The Use of Artifical Intelligence in Promoting Critical Thinking Skills among Students of Bachelor of Arts in English Language Studies at Mindanao State University – Sulu

Arlyn Amilhasad

doi:10.62596/94mas632

Authors

Arlyn I. Amilhasad Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/94mas632

Keywords:

Artificial Intelligence, Critical Thinking Skills, Mindanao State University Sulu

Abstract

This descriptive-exploratory study investigated the extent to which Artificial Intelligence is used to enhance critical thinking skills among students registered in the Bachelor of Arts in English Language Studies degree program at Mindanao State University – Sulu. Using a quantitative research design, the study analyzed responses from 100 students across all year levels (first to fourth year) throughout the first term of the 2024–2025 school year. Participants were identified through purposive selection. The study used statistical methods, including the weighted mean and standard deviation, to evaluate the level of AI usage, with a focus on AI-driven tools and techniques, as well as the ethical and practical aspects of AI implementation. T-tests were conducted to identify any significant differences based on gender, while One-Way ANOVA was used to examine variations related to age, parental educational attainment, and household income. The Pearson product-moment correlation was also utilized to examine the relationships between the different subcategories of AI usage. The demographic data showed that most respondents were female, in their early 20s, and came from families where parents had only completed elementary education and earned ₱5,000 or less per month. The results indicated a general agreement among students on the positive role of AI in promoting critical thinking, particularly in the areas of AI tools and ethical considerations. While the null hypothesis claiming no significant differences in AI use based on demographic variables was accepted, the hypothesis concerning the absence of correlation among the AI subcategories was rejected. A notable correlation was found between the use of AI-driven tools and attention to ethical and practical considerations in fostering critical thinking.

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