PERFORMANCE OF STUDENTS IN SOCIAL STUDIES USING AI-BASED MODULE
DOI:
https://doi.org/10.55687/ste.v5i1.304Keywords:
AI-based module, Social Studies education, Artificial intelligence in educationAbstract
This study examined the effect of an AI-based module in teaching Social Studies. A quasi-experimental design was employed to compare the performance and attitudes of Grade 11 students enrolled in the Technical-Vocational-Livelihood program at Isabela School of Arts and Trades-Cabannungan Annex, Cabannungan 1st, City of Ilagan, Isabela, during the School Year 2025-2026. Respondents were selected through stratified purposive sampling based on their previous General Weighted Average to ensure comparability between the experimental and control groups. Both groups were administered pre-tests and post-tests to measure learning gains. Findings revealed that although both groups showed statistically significant improvement, the experimental group achieved a significantly higher mean gain than the control group, indicating that the AI-based module was more effective in enhancing students’ mastery of Social Studies competencies. Performance level analysis further showed that no student in the experimental group fell under the “Did Not Meet Expectations” category in the post-test, whereas a notable number of students in the control group remained at lower performance levels. Students’ attitudes and engagement toward the AI-based module were assessed using a Likert-scale survey, which yielded generally positive perceptions in terms of usefulness, conceptual understanding, and motivation. The researchers suggested that researchers may conduct further studies examining the AI-Assisted module’s effectiveness across other grade levels or subject areas to validate its broader applicability
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