Performance of Science Students in Scientific Process Skills Interfaced with Artificial Intelligence Tools

Abstract

The study entitled Performance of Science Students in Scientific Process Skills Interfaced with Artificial Intelligence Tools investigated the effectiveness of AI-Interfaced Practical Science learning in enhancing the scientific process skills of Grade 11 STEM at St. Mary’s High School of Pidigan Abra, Inc. Utilizing a Pre-Experimental One Group Pretest-Posttest Design. There is a change in the students' proficiency in the scientific process skills, which were classifying, measuring, predicting, interpreting data, and formulating hypotheses, after a six-week intervention. The AI tools that were incorporated and integrated were Gemini for brainstorming and summarizing, Canva for Education for the interactive instruction in class, and Quizziz for the interactive quiz. Before the researcher integrate the intervention, the students demonstrated a "Fairly Satisfactory" level of performance (Mean=76.42) that shows difficulty on the higher order thinking skills which is the predicting and interpreting. After the AI intervention, the performance of the students improved to “Outstanding” level (mean=90.38).  The scientific process skill that showed the most enhancement was the interpreting, followed by the predicting and communicating with a size ranging from 11.36 to 17.66.

The result of the correlation analysis indicates that the students’ AI literacy, with a mean of 3.48, did not significantly influence their post-intervention, with r=0.262, indicating that the instructional design was inclusive and effective regardless of the students’ prior knowledge of AI. The study concluded that interfacing practical science learning with AI tools can be helpful, though it can also contribute to a gap between abstract theory and scientific inquiry.