Perceived AI – Tools Proficiency and Skill among Higher Education Science Major Students

Rene K. Abejaron Jr^1,

¹Teacher Education Program, St. Rita’s College of Balingasag, Inc., Misamis Oriental, Philippines

Cite this paper:
Rene K. Abejaron Jr. Perceived AI – Tools Proficiency and Skill among Higher Education Science Major Students. American Journal of Educational Research. 2025; 13(9):438-444. doi: 10.12691/education-13-9-4

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 2024–2025 academic year. Data were collected using a 30-item Synthetic Index of Use of Artificial Intelligence Tools (pilot Cronbach’s α = .96–.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 (≈ 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.

Keywords:
AI tools ChatGPT AI proficiency higher education student perceptions science major students

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Freeman, J. (2025b, July 28). Student Generative AI Survey 2025 - HEPI. HEPI. https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/.
[2]	Salamin, A. D., Russo, D., & Rueger, D. (2023). ChatGPT, an excellent liar how conversational agent hallucinations impact learning and teaching. In Proceedings of the 7th International Conference on Teaching, Learning and Education.
[3]	Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education sciences, 13(9), 856.
[4]	Alifah, N., & Hidayat, A. R. (2025). Effectiveness of Artificial Intelligence-Based Learning Analytics Tool in Supporting Personalized Learning in Higher Education. Jurnal Pendidikan Progresif, 15(1), 74-84.
[5]	Matere, A. (2024). Effectiveness of artificial intelligence tools in teaching and learning in higher education institutions in Kenya. Journal of the Kenya National Commission for UNESCO, 5(1).
[6]	Msambwa, M. M., Wen, Z., & Daniel, K. (2025). The impact of AI on the personal and collaborative learning environments in higher education. European Journal of Education, 60(1), e12909.
[7]	Al-Moghrabi, K. G., & Al-Ghonmein, A. M. (2024). The role of chat generative pre-trained transformer in facilitating decision-making and the e-learning process in higher education. Bulletin of Electrical Engineering and Informatics, 13(3), 2058-2066.
[8]	Sok, S., & Heng, K. (2024). Opportunities, challenges, and strategies for using ChatGPT in higher education: A literature review. Journal of Digital Educational Technology, 4(1), ep2401.
[9]	Chukwuere, J. E. (2024). The use of ChatGPT in higher education: The advantages and disadvantages. arXiv preprint arXiv: 2403.19245.
[10]	Grájeda, A., Burgos, J., Córdova, P., & Sanjinés, A. (2024). Assessing student-perceived impact of using artificial intelligence tools: Construction of a synthetic index of application in higher education. Cogent Education, 11(1), 2287917.
[11]	Zhou, X., Zhang, J., & Chan, C. (2024). Unveiling students' experiences and perceptions of artificial intelligence usage in higher education. Journal of University Teaching and Learning Practice, 21(6), 126-145.
[12]	Sain, Z. H., Lawal, U. S., Thelma, C. C., & Aziz, A. L. (2024). Exploring the Role of Artificial Intelligence in Enhancing Student Motivation and Cognitive Development in Higher Education. TechComp Innovations: Journal of Computer Science and Technology, 1(2), 59-67.
[13]	Bećirović, S., Polz, E., & Tinkel, I. (2025). Exploring students’ AI literacy and its effects on their AI output quality, self-efficacy, and academic performance. Smart Learning Environments, 12(1), 29.
[14]	Fakhar, H., Lamrabet, M., Echantoufi, N., El Khattabi, K., & Ajana, L. (2024). Artificial intelligence from teachers’ perspectives and understanding: Moroccan study. International Journal of Information and Education Technology, 14(6), 856-864.
[15]	Fidan, M. TEACHING PROFESSION IN THE AGE OF ARTIFICIAL INTELLIGENCE: THE HAPPY TEACHER AND SELF-EFFICACY. EUropean Journal of Managerial Research (EUJMR), 9(16), 23-41.
[16]	Hava, K., & Babayiğit, Ö. (2025). Exploring the relationship between teachers’ competencies in AI-TPACK and digital proficiency. Education and information technologies, 30(3), 3491-3508.
[17]	Muttaqin, I. (2022). Necessary to increase teacher competency in facing the artificial intelligence era. Al-Hayat: Journal of Islamic Education, 6(2), 549-559.
[18]	Jaiswal, K., Kuzminykh, I., & Modgil, S. (2025). Understanding the skills gap between higher education and industry in the UK in artificial intelligence sector. Industry and Higher Education, 39(2), 234-246.
[19]	Aggarwal, R., & Ranganathan, P. (2019). Study designs: Part 2–descriptive studies. Perspectives in clinical research, 10(1), 34-36.
[20]	Kandlhofer, M., Steinbauer, G., Hirschmugl-Gaisch, S., & Huber, P. (2016, October). Artificial intelligence and computer science in education: From kindergarten to university. In 2016 IEEE frontiers in education conference (FIE) (pp. 1-9). IEEE.
[21]	Nguyen, A., Hong, Y., Dang, B., & Huang, X. (2024). Human-AI collaboration patterns in AI-assisted academic writing. Studies in Higher Education, 49(5), 847-864.
[22]	Rahioui, F., Jouti, M. A. T., & El Ghzaoui, M. (2024). Exploring Complex Biological Processes through Artificial Intelligence. Journal of Educators Online, 21(2), n2.
[23]	Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development.
[24]	Corbeil, J. R., & Corbeil, M. E. Teaching and Learning in the Age of Generative AI. (2025).
[25]	Tan, L. Y., Hu, S., Yeo, D. J., & Cheong, K. H. (2025). Artificial Intelligence-Enabled Adaptive Learning Platforms: A Review. Computers and Education: Artificial Intelligence, 100429.
[26]	Ryzheva, N., Nefodov, D., Romanyuk, S., Marynchenko, H., & Kudla, M. (2024). Artificial Intelligence in higher education: opportunities and challenges. Amazonia Investiga, 13(73), 284-296.
[27]	Zouhaier, S. (2023). The impact of artificial intelligence on higher education: An empirical study. European Journal of Educational Sciences, 10(1), 17-33.