AIsle for the Future: Evaluating the Academic Usage of ChatGPT in Relation to Core Subjects Learning Proficiency

This study examined the relationship between the academic usage of ChatGPT and students’ learning proficiency in core subjects among Grade 10 students at Dr. Yanga’s Colleges, Inc. Specifically, the research investigated students’ frequency of ChatGPT usage, academic purposes for using the tool, subject preferences, perceptions toward ChatGPT, and the correlation between ChatGPT usage and academic performance in English, Mathematics, and Science. A quantitative non-experimental correlational research design was employed involving 130 Grade 10 students selected through purposive sampling who actively use ChatGPT for academic purposes. Data were gathered using a self-constructed survey questionnaire validated by subject experts and pilot-tested for reliability. Descriptive statistics and Pearson’s r correlation coefficient were utilized to analyze the data. Findings revealed that most students used ChatGPT for approximately one hour daily, primarily for assignments and short academic inquiries. Science emerged as the most common subject for ChatGPT usage. Although respondents generally perceived ChatGPT as a helpful academic tool, inferential analysis revealed only weak negative correlations between ChatGPT usage and academic performance across core subjects, with no statistically significant relationship observed overall. The findings suggest that ChatGPT functions primarily as a supplementary academic support tool rather than a direct determinant of students’ academic proficiency.