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

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.

artificial intelligence, AI utilization, learning performance, junior high school learners

1. Alfarwan, A. A. A. (2025). Generative AI use in K–12 education: A systematic review. Frontiers in Education, 10, 1647573. https://doi.org/10.3389/feduc.2025.1647573 [Google Scholar] [Crossref]

2. Al-Kadi, A., & Ali, J. K. M. (2024). A holistic approach to ChatGPT, Gemini, and Copilot in English learning and teaching. Language Teaching Research Quarterly, 43, 155–166. [Google Scholar] [Crossref]

3. https://doi.org/10.32038/ltrq.2024.43.09 [Google Scholar] [Crossref]

4. Arcondé, M. G., & Capuno, R. R. (2023). Enhancing critical thinking through inquiry-based learning: Evidence from Philippine junior high school students. Asia Pacific Journal of Education, 43(4), 612–627. [Google Scholar] [Crossref]

5. Boligao, J. T., & Naparota, L. C. (2025). The role of demographic profile in shaping self-esteem of junior high school students in Araling Panlipunan. International Journal of English Literature and Social Sciences, 10(4). https://doi.org/10.22161/ijels.104.91 [Google Scholar] [Crossref]

6. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge. Retrieved from https://tinyurl.com/354vmk8e [Google Scholar] [Crossref]

7. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. [Google Scholar] [Crossref]

8. Deng, R., Jiang, M., Yu, X., Lu, Y., & Liu, S. (2025). Does ChatGPT enhance student learning? A systematic review and meta-analysis of experimental studies. Computers & Education, 227, 105224. https://doi.org/10.1016/j.compedu.2024.105224 [Google Scholar] [Crossref]

9. Espartinez, A. S. (2024). Exploring student and teacher perceptions of ChatGPT use in higher education: A Q-methodology study. Computers and Education: Artificial Intelligence, 7, 100264. https://doi.org/10.1016/j.caeai.2024.100264 [Google Scholar] [Crossref]

10. Estrada, P. A., Cruz, M. L., & Ocampo, J. R. (2021). Student engagement and academic performance in technology-supported learning environments. Philippine Social Science Journal, 4(3), 45–55. [Google Scholar] [Crossref]

11. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2019). How to design and evaluate research in education (10th ed.). McGraw-Hill Education. Retrieved from https://tinyurl.com/mtnkn435 [Google Scholar] [Crossref]

12. Fulgencio, P. J., & Marcia, A. (2025). Level of use of technology learning tools and learning outcomes among junior and senior high school learners. Psychology and Education: A Multidisciplinary Journal, 47(7). Retrieved from https://www.ejournals.ph/article.php?id=32007 [Google Scholar] [Crossref]

13. Global Education Monitoring Report Team. (2023). Technology in education: A tool on whose terms? UNESCO. Retrieved from https://tinyurl.com/37e7uf8n [Google Scholar] [Crossref]

14. Hasanein, A. M., & Sobaih, A. E. E. (2023). Drivers and consequences of chatgpt use in higher education: Key stakeholder perspectives. European Journal of Investigation in Health, Psychology and Education, 13(11), 2599–2614. https://doi.org/10.3390/ejihpe13110181 [Google Scholar] [Crossref]

15. Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign. [Google Scholar] [Crossref]

16. Hussain, B., Aslam, S., & Imran, A. (2025). Manufacturing beauty: How AI and social media are redefining aesthetic norms in emerging digital cultures. Acta Psychologica, 260, 105734. [Google Scholar] [Crossref]

17. https://doi.org/10.1016/j.actpsy.2025.105734 [Google Scholar] [Crossref]

18. Illinois Education Report. (2024, October 24). AI in schools: Pros and cons. University of Illinois. [Google Scholar] [Crossref]

19. Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson Education. https://discovery.ucl.ac.uk/id/eprint/1475756/ [Google Scholar] [Crossref]

20. Marín, Y. R., Alva Tuesta, J. N., & Chávez Santos, R. (2025). Ethical challenges associated with the use of artificial intelligence in university education. Journal of Academic Ethics. [Google Scholar] [Crossref]

21. https://doi.org/10.1007/s10805-025-09660-w [Google Scholar] [Crossref]

22. Martinez, A. L. S. (2025, June 12). More Filipino students now using AI for learning. Business World. Retrieved from https://tinyurl.com/jrpdc6yy [Google Scholar] [Crossref]

23. Masri-Zada, T., Martirosyan, S., Abdou, A., Barbar, R., Kades, S., Makki, H., Haley, G., & Agrawal, D. K. (2025). The impact of social media & technology on child and adolescent mental health. Journal of Psychiatry and Psychiatric Disorders, 9(2), 111–130. https://doi.org/10.26502/jppd.2572-519X0242 [Google Scholar] [Crossref]

24. Panadero, E. (2022). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 13, 829310. Retrieved from https://tinyurl.com/569kzedr [Google Scholar] [Crossref]

25. Polit, D. F., & Beck, C. T. (2006). The content validity index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497. [Google Scholar] [Crossref]

26. https://doi.org/10.1002/nur.20147 [Google Scholar] [Crossref]

27. Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., & Sarker, Y. (2022). Gender differences in information and communication technology use and skills: A systematic review and meta-analysis. Education and Information Technologies, 27(3), 4225–4258. [Google Scholar] [Crossref]

28. https://doi.org/10.1007/s10639-021-10775-x [Google Scholar] [Crossref]

29. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832 [Google Scholar] [Crossref]

30. Torres, M. P., Santos, M. J., & Abad, R. P. (2021). Academic productivity and performance among Filipino secondary learners: Implications for student support systems. International Journal of Educational Research Review, 6(4), 356–364. [Google Scholar] [Crossref]

31. UNESCO. (2023). Technology in education: A tool on whose terms? Global Education Monitoring Report. Retrieved from https://tinyurl.com/3x2sk2n4 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study