Assessing the Attitudes Towards Artificial Intelligence (AI) and AI Motivational Value Beliefs on Students' Mathematics Performance

Artificial Intelligence (AI) is increasingly reshaping educational landscapes, yet its influence on student motivation and actual academic performance in developing country contexts remains less explored. This descriptive-correlational study assessed the relationship between Grade ten (10) students' attitudes and motivational value beliefs toward AI and their mathematics performance in a public secondary school in Loon, Bohol, Philippines, during the first quarter of School Year 2025–2026. Using a validated questionnaire, along with students' first-quarter mathematics grades, data from 81 respondents were analyzed via descriptive statistics and inferential statistics using Spearman's rho correlation coefficient. Results showed that students held positive cognitive and affective attitudes toward AI but exhibited negative behavioral attitudes, alongside uniformly high motivational value beliefs across all dimensions (expectancy, attainment, utility, intrinsic, and cost) with a grand mean of 2.77. Mathematics performance averaged 81.74 (Satisfactory level). While general AI attitudes did not significantly correlate with mathematics performance (rho = -0.160, p > 0.05), a significant weak negative correlation emerged between AI motivational value beliefs and mathematics achievement (rho = -0.278, p < 0.05), suggesting a possible trade-off in student focus where higher AI motivation is associated with slightly lower math performance. The study concludes that despite high AI motivation, students do not translate this into behavioral engagement or improved math performance, revealing a notable attitude-behavior gap. It is strongly recommended that the proposed AI and Mathematics Enrichment Plan be implemented to bridge this gap through integrated, hands-on learning experiences that connect AI motivation with tangible behavioral engagement and mathematics achievement.