Usage of AI Based ChatGPT, Students’ Self Efficacy and Engagement in Mathematics
Greatchen L. Medrano *
Holy Cross of Davao College, Davao City, 8000, Philippines.
Sheilla May S. Engi
Holy Cross of Davao College, Davao City, 8000, Philippines.
Carlito P. Yurango
Holy Cross of Davao College, Davao City, 8000, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This quantitative, descriptive-correlational study explores the relationship between the usage of AI-based ChatGPT and students’ self-efficacy and engagement in mathematics learning at Mt. Apo National High School. Standardized and validated survey instruments measured students’ perceived usage of ChatGPT, mathematical self-efficacy, and engagement levels. The results demonstrated a stronger association between ChatGPT usage and students’ self-efficacy (r = 0.542, R² = 29.4%) compared to engagement (r = 0.332, R² = 11%), suggesting that the tool is more effective in enhancing learners’ confidence in performing mathematical tasks. Among the measured indicators, "Vicarious Experiences" (M = 3.99) and "Cognitive Engagement" (M = 3.90) received the highest mean scores, reflecting ChatGPT’s capacity to support cognitive aspects of learning. Based on these findings, the study concludes that ChatGPT serves as an effective supplementary aid in mathematics education, significantly enhancing students’ self-efficacy and engagement, and supporting its potential integration into technology-enhanced learning environments.
Keywords: AI (Artificial Intelligence), self-efficacy, engagement, mathematics