Artificial Intelligence (AI) Aided Learning and Academic Performance of Students in Sirawai National High School: Basis for Instructional Development
DOI:
https://doi.org/10.65339/ijsis.V1.I2.87Keywords:
Academic Performance, Artificial Intelligence (AI)-Aided Learning, Critical-Thinking Abilities, Junior High School Students, Learning Abilities, Problem-Solving Skills, Quality Education, Sustainable Development GoalsAbstract
This study examined the extent of Artificial Intelligence (AI)-aided learning and its relationship with the academic performance of Junior High School students at Sirawai National High School during School Year 2024–2025. Anchored in Cognitive Load Theory, Social Cultural Theory, and the Technology Acceptance Model, the study considered learning abilities, problem-solving skills, and critical-thinking abilities as dimensions of AI-aided learning. A quantitative descriptive-correlational design was employed with 247 purposively selected Grades 7–10 students who had experience using AI tools, particularly ChatGPT and Cici. Data were collected using a modified standardized 15-item questionnaire with a five-point Likert-type scale and a Cronbach’s alpha of 0.928. Frequency, percentage, weighted mean, mean average, and Pearson Product Moment Correlation Coefficient were used for data analysis. AI-aided learning was experienced to a high extent overall (M = 3.91), including learning abilities (M = 4.00), problem-solving skills (M = 3.96), and critical-thinking skills (M = 3.83). Students obtained a mean academic grade of 86.52, indicating very satisfactory performance. No significant differences in AI-aided learning were found according to sex, age, and ethnicity, while a significant difference was identified according to grade level. Learning abilities and problem-solving skills were not significantly related to academic performance, whereas critical-thinking skills showed a very weak negative but significant relationship (r = -0.204, p = 0.001). Overall AI-aided learning also showed a very weak negative but significant relationship with academic performance (r = -0.152, p = 0.017). The study recommends appropriate AI integration and teacher training on effective and ethical AI use. It supports SDG 4—Quality Education and SDG 9—Industry, Innovation and Infrastructure through responsible educational technology integration. Its sustainability impact lies in supporting educational, technological, and institutional decision-making that balances AI assistance with independent learning, critical thinking, and problem-solving.
References
Alhusaiyan, E. (2025). A systematic review of current trends in artificial intelligence in foreign language learning. Saudi Journal of Language Studies, 5(1), 1–16. DOI: https://doi.org/10.1108/SJLS-07-2024-0039
Ampong, K. O. (2023). Gender differences in perception of artificial intelligence-base tools. Journal of Digital Art & Humanities. DOI: 10.33847/2712-8149.4.2_6 DOI: https://doi.org/10.33847/2712-8149.4.2_6
Arikunto, S. (2010). Procedur penelitian suatu pendekatan praktik. Jakarta. Rineka Cipta. Page 183. https://repository.umko.ac.id/id/eprint/94/4/bab3tiara.pdf. Accessed 30, May 2024.
Asio, J. R. (2024). Artificial intelligence (AI) literacy and academic performance of tertiary level students: A preliminary analysis. Social Sciences, Humanities and Education Journal, 5(2), 309. Gordon College, Olongapo City, Philippines.
Baig, M., & Yadegaridehkordi, E. (2024). ChatGPT in the higher education: A systematic literature review and research challenges. International Journal of Educational Research, 127(1), 102411. DOI: 10.1016/j.ijer.2024.102411. DOI: https://doi.org/10.1016/j.ijer.2024.102411
Bancoro, J. C. (2024). The relationship between artificial intelligence (AI) usage and academic performance of business administration students. International Journal of Asian Business and Management, 3(1). DOI: https://doi.org/10.55927/ijabm.v3i1.7876
Capinding, A. T., & Dumayas, F. T. (2024). Transformative pedagogy in the digital age: Unraveling the impact of artificial intelligence on higher education students. Problems of Education in the 21st Century, 82(5). Nueva Ecija University of Science and Technology, Gabaldon Campus, Philippines. DOI: https://doi.org/10.33225/pec/24.82.630
Cardona, M. C., Rodriguez, R. J., & Ishmael, K. (2023). Artificial intelligence and the future of teaching and learning insights and recommendations. U.S. Department of Education, Office of Educational Technology, Washington, DC.
Cela, E., Fonkam, M., & Potluri, R. M. (2024). Risk of AI-AI-assisted learning on student critical thinking: A case study of Albania. International Journal of Risk and Contingency Management, 12(1). DOI: https://doi.org/10.4018/IJRCM.350185
Dalan, J. L. (2023). Exploring the promise: A comprehensive review of artificial intelligence integration in language education in the Philippine context. Institutional Multidisciplinary Research and Development Journal, 1. Columban College Asinan, Olongapo City.
