@article{education20251394,
author={Jr, Rene K. Abejaron},
title={Perceived AI ¨C Tools Proficiency and Skill among Higher Education Science Major Students},
journal={American Journal of Educational Research},
volume={13},
number={9},
pages={438--444},
year={2025},
url={https://pubs.sciepub.com/education/13/9/4},
issn={2327-6150},
abstract={This study examined undergraduate science majors¡¯ perceptions of AI tools (including ChatGPT), their own AI proficiency, and instructors¡¯ AI proficiency at St. Rita¡¯s College of Balingasag during the 2024¨C2025 academic year. Data were collected using a 30-item Synthetic Index of Use of Artificial Intelligence Tools (pilot Cronbach¡¯s ¦Á = .96¨C.98) and summarized with descriptive statistics. Students perceived AI tools as effective for comprehension (M = 3.19), problem solving (M = 3.16), and productivity (M = 3.06), but less effective for creativity (M = 2.80) and broader educational enhancement (M = 2.87). Self-rated proficiency was proficient for prompt formulation (M = 3.03) and basic problem solving (M = 2.87), but developing for advanced features (¡Ö M = 2.68) and higher-order tasks such as evaluating AI outputs (M = 2.74) and applying AI feedback (M = 2.80). Students also perceived instructors¡¯ integration of AI tools as limited. These findings indicate practical benefits alongside gaps in creativity, advanced student skills, and faculty implementation. Recommendations include scaffolded, discipline-specific AI training, sustained faculty development, and clear ethical use policies.},
doi={10.12691/education-13-9-4}
publisher={Science and Education Publishing}
}