AI-Assisted Interactive Scenarios and Traditional Instruction in Grade 9 Economics: Effects on Student Engagement and Academic Performance
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.16Keywords:
Academic Performance, AI-Assisted Interactive Scenarios, Araling Panlipunan (Ekonomiks), Economic Literacy, Explanatory Sequential Mixed-Methods, Grade 9 Economics, Student Engagement, Sustainable Development Goals, Teacher-Led Instruction, Traditional Direct InstructionAbstract
This study evaluated the effects of Teacher-Led AI-Assisted Interactive Scenarios and Traditional Direct Instruction on student engagement and academic performance in Grade 9 Araling Panlipunan (Ekonomiks) at Can-avid National High School, Eastern Samar, during School Year 2025–2026. Anchored in the multidimensional framework of behavioral, cognitive, and affective engagement, the study employed a quasi-experimental pretest–posttest control group design with an explanatory sequential mixed-methods approach. Participants included 79 students divided into an experimental group (n = 39) and a comparison group (n = 40). Data were collected using a validated 40-item achievement test and semi-structured focus group discussions, then analyzed through descriptive statistics, paired-samples and independent-samples t-tests, and thematic analysis. Results showed statistically significant academic improvements in both groups (p < 0.001). However, the experimental group achieved higher mean learning gains (17.33) than the comparison group (10.57), with a statistically significant difference (t(77) = 9.84, p < 0.001) and a very large effect size (Cohen’s d = 2.22). Qualitative findings revealed that AI-assisted scenarios promoted active participation, critical problem-solving, contextualized decision-making, enthusiasm, and reduced learning anxiety, while traditional instruction supported structured comprehension and routine attentiveness. The study concludes that teacher-facilitated AI-assisted scenarios enhance academic achievement and multidimensional engagement. It recommends integrating validated AI-supported activities with structured instruction and strengthening teacher professional development. The findings align with Sustainable Development Goal 4 (Quality Education) and Sustainable Development Goal 9 (Industry, Innovation and Infrastructure) through instructional improvement and educational innovation. Their sustainability relevance lies in supporting responsible AI integration, effective teaching practices, and economic literacy, although direct SDG progress was not measured.
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Copyright (c) 2026 Ritchell A. Irasga, Minda Nerissa Q. Ladera, Dr. Estelita A. Madriaga (Author)
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