute and Hon.
Congresswomen Ma. Theresa “Maitet” V. Collantes the 3rd District of Batangas, for given the opportunity
to receive a scholarship from the Collantes family.
To the Dean of Studies Ma'am Nelia Mananguit Ed.D, who always give support and guide the students. We
are so grateful to have a wonderful Head teacher, again we are giving our warmest gratitude on you.
To their thesis adviser, Ma'am Bel Patrice Tisuela, we wanted to express our heartfelt gratitude for your
tremendous advice, constant support, and commitment during the whole thesis process. Our academic experience
has been enhanced by your mentorship, which has also influenced our comprehension and enthusiasm for the
subject.
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Researchers sincerely appreciate your dedication to our success and the invaluable support and wisdom you have
provided. Researchers appreciate you for being such a great mentor and teacher.
To their validators, Sir Mark Andrew S. Rimas, Ma'am Guia Azur and Ma'am Madelle Masongsong, for
assisting us in validating every aspect of our research, including the problem statement, title, and questionnaires,
in order to produce better results.
To their Librarian, who has the responsibility of taking care the books in our school that helped us to have some
information from the books that we can use in our research paper.
To Thesis Grammarian, who have demonstrated a willingness to take the time to correct incorrect use of words,
sentences, and punctuation within their studies.
To the Panelists for their invaluable time, insightful feedback, and thoughtful contributions throughout the
research process. Their expertise and constructive suggestions have significantly enriched the study And lastly,
they would like to express our gratitude to our dear parents, Julie Anne Ortiz, Babylinda B. Maya and Joey
N. Maya for their unwavering support and unceasing encouragement during the course of our research and thesis
writing. They were the reason this achievement was possible.
Dedication
The researchers dedicate this hard work to our Almighty God, in awe of Your endless blessings, unwavering
strength, and guiding light, we humbly offer their gratitude. Your grace has empowered us to achieve milestones
beyond our imagination. With hearts full of thankfulness, we dedicate our accomplishments to Your divine
guidance.
They would also like to affectionately dedicated this study to their parents,brothers, sisters, mentors, and
acquaintances for their prayers, support and encouragement.
KJGL
JRST
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Appendices
November 30, 2024
MS. GUIA AZUR, LPT
Teacher, Tanauan Institute Inc.
Dear Madam/Sir:
Greetings of Peace!
We are students in Tanauan Institute taking up Bachelor of Secondary Education Major in Social Studies. We
are conducting a study entitled “The Influence of AI Tools on The Information Literacy Skills of Grade 10
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Students Within Pantay Integrated High School in Social Studies Subject.” as part of our requirements in
Research in Social Studies.
As our validator, we would like to ask your approval for the research instrument to be used in in the study.
Attached herewith is the copy of the statement of the problem for the said research. Your comments and
suggestions will be highly appreciated and will be of great help to this undertaking.
I am hoping for your favorable response and wholehearted consideration on this matter.
Thank you very much and God Bless!
Sincerely yours,
MAYA, BIANCA JOY
MAMANGON, CHRISTIAN THIRDY
Researchers
Noted:
BEL PATRICE T. TISUELA
Research Adviser
Approved:
MS. GUIA AZUR, LPT
Teacher, T.I
November 30, 2024
MS. MADELLE MASONGSONG, LPT
Teacher, Tanauan Institute Inc.
Dear Madam/Sir:
Greetings of Peace!
We are students in Tanauan Institute taking up Bachelor of Secondary Education Major in Social Studies. We
are conducting a study entitled “The Influence of AI Tools on The Information Literacy Skills of Grade 10
Students Within Pantay Integrated High School in Social Studies Subject.” as part of our requirements in
Research in Social Studies.
As our validator, we would like to ask your approval for the research instrument to be used in in the study.
Attached herewith is the copy of the statement of the problem for the said research. Your comments and
suggestions will be highly appreciated and will be of great help to this undertaking.
I am hoping for your favorable response and wholehearted consideration on this matter.
Thank you very much and God Bless!
