The Influence of Artificial Intelligence Usage and Learner Autonomy on Learning Engagement among General Academic Strand Students
by Agsaullo, Rexil T., Albarillo, Rezzia A., Anna Marie O. Pelandas, Bucayong, James A., Cadano, Meraden A., Cañete, Princess Angel V., Carajay, Mark Jay D., Dublin, Jhe Ann M., Estepa, Sarah Jhean L., Exilisi, Precious Danna A., Hilot, Lovely Rose A., Jocel T. Labadan, Lallen, Estefanie P., Marquez, John Cyrus S., Marquez, Rodjan B., Rulona, Ronald M., Sumalig, Jimmy Jr. A, Tuazon, Ma. Jyoneth A.
Published: March 8, 2026 • DOI: 10.47772/IJRISS.2026.10200313
Abstract
This study examined how artificial intelligence (AI) usage and learner autonomy influence the learning engagement of General Academic Strand students at Lorenzo S. Sarmiento Sr. National High School. Using a quantitative-correlational design, the research measured levels of AI usage, learner autonomy, and learning engagement, and analyzed the relationships among these variables. Data were gathered from GAS students and analyzed using mean, Spearman Rho correlation, and multiple regression. Results showed high levels of AI usage in terms of functionality, availability, and complexity. Learner autonomy was also rated high in both personal and educational aspects. Likewise, learning engagement was high across behavioral, emotional, and cognitive dimensions. Significant relationships were found between AI usage and learning engagement, and between learner autonomy and learning engagement, leading to the rejection of the null hypotheses. Certain domains of AI usage and learner autonomy were identified as significant predictors of learning engagement. Overall, the findings suggest that combining AI tools with autonomy-supportive strategies can effectively enhance student engagement and academic performance.