Artificial Intelligence- assisted Instruction: Enhancing Tertiary Students’ Problem- solving Proficiency

This study examined the effect of artificial intelligence-assisted instruction (AI-AI) on tertiary students' problem-solving proficiency. Forty participants from Cotabato State University-College of Teacher Education were randomly selected for the experimental group (n=20) and the control group (n=20) within a quasi-experimental framework. The control group employed traditional teaching methods, whereas the experimental group underwent an AI-AI intervention. The AI-AI system facilitated constructivist learning and situated experiences through real-time assessment, adaptive challenges that mimic real-world scenarios. Furthermore, the intervention promoted self-regulated learning by encouraging metacognitive reflection and individualized feedback to enhance problem solving-proficiency. Statistical analysis revealed that both traditional and AI-AI are effective on improving tertiary students’ problem-solving proficiency. However, the results also indicated a significant difference in problem-solving proficiency between the control and experimental groups. The null hypothesis was consequently rejected, demonstrating that the AI-AI intervention substantially enhanced students' problem-solving proficiency. The findings illustrated the effectiveness of AI-driven instructional tools in improving learning outcomes and indicated how AI assists students in cultivating their cognitive abilities. The study's results provide insights into the effective integration of AI technology in educational environments and contribute to the growing body of literature on AI-enhanced learning.