Das, A., Malaviya, S., & Sing, M. (2023). The impact of AI-driven personalization on learners' performance. International Journal of Computer Sciences and Engineering, 11(8), 15–22. DOI: https://doi.org/10.26438/ijcse/v11i8.1522
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008 DOI: https://doi.org/10.2307/249008
Estrella, K. C., Mangay-Ayam, J., Tupas, T. G., Olipas, J. G., Nulud, A. B., Libag, S. J., Palma, K. J., Espinosa, K., Manangkil, J., Osorio, S., Calacsan, D. S., & Montero, K. (2023). Student engagement and academic performance among accountancy, business, and management (ABM) students of Tacurong National High School. Tacurong National High School, Tacurong City. Research Gate.
Estrellado, C. P., & Miranda, J. C. (2023). Artificial intelligence in the Philippine educational context: Circumspection and future inquiries. International Journal of Scientific Research Publications, 13. University of the Philippines Open University, Tayabas, Western Academy, Quezon, Philippines. DOI: https://doi.org/10.29322/IJSRP.13.05.2023.p13704
Fabro, R. B., Rivera, J. C., Sambrano, L. C., Dinoy, L. M., Alcozer, N. G., & Agustin, M. (2024). Perceptions and extent of utilization of generative artificial intelligence (AI) among Filipino students. International Journal of Education and Research, 12(7). Philippines.
Fitria, T. N. (2021). The use technology based on artificial intelligence in English teaching and learning. ELT: Echo The Journal of English Language Teaching in Foreign Language Context. DOI: 10.24235/eltecho.v6i2.9299 DOI: https://doi.org/10.24235/eltecho.v6i2.9299
Funa, A. A., & Gabay, R. E. (2024). Policy guidelines and recommendations on AI use in teaching and learning: A meta-synthesis study. Social Science & Humanities Open, 11. Sorsogon State University, Sorsogon, Philippines. DOI: https://doi.org/10.1016/j.ssaho.2024.101221
Gedik, E. (2024). A qualitative study on gender difference and the use of artificial intelligence applications among students.
Giray, L., De Silos, P. Y., Adornado, A., Buelo, R. J., Galas, E., Chua, E. R., Santiago, C., & Ulanday, M. A. (2024). Use and impact of artificial intelligence in Philippine higher education: Reflections from instructors and administrators. Internet Reference Services Quarterly. DOI: 10.1080/10875301.2024.2352746 DOI: https://doi.org/10.1080/10875301.2024.2352746
Gupta, A., Hathwar, D., & Vijayakumar, A. (2020). Introduction to AI chatbots. International Journal of Engineering Research & Technology (IJERT), 9(07). ISSN: 2278-0181. DOI: https://doi.org/10.17577/IJERTV9IS070143
Hwang, S. (2022). Examining the effects of artificial intelligence on elementary student’s mathematics achievement: A meta-analysis. Sustainability, 14(20). Department of Mathematics Education, Seoul National University of Education, Seoul. DOI: https://doi.org/10.3390/su142013185
Iddrisu, H. M., Iddrisu, S. A., & Aminu, B. (2025). Gender differences in the adoption, usage, and perceived effectiveness of AI writing tools: A study among University for Development Studies students. International Journal of Educational Innovation and Research, 4(1). University for Development Studies, Tamale, Ghana. DOI: https://doi.org/10.31949/ijeir.v4i1.11717
Kaledio, P., Robert, A., & Frank, L. (2024). The impact of artificial intelligence on students’ learning experience. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4716747 DOI: https://doi.org/10.2139/ssrn.4716747
Korhonen, V. (2025). Adults’ opinion on the effect of AI on education in the U.S. 2024, by ethnicity. Society, Education & Science.
Lukic, A., Kudelic, N., Anticevic, V., Mosler, E. L., Gluncic, V., Hren, D., & Lukic, I. K. (2023). First year nursing students’ attitudes towards artificial intelligence: Cross sectional multi-center study. Nurse Education in Practice, 71. DOI: https://doi.org/10.1016/j.nepr.2023.103735
Maamor, H., Achim, N., Ahmad, N. L., & Roszaman, N. S. (2024). The effect of artificial intelligence (AI) on students’ learning. Information Management and Business Review. DOI: https://doi.org/10.22610/imbr.v16i3S(I)a.4178
Mallilin, L. D. (2024). Artificial intelligence (AI) towards students’ academic performance. Innovare Journal of Education, 12(4), 16–21. Faculty of Languages and Literature, Philippine Normal University, Manila, Philippines. DOI: https://doi.org/10.22159/ijoe.2024v12i4.51665
Marikyan, D., & Papagiannidis, S. (2023). Technology acceptance model: A review. In S. Papagiannidis (Ed.), TheoryHub Book.
