Artificial Intelligence Dependence in Relation to Knowledge Retention and Critical Thinking Skills Among Criminology Students

Abstract

The increasing integration of Artificial Intelligence (AI) in education has significantly transformed how students access information and complete academic tasks. This study determined the relationship between AI dependence and the students’ knowledge retention and critical thinking skills in one of the higher education institutions in Misamis Occidental. The study employed a descriptive-correlational research design and involved 218 criminology students selected through stratified random sampling. Data were gathered using validated questionnaires measuring AI usage, knowledge retention, and critical thinking skills. In analyzing the data, the Mean, Standard Deviation and Spearman's Rank-Order Correlation Coefficient were used. The findings revealed that AI dependence among criminology students was moderate, while knowledge retention and critical thinking skills were both high. Statistical analysis showed that AI dependence influenced knowledge retention and critical thinking skills. However, it varied across dimensions, with stronger associations observed in evaluation and decision-making than in analytical reasoning. The study concludes that AI can be a valuable academic support tool; however, its effectiveness in developing higher-order thinking depends on how it is utilized. It is recommended that teachers promote responsible AI use and design learning activities that enhance critical thinking and independent learning.