Effects of Utilization of Generative Artificial Intelligence Tools  on Critical Thinking Skills of High School Students

Jared Ibanez

doi:10.35974/isc.v11i4.3601

Authors

Jared Ibanez Programmer/Teacher

https://doi.org/10.35974/isc.v11i4.3601

Keywords:

generative artificial intelligence, critical thinking skills, AI tools utilization

Abstract

The rapid development of artificial intelligence (AI) these past few years have caught the attention of many researchers. Generative Artificial Intelligence (GAI) is a type of AI that refers to a subset of artificial intelligence techniques and models that are designed to generate new data or content. Numerous tasks, such as creating images, texts, music, and more, can be performed with these models. However, critical thinking is the ability to analyze, evaluate, and interpret information and arguments in a logical and systematic manner. Critical thinking prepares students for future endeavors, and more. Thus, this study aimed to determine if the use of GAI tools has an effect on the critical thinking skills of high school students. The respondents were students from Adventist University of the Philippines during school year 2023-2024 who were chosen randomly per section to achieve the desired number of samples. The findings of this study shows that students moderately use GAI and they have high levels of critical thinking skills. Furthermore, the results show that usage of GAI tools enhance the students’ critical thinking skills. This study concluded that the use of GAI should not be discouraged but, incorporate learning methods that may help the critical thinking skills enhancement of the students. Lastly, this study recommends to explore the different effects on the dimensions of critical thinking skills of students using GAI when their sex, ages and type of GAI tools they use are considered.

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CONCLUSION, IMPLICATION, SUGGESTION, AND LIMITATIONS

The respondents demonstrated moderate use of generative artificial intelligence tools and their critical thinking skills, measured across various dimensions, showed consistently high levels, suggesting that even with moderate usage of AI, students are adept at employing critical thinking strategies. Additionally, study findings reveal a significant positive correlation between the use of generative artificial intelligence tools and the critical thinking skills of high school students. Furthermore, the linear regression analysis indicates that a substantial portion of the variation in students' critical thinking skills can be attributed to their use of generative AI tools.

This study suggested that teachers should not discourage the use of generative artificial intelligence tools for the students for academic purposes and performance. It can also cater to different learning styles of a student which generative artificial intelligence can do. Moreover, educators should design learning experiences that encourage students to engage with AI tools in ways that promote higher-order thinking, such as analysis, evaluation, and inference. Researchers can conduct additional research that incorporates the different types of generative artificial intelligence. They can also explore on the differences of se and age is on the critical thinking of high school students.

This study is limited only to the high school students at Adventist University of the Philippines during school year 2023-2024. The study does not compare the type of GAI use and age level of the students and how these affect their critical thinking with its dimensions because of time constraints. In addition, the researchers have decided that only Generative Adversarial Networks (GAN) and Large Language Models (LLM) are applied in this study as the other types are not applicable and unlikely utilized by high school students of Adventist University of the Philippines.

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