Artificial Intelligence-Assisted Learning and Mathematics Achievement of Learners

This study investigated the relationship between Artificial Intelligence (AI) - assisted learning intensity and mathematics achievement of Grade 10 learners in one of the public secondary schools in Negros Occidental during the school year 2026-2027. A quantitative, descriptive correlational design was employed involving 286 learners selected through simple random sampling technique. Data were gathered using a validated 25-item AI-Assisted Learning Intensity Scale and the learners’ official Mathematics General Weighted Average (GWA) during the school year 2025-2026. Results showed a moderate level of AI-assisted learning intensity while mathematics achievement was rated outstanding. No significant relationship was found between AI-assisted learning intensity and mathematics achievement. The findings suggest that AI can support learning; however, mathematics achievement is also influenced by factors such as learner engagement, instructional quality, and effective study habits, which warrant further investigation.

Education

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