Utilization of Artificial Intelligence on the Learning and Performance of Students: Implications for Teaching Strategy

Abstract

This study examined the extent of artificial intelligence (AI) utilization and its relationship with the learning performance of junior high school students in the Schools Division of Tacloban City during School Year 2025–2026. It specifically determined the AI platforms used by learners, their frequency and duration of AI use, common academic tasks, AI competence, perceived challenges, and learning performance. It tested the relationship between AI utilization and learning performance. The study used a descriptive-correlational research design with 208 Grade 7 to Grade 10 students selected through stratified random sampling across school size categories. Data were gathered using a validated researcher-developed questionnaire and analyzed using descriptive statistics and Spearman’s rho at the 0.05 and 0.01 levels of significance. Findings showed that ChatGPT was the most commonly used AI platform. Overall AI utilization was moderate, with learners using AI mainly for academic clarification, lesson summarization, and improvement of written work. The learners demonstrated a generally competent level of AI competence, particularly in AI literacy and verification skills, but showed areas for improvement in technical skills and ethical citation practices. They also reported challenges related to misinformation, privacy, and possible overdependence on AI. They rated learning performance in engagement, motivation, productivity, and critical thinking as very satisfactory. AI utilization had significant relationships with selected aspects of learning performance, particularly motivation, task completion, and critical thinking, but showed no significant relationship with overall learning performance. These findings suggest that AI use may be associated with specific learning outcomes but should not be viewed as a direct predictor of overall learning performance. Based on these findings, the study proposed an AI-supported teaching enhancement strategy to promote responsible and effective AI use in learning.