Artificial Intelligence Usage and Its Impact on the Problem-Solving Behavior of Grade 11 Mathematics Students

This study examined the relationship between artificial intelligence (AI) usage and the problem-solving behavior of Grade 11 students in mathematics at Bukidnon National School of Home Industries. Specifically, it determined the level of AI usage in terms of reading, writing, and numeracy, and described students’ problem-solving behavior in terms of self-confidence, effort, and procedures followed in solving mathematical problems. The study employed a descriptive-correlational research design to investigate the association between the two variables.
Data were collected from 200 Grade 11 students selected through proportional stratified random sampling. The respondents were drawn from the Academic and Technical-Vocational-Livelihood (TVL) strands. The AI usage questionnaire was adapted from Capinding (2024), while the problem-solving behavior instrument was adapted from Bayarcal and Tan (2023). Descriptive statistics such as mean and standard deviation were used to determine the levels of AI usage and problem-solving behavior, while the Pearson Product-Moment Correlation Coefficient was used to determine the relationship between the variables.
The results revealed that students demonstrated a moderate level of AI usage in reading (M = 3.34), writing (M = 3.25), and numeracy (M = 3.22), indicating that AI is commonly used to assist in understanding mathematical texts, improving written explanations, and verifying solutions. Findings also showed that AI tools are often used as supportive learning aids rather than complete substitutes for solving mathematical tasks. Furthermore, the correlation analysis revealed a very weak negative relationship between AI usage and students’ problem-solving behavior, suggesting that increased reliance on AI tools may slightly reduce students’ independent engagement in mathematical problem-solving processes.
Overall, the findings highlight the growing role of AI technologies in mathematics learning. While AI tools provide instructional support and improve efficiency in completing academic tasks, excessive reliance on them may limit opportunities for students to develop independent reasoning and critical thinking skills. The study recommends that educators guide students in the responsible and balanced use of AI to enhance learning without compromising the development of essential problem-solving abilities.

Artificial Intelligence, Problem-Solving Behavior

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