The Impact of AI (Artificial Intelligence) Math Tutoring Applications on Student Learning Engagement and Academic Performance in Mathematics

Abstract

This study investigated the relationship between students’ learning engagement and their academic performance in mathematics, particularly in the context of using AI-based math tutoring applications. Using a descriptive-correlational design, data were gathered from 173 senior high school students enrolled in the STEM strand. Results revealed high levels of behavioral, cognitive, and emotional engagement, with behavioral engagement obtaining the highest mean. However, academic performance was concentrated in the satisfactory and fairly satisfactory ranges. Spearman’s rho correlation analysis showed a very weak and statistically insignificant relationship with ρ=0.048 and p=0.531 between learning engagement and academic math performance. These findings suggest that while AI tools may support engagement, they do not directly translate to improved academic outcomes. The study highlights the need for more holistic integration of AI technologies, combining personalized features with teacher guidance, to enhance both engagement and achievement. Further research is recommended to explore mediating factors such as self-efficacy and learning strategies.