Sincerely yours,
www.rsisinternational.org
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MAYA, BIANCA JOY
MAMANGON, CHRISTIAN THIRDY
Researchers
Noted:
BEL PATRICE T. TISUELA
Research Adviser
Approved:
MS. MADELLE MASONGSONG, LPT
Teacher, T.I
November 30, 2024
Mark Andrew C. Rimas, MBA
College Faculty
Tanauan Institute Inc.
Dear Madam/Sir:
Greetings of Peace!
We are students in Tanauan Institute taking up Bachelor of Secondary Education Major in Social Studies. We
are conducting a study entitled “The Influence of AI Tools on The Information Literacy Skills of Grade 10
Students Within Pantay Integrated High School in Social Studies Subject.” as part of our requirements in
Research in Social Studies.
As our validator, we would like to ask your research instrument of the problem to be used in in the study.
Attached herewith is the copy of the statement of the problem for the said research. Your comments and
suggestions will be highly appreciated and will be of great help to this undertaking.
I am hoping for your favorable response and wholehearted consideration on this matter.
Thank you very much and God Bless!
Sincerely yours,
MAYA, BIANCA JOY
MAMANGON, CHRISTIAN THIRDY
Researchers
Noted:
BEL PATRICE T. TISUELA
Research Adviser
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Approved:
Mark Andrew C. Rimas, MBA
College Faculty
December 2, 2024
MS. NANCY B. MARALIT
Principal III
Pantay Integrated High School
Pantay Matanda, Tanauan City, Batangas
Dear Ma’am:
Greetings of Peace!
We are students in Tanauan Institute taking up Bachelor of Secondary Education Major in Social Studies
conducting a study entitled “INFLUENCE OF AI TOOLS ON THE INFORMATION LITERACY
SKILLS OF GRADE 10 STUDENTS WITHIN PANTAY INTEGRATED HIGH SCHOOL IN SOCIAL
STUDIES SUBJECT” as part of our requirements in Research in Social Studies. In view of this, may we
humbly seek your permission to allow me to administer our survey questionnaire among the Grade 10 students.
A copy of the questionnaire that each of the respondent will answer is attached for your reference and review.
Rest assured that all the information to be gathered will be treated with utmost confidentiality and will be used
for academic purposes only.
I fervently look forward for your positive response. Thank you very much and God Bless!
Very respectfully yours,
Christian Thirdy Mamangon
Researcher
Bianca Joy B. Maya
Researcher
Noted:
BEL PATRICE T. TISUELA
Researcher Adviser
Approved:
NELIA P. MANANGUIT EdD
Dean of Studies
College Department
Tanauan Institute Inc.
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Influence of AI Tools on the Information Literacy Skills of Grade 10 Students Within Pantay Integrated
High School in Social Studies Subject
Name (Optional): ____________________
Date: ______________________________
Part 1: Commonly Used AI Tools
Instructions for Respondents: Choose at least one from the options by putting a check on the box
What AI tools you commonly use?
Part 2: Extent of use of AI tools
Instructions for Respondents: Read each statement comprehensively and put a checkmark on the box that
corresponds to your answer. Use the Likert Scale below in answering the question
4 – Strongly Agree 2 – Disagree
3 – Agree 1 – Strongly Disgaree
Section 2.1: Personalization and Adaptability
Tailoring AI to meet individual preferences, needs, and goals. AI's
ability to adjust and change based on user behavior, progress, and
context
As a student that using AI, I can say that …
4
3
2
1
1. AI tools provide personalized recommendations based on my
specific learning needs.
2. AI tools allow me to customize the type of content I receive for my
research projects.
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3. I can modify the settings of AI tools to suit my individual learning
goals.
4. I can focus on areas where I need more support or improvement
with the help of AI
5. AI tools usually provide the information from my trusted source
6. AI tools adapt to my learning style and preferences when I use
them for social studies
7. AI tools can adjust their content based on my performance and
progress in social studies.
8. AI tools can identify my future needs based on my previous
inquiries
9. AI tools refine the suggestions they make overtime based on my
interaction history
10. AI tools change the content delivery method based on my
preferred pace and learning style
Section 2.2: Efficiency and Automation
AI’s ability to improve productivity, time management, and overall
effectiveness. AI’s ability to perform tasks without manual
intervention, streamlining processes
In my experience with AI, I can prove that …
4
3
2
1
1. AI tools help me complete my assignments.
2. I can quickly find information using AI tools.
3. I am productive when using AI tools for my social studies projects.
4. AI tools help me manage my time better when researching for
assignments.
