AI Chatbots on Students Acquisition of Home Economics Skills in Secondary Schools in Solano, Nueva Vizcaya
DOI:
https://doi.org/10.65339/ijsair.V2.I2.261Keywords:
AI chatbot integration, Home Economics education, learning outcomes, rural education, student perceptions, teacher perceptions, TPACK frameworkAbstract
This study investigates the integration of AI chatbots in Home Economics instruction in secondary schools, focusing on teaching practices, student perceptions, and learning outcomes within a rural Philippine context. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and an Input-Process-Output model, the research examines how AI chatbot integration influences skill acquisition and instructional effectiveness. A descriptive-comparative research design was employed, involving approximately 30–50 teachers and 200–300 students from public secondary schools in Solano, Nueva Vizcaya. Data were collected through validated survey questionnaires, perception scales, and performance-based assessments, and analyzed using descriptive and inferential statistics, including independent samples t-tests and non-parametric equivalents. Findings reveal increased student engagement and frequency of AI chatbot use, while teacher integration remained limited. Both teachers and students demonstrated improved perceptions after exposure, with students consistently showing high acceptance. Learning outcomes improved in both groups; however, students exposed to AI chatbot-supported instruction achieved significantly higher gains and more consistent performance, with a large effect size. Challenges identified include issues in information accuracy, internet connectivity, teacher readiness, cognitive overload, and academic integrity. Despite these constraints, AI chatbot integration proved effective in enhancing learning outcomes when complemented with appropriate pedagogical strategies. The study concludes that AI chatbots are valuable supplementary tools in Home Economics education, supporting personalized learning and instructional improvement. It recommends strengthening teacher training, infrastructure, and institutional policies to ensure effective and ethical implementation. This study aligns with SDG 4 (Quality Education) by promoting innovative, technology-enhanced learning, and SDG 9 (Industry, Innovation and Infrastructure) through the integration of emerging technologies in education. Its sustainability impact lies in improving educational practices, enhancing digital competencies, and supporting equitable access to quality instruction in rural contexts.
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