Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 38 no. 4 (2025)

Effectiveness of AI-Assisted Instruction, Conventional Teaching, and Students’ Academic Performance in Science Education

Genna Maro Dapiroc

Discipline: Education

 

Abstract:

The science curriculum in the Philippines aims to promote lifelong experience among the students and equip them with the proper knowledge, skills, and values. This research assessed the effectiveness of AI-assisted instruction, conventional teaching, and students' academic performance in science education. AI-assisted instruction engages the students during discussion and helps them understand the lesson. The study participants were two intact blocks of first-year nursing students from Christ the King College. Using a quasi-experimental design, one block was introduced to AI-assisted instruction, and the other section was exposed to Conventional Teaching Instruction. Pretest and posttest were administered to both groups using standardized tests for performance. Findings revealed that there was no significant difference between the two modes of instruction. It highlighted the inconsistencies in student understanding of scientific concepts, with traditional teaching methods potentially limiting engagement, critical thinking, and hands-on learning. Differences in student performance between AI and conventional students are closely related to disparities in each group's accessibility to resources, especially access to the Internet. Educational institutions must invest in better digital infrastructure with reliable Wi-Fi and devices that ensure student access and maximize AI-assisted instructional opportunities.



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