“AI In Mathematics Education: Level of Awareness and Perceptions on the Usefulness of AI-Driven Learning Tools Among Grade 12 STEM Students”

Abstract

This study examined the awareness and perception of Artificial Intelligence (AI)-driven learning tools among Grade 12 STEM students in mathematics education. AI technologies, increasingly integrated into classrooms, offer personalized learning, immediate feedback, and adaptive instruction. Using a quantitative descriptive-correlational design, the study surveyed 63 STEM students from the only two secondary schools in Himamaylan City offering the STEM strand during Academic Year 2025–2026. A researcher-developed Likert-scale questionnaire measured students’ awareness of and perceptions toward AI-driven tools. Descriptive statistics, Mann-Whitney U tests, and Spearman’s rho correlation were employed for analysis. Findings revealed that students were highly aware of AI-driven learning tools (M = 4.19, SD = 0.54) and held an appreciative perception of their usefulness (M = 3.68, SD = 0.66). No significant differences in awareness or perception were found when classified by sex or socioeconomic status, suggesting equitable access to AI tools across demographic groups. The absence of SES-related disparities may be attributed to school-provided resources and inclusive technology policies. A moderate positive correlation (ρ = 0.424, p = .001) was found between awareness and perception, indicating that greater familiarity with AI is associated with more positive evaluations of its usefulness in mathematics learning. The results underscore the readiness of STEM students for AI integration, highlighting that access alone is insufficient—critical engagement, ethical understanding, and skillful application are essential for maximizing AI’s educational potential. These findings support the need for AI literacy programs embedded within curricula to promote informed, equitable, and effective adoption of AI technologies in secondary mathematics education.