Get started
Work

AI Literacy and Science Self-Efficacy as Predictors of Senior High School Students’ Perceived Scientific Research Skills

Year: 2026
Type: article
Abstract: The increasing use of artificial intelligence (AI) in education underscores the need to understand how AI literacy and science self-efficacy relate to students' research capabilities. This study examined senior high school students' perceived levels of AI literacy, science self-efficacy, and scientific research skills in Lupon West District, Davao Oriental, Philippines. It aimed to assess whether AI literacy and science self-efficacy uniquely predict scientific research skills. The study employed a cross-sectional predictive-correlational design, involving 261 Grade 12 students selected through proportionate stratified random sampling, with simple random selection within each school. Data were collected using paper-and-pencil questionnaires comprising three adapted instruments. Students reported moderate AI literacy (M = 3.22, SD = 0.65) and science self-efficacy (M = 3.39, SD = 0.71), but high perceived scientific research skills (M = 3.53, SD = 0.70). AI literacy was positively correlated with perceived scientific research skills, r(259) = .623, p < .001, as was science self-efficacy, r(259) = .79, p < .001. The regression model was significant, F(2, 258) = 224.66, p < .001, explaining 63.5% of the variance in perceived scientific research skills. AI literacy (B = 0.19, β = .17, p < .001) and science self-efficacy (B = 0.67, β = .67, p < .001) each made significant unique statistical contributions, with science self-efficacy having the larger standardized coefficient. These findings may inform research instruction by integrating responsible AI use and creating opportunities to enhance students’ confidence in science.
DOI: 10.59120/drj.v17i4.647
Language: English
Subfield: Education
Open Access status: diamond
OpenAlex ID: W7225737422
FWCI:
Cites:
Cited by:
Related to: