Attitude Towards Artificial Intelligence, Academic Motivation and Performance of Students

Abstract

This study examined the levels and relationships among attitude toward artificial intelligence (AI), academic motivation, and academic performance of Grade 6 students. Employing a quantitative descriptive-correlational research design, the study involved 175 Grade 6 learners enrolled in a local elementary school in the Negros Island Region, Philippines, during the School Year 2025–2026. Data were gathered using a researcher-developed questionnaire measuring students’ attitude toward AI and academic motivation, while academic performance was determined from their final general weighted averages. Descriptive statistics, including mean and standard deviation, and inferential statistics, specifically Spearman rank-order correlation were utilized to analyze the data. Results revealed that students demonstrated a high level of attitude toward AI and academic motivation, together with a very satisfactory level of academic performance. Attitude toward AI showed no significant relationship with academic performance, and academic motivation likewise exhibited no significant relationship with academic performance. The findings indicate that although students possessed favorable perceptions of AI and strong academic motivation, neither variable independently corresponded with their academic achievement. The study underscores the importance of implementing responsible AI integration and learner-support initiatives while addressing cognitive, instructional, and environmental factors that contribute to improved academic performance.