AISLE - Artificial Intelligence in Senior High Learning Environments: Assessing Student Engagement and Academic Performance

This action research, entitled AISLE (Artificial Intelligence in Senior High Learning Environments: Assessing Student Engagement and Academic Performance), investigates the extent to which the integration of Artificial Intelligence (AI) tools influences the academic engagement and scholastic performance of Grade 12 students at Pedro N. Roa Sr. High School during School Year 2025–2026. The study is anchored on the growing recognition that AI technologies — including generative AI assistants, adaptive learning platforms, and intelligent tutoring systems — are reshaping contemporary educational ecosystems, yet empirical evidence in Philippine Senior High School contexts remains scarce. A mixed-methods research design was employed, combining quantitative survey instruments and performance-based assessments with qualitative data gathered through focus group discussions and classroom observations. The respondents consisted of 208 Grade 12 students (114 males and 94 females), selected through stratified random sampling across all Senior High School tracks. Data were gathered using the Student AI Engagement Scale (SAES), a researcher-adapted instrument validated for local context, alongside official quarterly academic records and teacher observation protocols. Descriptive and inferential statistical analyses — including Pearson-r correlation, paired t-tests, and ANOVA — were employed to analyze quantitative data. Thematic analysis was used for qualitative findings. Results revealed a statistically significant positive relationship between student AI tool usage frequency and academic performance (r = 0.61, p < 0.01). Students who regularly used AI tools in study routines showed a mean academic performance improvement of 8.4 percentage points compared to non-users. Engagement scores were notably higher among female students (M = 4.12, SD = 0.48) compared to male counterparts (M = 3.87, SD = 0.52), though both groups demonstrated meaningful gains. Thematic analysis surfaced three dominant patterns: increased learner confidence, enhanced research and critical thinking skills, and occasional over-reliance on AI-generated content. Based on these findings, the study recommends the institutionalization of a school-wide AI Literacy Program, the development of AI-integrated instructional modules across SHS tracks, and the establishment of clear ethical guidelines governing AI use in academic work.