IMPACT OF AI-DRIVEN LEARNING PLATFORMS ON THE ACADEMIC ENGAGEMENT AND ACHIEVEMENT OF BUSINESS ADMINISTRATION STUDENTS AT CAVITE STATE UNIVERSITY-TANZA CAMPUS

Authors: Josiah Abraham C. Daganzo, Princess Irish A. Jardin, Clarisse A. Azogue, Rain Ives I. Bush, Genilyn C. Tizon & Ritch M. Banate

ABSTRACT

This study examined the impact of AI-driven learning platforms on academic engagement and achievement among Business Administration students at Cavite State University-Tanza Campus. It contributes to the body of knowledge on how AI-powered learning platforms influence academic engagement, achievement, learning environment quality, and overall educational effectiveness. The researcher employed a quantitative research method, collecting data through a structured survey. A total of 200 Business Administration students participated, chosen to represent a cross-section of the student population, ensuring that the results reflected a broad range of opinions and experiences regarding AI-driven learning platforms. To gain a comprehensive understanding of the demographic background, the survey included questions on age, gender, academic year, and prior experience with technology and online learning. The data was analyzed using statistical tools, including standard deviation, weighted mean, frequency, and percentage. The findings indicated that students recognize the value of these platforms in enhancing their academic engagement and performance. The majority of students strongly believe that these platforms enrich their educational experience by providing personalized content and immediate feedback, which foster greater motivation and active participation. Additionally, the data highlighted the platforms’ ability to adapt to individual learning needs and offer real-time support, leading to more effective learning outcomes. However, while the platforms are seen as effective in motivating students and improving engagement, there is still room for improvement, particularly in fostering higher-order thinking skills such as critical thinking. Further development of AI algorithms to accommodate a broader range of learning styles and needs could enhance the overall effectiveness of these platforms. Furthermore, AI-driven platforms should be integrated with traditional teaching methods to provide a more balanced and holistic learning experience, ensuring that students benefit from both personalized and conventional educational approaches.

Keywords: Academic engagement, Academic achievement, AI-driven learning platforms, learning experience, teaching techniques

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