ARTIFICIAL INTELLIGENCE DEPENDENCY: ASSESSMENT OF ARTIFICIAL INTELLIGENCE INTEGRATION ON ACADEMIC LAZINESS OF 2ND YEAR PSYCHOLOGY STUDENTS

Abstract

While the integration of artificial intelligence (AI) in education enhances efficiency and provides valuable academic support, it also raises concerns about overreliance, which may hinder student initiative and critical thinking. This study explores the correlation between AI integration and academic laziness among second-year Psychology students at Bestlink College of the Philippines. It investigates the extent of AI use in academic tasks, assesses students’ levels of academic disengagement, and identifies the challenges associated with excessive AI dependence. The findings aim to guide educators in promoting responsible and balanced AI usage while encouraging active learning and sustained student engagement. This study employed a descriptive-correlational research design and used random sampling to select 270 second-year Psychology students as participants. Data were collected through a structured survey that measured key aspects of AI integration—namely frequency, purpose, dependency, engagement with AI outputs, and self-perceived reliance—as well as levels of academic laziness. Descriptive statistics, including frequency and percentage, were used to analyze the respondents’ demographic profiles. A four-point Likert scale assessed student perceptions, and weighted means were calculated to determine the overall levels of AI use and academic laziness. Pearson correlation analysis was conducted to examine the relationship between AI integration and academic laziness. The study reveals that 76% of students frequently use artificial intelligence (AI), particularly ChatGPT, to manage academic tasks, improve time management, and cope with physical or mental fatigue and social distractions. Measures of AI engagement—such as frequency, purpose, dependency, and self-reported reliance—indicated consistently high usage. In terms of academic performance, 35% of students achieved high grades, while 61% maintained stable results. A moderate positive correlation (r = 0.595) was found between AI integration and academic laziness; however, the relationship was not statistically significant (p = 3.76 > 0.05), suggesting that AI use does not directly contribute to academic laziness. The findings highlight the importance of using artificial intelligence (AI) as a learning aid rather than a substitute for independent thinking and effort. To prevent overreliance, educators should implement AI literacy programs and promote responsible usage. These efforts will help students retain strong academic skills and critical thinking abilities while maximizing the benefits of AI in education.