A Quantitative Assessment of Senior High School Students' Satisfaction with the Utilization of Artificial Intelligence in Thesis Writing

This study assessed the overall satisfaction of 185 senior high school students in Salabaca, Esperanza, Sultan Kudarat regarding their utilization of artificial intelligence (AI) tools in thesis writing. Using a quantitative survey design with a five-point Likert scale instrument, the research examined three primary dimensions: overall satisfaction (M = 3.81, SD = 0.66), ease of use (M = 3.87, SD = 0.65), and enjoyable experience (M = 3.73, SD = 0.66). Results indicated moderately high satisfaction levels across all dimensions. Factors influencing satisfaction included reliability (M = 3.91), usability (M = 3.90), and features (M = 3.82), while validity concerns (M = 3.39) and plagiarism concerns (M = 3.38) represented areas of lower satisfaction. Significant positive relationships emerged between overall satisfaction and thesis quality outcomes (r = 0.45, p < 0.01), thesis clarity and organization (r = 0.41, p < 0.01), and research efficiency (r = 0.38, p < 0.01). Supervisor assessments also correlated positively with AI utilization patterns (r = 0.48, p < 0.01). The study concludes that while AI tools significantly enhance writing efficiency and thesis organization, institutions must address ethical concerns through comprehensive guidance and academic integrity policies. This research provides empirical evidence supporting AI integration in secondary education while highlighting critical considerations for responsible implementation.