ASSESSING THE ROLE OF ARTIFICIAL INTELLIGENCE AS A TOOL FOR ENHANCING LEARNING OUTCOMES AT MINDANAO STATE UNIVERSITY-SULU: TEACHERS’ PERSPECTIVES

Mark Joniel Mabazza; Masnona Asiri

doi:10.62596/q7bew210

Authors

Mark Joniel A. Mabazza School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/q7bew210

Keywords:

Artificial Intelligence, Learning outcome, Technology Acceptance Model, Learning challenges, AI-Integrated Instruction

Abstract

This study used a descriptive-correlational approach with 100 teachers to assess how artificial intelligence (AI) affected learning outcomes at Mindanao State University-Sulu. Numerous statistical techniques, such as frequency, percentage scores, and correlations, were used to analyze the data. While taking into account demographic factors like age, gender, civil status, tenure, and educational qualifications, the study concentrated on AI's role in teaching practices, improving learning outcomes, and overcoming educational challenges. The demographic analysis showed that the majority of respondents were under 30 years old, mostly female, single, had less than five years of service, and held master's degrees. Teachers' opinions of AI were largely favorable, with ratings that leaned toward "Agree" and "Undecided" when it came to how well it improved learning outcomes in all of the areas under investigation. A significant positive correlation was found between AI's role in addressing learning challenges and improving learning outcomes, while the correlation between teaching practices and overall contributions to learning outcomes was found to be moderate to weak. However, there were no significant differences in perceptions based on demographic categories, although teachers with 11–15 years of experience had a more positive view of AI in teaching practices. These results show that faculty members strongly acknowledge the advantages of AI, which is consistent with the Technology Acceptance Model (TAM). However, a low correlation indicated deficiencies in the TPACK framework's technical pedagogical understanding. The study's conclusion emphasizes how crucial it is to include AI into teaching in order to help students develop critical 21st-century abilities.

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