Artificial Intelligence Utilization and Perceived Academic Performance Among Junior High School Students

This quantitative descriptive-correlational study examined artificial intelligence (AI) utilization, perceived academic performance, and challenges among 100 purposively selected Grades 7–10 students at Dasmariñas East Integrated High School, Cavite, Philippines, during School Year 2026–2027. A researcher-made questionnaire assessed four AI utilization dimensions, four perceived performance dimensions, and three challenge dimensions. Frequency, percentage, mean, standard deviation, independent-samples t-tests, one-way analysis of variance, and Pearson correlations were used. AI utilization was moderate across familiarity, purpose, tool diversity, and access. Students agreed that AI supported task completion efficiency (M = 2.69), output quality (M = 2.69), lesson understanding (M = 2.73), and academic confidence (M = 2.53). Information accuracy and evaluation skills presented moderate challenges, whereas internet access presented challenges to a lesser extent. All utilization dimensions correlated positively with perceived performance (r = .589–.701, p < .001). Performance ratings did not differ significantly across the reported profile comparisons. Associations involving challenges varied by dimension. The findings informed a proposed six-stage Self-Regulated Artificial Intelligence Utilization Framework emphasizing learning goals, purposeful use, monitoring, guided application, self-assessment, and reflection. The results support guided, responsible AI utilization while remaining limited to self-reported associations within one school.