AI Application Dependency and Comprehension Skills of Humanities and Social Sciences Students

The growing reliance on artificial intelligence (AI) applications raises concerns about declining comprehension and critical thinking skills. This study examined the relationship between AI dependency and comprehension skills among HUMSS students using a descriptive-correlational design. Data from 300 Grade 11 and 12 students were analyzed using Mean and Pearson’s correlation, revealing a strong positive relationship—suggesting AI supports rather than weakens comprehension. These findings challenge the common belief that using AI weakens thinking skills and suggest that AI may play a more supportive role in learning. The study highlights the importance of understanding how technology influences education and provides ideas for future research on AI in learning. It is recommended that schools create an environment that fosters these elements, alongside AI use, to ensure students’ overall academic growth. Encouraging group work, providing mentorship opportunities, and promoting a supportive classroom atmosphere can enhance the benefits of AI tools. Furthermore, future research should employ a mixed-method approach to gain deeper insights into the nuances of AI’s impact on comprehension and critical thinking. Additionally, a longitudinal approach is necessary to track changes in students’ cognitive skills over time, ensuring a more comprehensive understanding of AI’s long-term effects on learning.