Use of AI-Based Learning Tools and Academic Performance of Senior High School Students

Abstract

The rapid advancement of artificial intelligence (AI) technologies has created new opportunities to enhance learning processes in educational settings. AI-based tools, including chatbots, grammar checkers, and generative platforms, are increasingly utilized by students to support academic tasks such as writing, research, and problem-solving. However, empirical evidence on how AI usage influences academic performance remains limited, particularly among Senior High School students in the Philippine context. This study examined the relationship between AI-based learning tool usage and academic performance among 55 General Academic Strand (GAS) students at Union National High School using a descriptive–correlational quantitative design. Data were collected through a self-constructed survey questionnaire and analyzed using frequency, percentage, weighted mean, and Pearson correlation. Findings revealed that students frequently use AI tools to understand complex lessons, enhance written outputs, and manage academic tasks. Additionally, students demonstrated generally positive academic performance, especially in written work and timely submissions. A significant moderate positive correlation (r = 0.612, p < 0.001) was identified between AI usage and academic performance, indicating that purposeful use of AI tools is associated with improved academic outcomes. These results suggest that AI technologies can serve as effective supplementary learning resources when used responsibly.