Pinagpala Publishing Services - THE INFLUENCE OF AI-ASSISTED LEARNING ON CRITICAL THINKING SKILLS AMONG ELE

World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.277-283

THE INFLUENCE OF AI-ASSISTED LEARNING ON CRITICAL THINKING SKILLS AMONG ELEMENTARY PUPILS IN PRIVATE SCHOOLS IN PARANG MAGUINDANAO DEL NORTE

RASMIA MALAMBUT MACARAUB, NORHANI MAMA BADSIGAN, MONALIZA CASAN MAGAYAN, BENLADIN DIRABATAN DIRANGAREN, HADJAR GUIAMAD PARAGAS

Illana Bay Integrated Computer College, Inc.

Parang, Maguindanao del Norte, BARMM, Philippines

ABSTRACT

This study explored how AI-assisted learning is perceived to influence the critical thinking skills of elementary pupils in selected private schools in Parang, Maguindanao del Norte. It looked at the AI tools pupils commonly use and the positive and negative effects they associate with these tools. The researchers used a descriptive research design and included all 51 Grade 6 pupils in the identified group through total enumeration. Data were gathered through a structured survey questionnaire validated by the research panel. Frequency, percentage, and weighted mean were used to analyze the responses. Dola/Cici was the most commonly reported tool, used by 42 pupils (82%), followed by ChatGPT, used by 41 pupils (80%). Google Gemini and Meta AI were each reported by 31 pupils (61%). The statements on positive influence had a general weighted mean of 3.06, interpreted as Agree. Pupils especially agreed that AI tools helped them understand difficult lessons. The statement about making learning more enjoyable received the lowest mean among the positive indicators. For negative influence, the general weighted mean was 2.06, interpreted as Disagree. Overall, pupils did not generally report relying too heavily on AI or using it for tasks they could do on their own. These results suggest that pupils see AI as a learning aid, although teacher guidance and responsible use are still important to ensure that it supports rather than replaces their own thinking.

Keywords:

AI-assisted learning; critical thinking skills; elementary pupils; educational technology; ChatGPT; Google Gemini; Meta AI; Dola/Cici; descriptive research design

DOI https://zenodo.org/records/23666264

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