Preparedness of Secondary Public-School Students for AI Integrated Mathematics Education: Basis for an Intervention Plan

Abstract

Preparedness for AI Integrated Mathematics Education (AIIME) requires knowledge, skills, and attitudes. With regard to this, the study aimed to determine the level of preparedness of secondary public-school students for AIIME in a large-schools division in Central Philippines. In this quantitative, cross-sectional descriptive research, a total of 385 respondents were junior (STE) and senior (STEM) high school public-school students. Samples were drawn purposively from an unknown number of populations. A self-developed survey questionnaire was used to collect data by passing the test for validity and reliability. Ethical considerations were applied to data collection via Google Forms, and data were processed statistically using SPSS. In addition, descriptive and inferential statistical tools were utilized. As a result, findings showed no significant difference in the level of preparedness of public-school students for AIIME in the areas of knowledge and skills when grouped according to high school level, home location, sex, and average family monthly income. However, a significant difference exists in the domain of attitude when grouped according to sex. To conclude, overall preparedness was moderate. Last, to mitigate the weaknesses identified in knowledge, skills, and attitude, the study proposes a strategic intervention plan for DepEd’s systematic implementation.