Relationship Between Artificial Intelligence (AI) in Supporting Differentiated Learning for Patient-Students in School in Hospital (SIH)

Abstract

This study aims to identify the level of Artificial Intelligence (AI) usage in teaching at Schools in Hospitals (SiH), determine the level of effectiveness of differentiated learning, and analyze the relationship between both variables in the context of patient-students. The study employed a quantitative descriptive correlational design involving 48 SiH teachers selected through purposive sampling. Data were collected using a structured five-point Likert-scale questionnaire and analyzed using IBM SPSS Statistics. Descriptive analysis, the Shapiro–Wilk normality test, and Spearman’s correlation were conducted. The findings indicate that the level of AI usage (M = 2.91) and differentiated learning (M = 2.40) were at a moderate level. However, the correlation analysis revealed a significant and strong positive relationship between AI usage and differentiated learning (rₛ = 0.643, p < .05). The study concludes that AI has the potential to support a more flexible and adaptive implementation of differentiated learning in SiH. Future studies are recommended to examine the long-term effects of AI usage on the academic development and well-being of patient-students.