5. I can easily organize the results of my inquiries to the subject using
AI tools.
6. The efficiency of AI tools broadens my prior knowledge in the
social studies subject
7. The automation features of AI tools save me time in my research
process
8. AI tools enable me to automate repetitive tasks during my studies.
9. AI tools allow me to complete projects faster than I would without
them.
10. AI tools automatically suggest relevant resources based on my
project or research topic.
11. AI tools can perform routine checks or assessments of my work,
such as grammar or citation errors, without needing manual
intervention.
Section 2.3: Ethical Considerations
Refers to the responsibility to ensure that AI systems are used in ways
that promote fairness, transparency, privacy, and accountability
4
3
2
1
1. I think AI tools can occasionally present perspectives that reflect
underlying influences, highlighting the importance of critical
evaluation.
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2. I verify the sources of information obtained through AI tools to
ensure their credibility.
3. I consider the potential impact of AI tools on my learning
outcomes.
4. I am cautious about sharing personal data when using AI tools.
5. I think AI tools provide guidelines to ensure that the original owner
of content must be given credits
6. I believe that understanding the ethical considerations such as
acknowledging the authors is essential when using AI for research
Section 2.4: Impact on Learning and Teaching
Refers to the influence that educational tools, methods, technologies,
or strategies have on the learning outcomes and teaching practices
within an educational setting.
4
3
2
1
1. AI tools have positively influenced my understanding of social
studies concepts.
2. AI tools enhance my collaboration with peers during group
projects.
3. AI tools make learning more interactive and engaging.
4. AI tools can assist teachers in delivering lessons more effectively.
5. I find that AI tools provide additional resources that enhance my
learning experience.
6. I feel that my ability to apply knowledge has improved with the
help of AI tools.
7. I much prefer to use AI tools rather than watching educational
videos.
8. My engagement in learning has increased since I started using AI
tools.
9. The use of AI tools in the classroom has made learning more
accessible.
Part 3: Influence of AI tools on the student’s Information Literacy Skills
Instructions for Respondents: Read each statement comprehensively and put a checkmark on the box that
corresponds to your answer. Use the Likert Scale below in answering the question.
4 – Strongly Agree 2 – Disagree
3 – Agree 1 – Strongly Disgaree
Section 3.1: Identifying Information Needs
Identifying information needs applies to different situations and is
important for making good decisions.
4
3
2
1
1. I have a clear understanding of the types of information required
for specific social studies topics.
2. I can easily determine the scope of information needed for my
projects.
3. AI tools assist me in narrowing down my research questions
effectively.
4. I am able to articulate my information needs when using AI tools.
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5. AI tools assist me in exploring related topics or subtopics that I
may not have initially considered.
Section 3.2: Information Retrieval
The task of identifying and retrieving information system resources
that are relevant to an information need, often specified in the form
of a query.
4
3
2
1
1. I find it easy to retrieve information using AI tools for my social
studies projects.
2. AI tools help me quickly access a variety of sources for my
research.
3. I believe that using AI tools improves the accuracy of the
information I retrieve.
4. I can efficiently filter and sort through information retrieved by AI
tools.
5. AI tools assist me in locating relevant information for my
assignments.
6. I often use multiple AI tools to gather information for my research
projects.
7. The information retrieval process is faster with AI tools compared
to traditional methods.
8. I trust the information retrieved by AI tools for academic purposes.
9. AI tools provide me with relevant citations and references for my
research.
Section 3.3: Critical Evaluation
Refers to the systematic process of assessing and analyzing the value,
relevance, and credibility of information.
4
3
2
1
1. I evaluate the information I retrieve from AI tools.
2. I am able to differentiate between credible and non-credible
sources provided by AI tools.
3. I consider the context and reliability of the information from AI
tools before using it.
4. AI tools help me identify potential biases in the information I
gather.
5. I cross-reference information retrieved from AI tools with other
sources.
6. I learned to assess the quality of information obtained from AI
tools.
7. I discuss the reliability of AI-generated information with my
classmates or teachers.
8. I am equipped to evaluate the AI tools that specialized in my field
