Inappropriate use of Artificial Intelligence in academic performance in COMIL No. 4 students

Abstract

This research paper explores the issue of the inappropriate use of artificial intelligence and its direct impact on the academic performance of students at COMIL No. 4. The study is driven by the growing concern over a technological dependence that is replacing fundamental cognitive processes, such as critical analysis and reflection, with automated solutions. The core objective was to examine how the incorrect use of these digital tools influences high school students' academic performance and ethical integrity. Using a mixed-methods approach and a descriptive scope, the methodology involved a structured survey conducted with 151 cadets to gather data on their study habits and the frequency of technology use. The most significant findings reveal that 28.6% of students consistently use artificial intelligence for their assignments, while 14% admit to never verifying the information retrieved. This trend creates an "illusion of knowledge" that results in challenges during in-person evaluations where autonomy is essential. In conclusion, the study determines that the excessive use of algorithms without critical mediation erodes the ability to think independently. Therefore, it is imperative for the institution to promote ethical digital literacy that positions technology as a teaching aid rather than a substitute for intellectual effort. Only then can authentic academic excellence be guaranteed.