The Influence of Artificial Intelligence-Assisted Instruction on Students’ Academic Performance and Attitudinal Dispositions

Lily Anne O. Clemente; Celso C. Dumalig

doi:10.55927/ijsmr.v4i8.119

Authors

Lily Anne O. Clemente Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i8.119

Keywords:

Artificial Intelligence-Assisted Instruction, Academic Performance, Attitudinal Dispositions

Abstract

This study examines the influence of Artificial Intelligence (AI)–assisted instruction on the academic performance and attitudinal dispositions of senior high school students. Using a quantitative descriptive-correlational design, data will be gathered from 100 students through a researcher-made questionnaire and academic performance records. The study will assess students' motivation, engagement, self-efficacy, and learning satisfaction, and determine the relationship and predictive influence of AI-assisted instruction on these variables. Data will be analyzed using mean, standard deviation, Pearson Product-Moment Correlation, and multiple regression analysis. The findings are expected to provide empirical evidence on the effectiveness of AI-assisted instruction and serve as a basis for improving technology-enhanced teaching and learning practices in educational institutions.

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