Utilization of Artificial Intelligence and Perceived Programming Skills of Third Year Information Technology Students at Quezon City University

Abstract

This study examined the perceived influence of Artificial Intelligence (AI) utilization on the programming skills of third-year Bachelor of Science in Information Technology (BSIT) students at Quezon City University. Specifically, the study focused on students’ self-reported perceptions regarding coding speed, debugging accuracy, coding productivity, learning effectiveness, and the perceived positive and negative influences of AI-assisted programming tools. A quantitative descriptive-correlational research design was employed, involving 284 purposively selected third-year BSIT students during Academic Year 2025–2026. Data were collected using a researcher-made questionnaire administered through Google Forms. The instrument underwent expert validation and pilot testing prior to the actual conduct of the study, yielding acceptable reliability coefficients using Cronbach’s alpha. Descriptive statistics such as frequency, percentage distribution, and weighted mean were utilized, while Spearman’s rho and Analysis of Variance (ANOVA) were used to determine significant relationships and differences among variables. The findings revealed that respondents generally agreed that they possess positive programming-related behaviors and experiences in terms of coding speed, debugging accuracy, coding productivity, and learning effectiveness. Respondents also strongly agreed that AI tools help them understand programming concepts, improve debugging accuracy, and support problem-solving strategies. However, they likewise agreed that excessive AI utilization may contribute to overdependence, reduced independent problem-solving, decreased manual coding practice, and inaccurate reliance on AI-generated outputs. Despite these perceptions, Spearman’s rho analysis showed no statistically significant relationship between AI utilization and perceived programming skills (rs = 0.074, p = 0.211). The findings suggest that while students perceive AI tools as beneficial in supporting programming-related learning experiences, such perceptions do not necessarily indicate measurable improvements in actual programming competence. The study recommends the responsible and balanced integration of AI tools in programming education while encouraging independent coding practice, critical thinking, and problem-solving activities.