Artificial Intelligence (AI) utilization as a mediator between students’ study attitude and mathematics achievement

Abstract

Artificial Intelligence (AI) integration in education has sparked interest in its effect on student learning. This study examined AI utilization as a mediator in the relationship between students’ study attitude and mathematics achievement, involving 323 BSED Mathematics students across four campuses of Davao de Oro State College, of whom 195 were identified as AI users. A quantitative, descriptive-correlational design was employed, with data collected through stratified random sampling. An adapted questionnaire measured study attitude (17 items) and AI utilization (25 items), while mathematics grades from the first semester of the academic year 2024–2025 served as indicators of academic performance. Statistical analyses included mean, standard deviation, Pearson correlation, and Sobel’s Test. Findings revealed that students generally demonstrated high levels of study attitude, whereas AI utilization was moderate. Mathematics achievement was classified as very satisfactory. Despite these positive indicators, the relationship between AI utilization and mathematics achievement was weak and non-significant, and mediation analysis showed no significant mediating effect of AI utilization. In conclusion, the study indicates that although students exhibited strong study attitudes and satisfactory mathematics performance, AI utilization did not significantly influence achievement or mediate the relationship between study attitude and performance. This suggests that students’ learning attitudes remain more influential than AI use, while AI tools function primarily as supplementary support. Strengthening students’ study habits and attitudes should remain a priority in enhancing learning outcomes. Further research is recommended to determine the conditions under which AI may more effectively contribute to academic performance and inform broader educational strategies.