Memis, Y. (2025). Examining the potential and pitfalls of AI in problem solving. Journal of Pedagocial Research, 9(2). DOI: https://doi.org/10.33902/JPR.202532099
Mogelvang, A., Bjelland, C., & Ludvigsen, K. (2024). Gender differences in the use of generative artificial intelligence chatbots in higher education: Characteristics and consequences. Education Sciences, 14(12). DOI: https://doi.org/10.3390/educsci14121363
Otero, L. C., Catala, A., Morante, C. F., Taboada, M., & Cebreiro, Barro, S. (2023). International Journal of Stem Education, 10, Article 29.
Oyeyemi, A. A., Okoye, A. T., Okenwa, F., & Ijeoma, A. F. (2024). Perceived effect of artificial intelligence tools on the academic performance of students in public universities in Anambra State. International Journal of Innovative Research and Advanced Studies (IJIRAS), 11(2), 20–21. Department of Educational Foundations, Nnamdi Azikiwe University, Awka.
Salido, V. (2023). Impact of AI-powered learning tools on student understanding and academic performance. College of Arts and Sciences, Cavite State University, Don Severino de las Alas Campus.
Sasikala, P., & Ravichandran, R. (2024). Study on the impact of artificial intelligence on student learning outcomes. Journal Digital Learning and Education, 04(2). DOI: https://doi.org/10.52562/jdle.v4i2.1234
Shehri, F. A., Maham, R., Malik, A., & Saif, O. B. (2023). Effects of ChatGPT on students academic performance: Mediating role of prompt engineering. The Asian Bulletin of Big Data, 3(2). DOI: https://doi.org/10.62019/abbdm.v3i2.58
Szmyd, K., & Mitera, E. (2024). The impact of artificial intelligence on the development of critical thinking skills in students. European Research Studies Journal, 28(2). DOI: https://doi.org/10.35808/ersj/3876
Talili, Z. B. (2024). Integrating artificial intelligence in academic writing. International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence, 1(8). Cebu Normal University.
Tan, C. T., Lee, A. V., & Lee, M. (2022). A systematic review of artificial intelligence techniques for collaborative learning over the past two decades. National Institute of Education, Nanyang Technological University, 1 Nanyang Walk, Singapore, 637616, Singapore. DOI: https://doi.org/10.1016/j.caeai.2022.100097
Tanvir, K., Islam, M. S., Sezan, S. B. K., Sanad, Z. A., & Ataur, A. I. (2023). Impact of ChatGPT on academic performance among Bangladeshi undergraduate students. International Journal of Research in Science & Engineering, 03(05). Department of Computer Science, American International University-Kuratoli, Dhaka, Bangladesh. DOI: https://doi.org/10.55529/ijrise.35.18.28
Trisoni, R., Ardiani, I., Herawati, S., Mudinillah, A., Mai-mori, R., Khairat, A., David, D., & Nazliati, N. (2023). The effect of artificial intelligence in improving student achievement in high schools. Indonesia. DOI: https://doi.org/10.2991/978-2-38476-142-5_50
Tsai, C., Ma, Y., Chang, Y., & Lai, Y. (2022). Artificial intelligence-assisted programming lessons: Examining inter-ethnicity differences in learning expectancy, motivation and effectiveness. Frontiers in Psychology. DOI: https://doi.org/10.3389/fpsyg.2022.868698
Vieriu, A. M., & Petrea, G. (2025). The impact of artificial intelligence (AI) on students’ academic development. Education Sciences, 15(3). DOI: https://doi.org/10.3390/educsci15030343
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
Wagner, G., Lukyanenko, R., & Paré, G. (2021). Artificial intelligence and the conduct of literature reviews. Journal of Information Technology, 37(2). https://doi.org/10.1177/02683962211048201 DOI: https://doi.org/10.1177/02683962211048201
Wei, X. (2024). Evaluating ChatGPT-4 and ChatGPT-4o: Performance insights from NAEP mathematics problem solving. Frontiers in Education, 9, 1452570. https://doi.org/10.3389/feduc.2024.1452570 DOI: https://doi.org/10.3389/feduc.2024.1452570
Wei, X., Wang, L., Lee, L. K., & Liu, R. (2025). The effects of generative AI on collaborative problem–solving and team creativity performance in digital story creation: An experimental study. International Journal of Educational of Technology in Higher Education, Article 23. DOI: https://doi.org/10.1186/s41239-025-00526-0
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Aisa A. Wahid (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
