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Introduction Research

The document discusses the integration of Artificial Intelligence (AI) in education, particularly in STEM subjects, highlighting its potential to enhance personalized learning and improve student engagement and performance. While studies show positive impacts of AI on academic outcomes, there is a lack of research focusing on senior high school students, creating a need to explore the relationship between AI use and academic achievement in this demographic. The research aims to provide empirical evidence on AI's influence in STEM education and address the conditions under which these effects occur.

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5 views2 pages

Introduction Research

The document discusses the integration of Artificial Intelligence (AI) in education, particularly in STEM subjects, highlighting its potential to enhance personalized learning and improve student engagement and performance. While studies show positive impacts of AI on academic outcomes, there is a lack of research focusing on senior high school students, creating a need to explore the relationship between AI use and academic achievement in this demographic. The research aims to provide empirical evidence on AI's influence in STEM education and address the conditions under which these effects occur.

Uploaded by

kathlenezulueta2399
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

CHAPTER 1

THE PROBLEM AND IT’S BACKGROUND

Introduction
The integration of Artificial Intelligence (AI) in education has become increasingly
significant, transforming how students learn and how educators facilitate
instruction. AI technologies—including intelligent tutoring systems, adaptive
learning platforms, and AI chatbots—have the potential to provide personalized
learning experiences, real-time feedback, and support for complex problem-solving,
particularly in Science, Technology, Engineering, and Mathematics (STEM) education
(Chen, Chen, & Lin, 2020). These tools offer opportunities for students to engage
with STEM content more interactively and efficiently, potentially enhancing their
academic achievement.
Recent studies indicate that AI-supported learning interventions can positively
impact students’ performance and engagement in STEM subjects. For instance,
Zawacki-Richter et al. (2019) highlight that AI applications in educational settings
often improve student learning outcomes by providing adaptive scaffolding and
facilitating individualized learning. Similarly, Scherer, Siddiq, and Tondeur (2020)
found that students’ engagement with AI technologies is associated with higher
achievement when usage aligns with structured learning strategies.
Despite these promising findings, research on AI’s effects in the context of senior
high school STEM education remains limited. Most studies focus on higher
education, leaving a gap in understanding how AI utilization influences the
academic performance of younger students who are at a critical stage of preparing
for tertiary education or careers in STEM fields (OECD, 2019). Additionally, the
frequency, purpose, and manner of AI use may vary widely among students,
suggesting that not all AI engagement results in improved academic outcomes
(York, Gibson, & Rankin, 2015).
Research shows that many AI applications in STEM contexts have been associated
with improved academic performance, increased engagement, and development of
higher-order cognitive skills such as analytical reasoning and critical thinking. For
example, systematic reviews of empirical studies report that most AI-supported
interventions lead to positive effects on students’ learning outcomes and
engagement in STEM subjects, although the magnitude of these effects varies with
context and implementation design (SpringerLink: The application of AI
technologies in STEM education: a systematic review from 2011 to 2021)
Given this context, it is crucial to examine the quantitative relationship
between AI utilization and academic achievement among senior high school
STEM students. Such an investigation can provide empirical evidence on whether
and how AI technologies contribute to academic success, guiding educators, school
administrators, and policymakers in the effective integration of AI tools in STEM
instruction. Likewise it is crucial to explore not just whether AI influences academic
achievement among STEM students, but how and under what conditions such
influences occur—considering both the potential benefits and the ethical, cognitive,
and instructional challenges that accompany AI adoption in educational settings.
This research seeks to illuminate these dynamics by examining existing evidence on
AI integration in STEM learning and its relationship with academic achievement.

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