ANALYZING THE INFLUENTIAL FACTORS ON GRADE 12 HUMANITIES AND SOCIAL SCIENCES (HUMSS) STUDENTS' USE OF ARTIFICIAL INTELLIGENCE (AI) WRITING TOOLS IN THEIR ACADEMIC WRITING

Abstract

Artificial Intelligence (AI) has become a transformative force in the 21st century, reshaping various industries, including education. AI leverages machine learning and natural language processing (NLP) to enable computer systems to perform human-like tasks, offering significant benefits for Humanities and Social Sciences (HUMSS) students.

This study examines the key factors influencing AI adoption in academic settings, such as performance and effort expectations, social influence, and facilitating conditions. AI has the potential to enhance learning experiences, streamline research, and improve academic performance by providing personalized learning tools, automated feedback, and advanced data analysis.

By understanding these factors, educators and students can effectively integrate AI into academic work, maximizing its benefits while addressing challenges related to accessibility, ethical concerns, and the need for proper guidance in its usage. This descriptive quantitative study aimed to analyze the factors influencing students' use of artificial intelligence (AI) in their academic work. To ensure an unbiased selection of participants, the study applied Slovin’s formula and employed simple random sampling, selecting 246 respondents from a total population of 637 Grade 12 HUMSS students.

By utilizing this methodological approach, the study provides data-driven insights into the key determinants affecting AI adoption, offering valuable perspectives on how students integrate AI into their learning processes.t The results of the study revealed that performance expectation (x̄ = 3.08) and technological literacy (x̄ = 3.08) are the most significant factors influencing students' use of AI writing tools in their academic writing. These findings suggest that students are more likely to adopt AI tools when they perceive them as beneficial to their academic performance and feel confident in their ability to use technology effectively.

Understanding these factors can help educators and institutions develop strategies to enhance AI literacy, provide guidance on ethical AI usage, and integrate AI tools effectively into academic learning. The study concludes that the use of Artificial Intelligence (AI) writing tools has a notable impact on the academic writing of Grade 12 HUMSS students. The primary reason students utilize AI tools is their perceived effectiveness in enhancing academic performance. Additionally, students demonstrate technological literacy, enabling them to use these tools efficiently in their writing tasks.

Based on these findings, the researchers recommend that students develop a deeper understanding of AI’s role in academic work, ensuring they analyze and apply AI-generated content critically rather than relying on it entirely. Proper guidance on ethical and responsible AI usage will help maximize its benefits while maintaining academic integrity.