The Effects of AI Tools on the Academic Performance and Engagement of TVL Learners

Abstract

This study investigated the level of Artificial Intelligence (AI) exposure, its perceived effects on academic performance, learning engagement, and motivation, as well as the challenges and recommended strategies for AI integration among Technical-Vocational-Livelihood (TVL) Senior High School students. A mixed-methods research design was employed, involving 56 respondents selected using Slovin’s formula. Data were gathered through a structured questionnaire comprising quantitative items and open-ended questions. Descriptive statistics, including frequency, percentage, mean, and standard deviation, were used for quantitative analysis, while qualitative responses were thematically analyzed.
Results indicate that TVL students exhibit a moderate level of AI exposure, with frequent use of AI chatbots and writing assistants, but limited utilization of AI tools directly aligned with technical and vocational competencies, such as virtual laboratories and AI-assisted design applications. AI use was perceived to positively influence academic performance, particularly in task completion and conceptual understanding. However, students reported generally neutral perceptions regarding AI’s impact on learning engagement and motivation. Major challenges identified include limited internet connectivity, insufficient access to AI tools, lack of teacher guidance, and ethical concerns related to overreliance and academic integrity.
The study concludes that AI has significant potential to enhance TVL education, provided that adequate infrastructure, instructional support, and ethical guidelines are established.