Shaneille Samuels^1,, Kimberley Haye¹, Denneil Cunningham¹, Nicole Jacobs¹, Tanielle Stephens¹, Shalamara Waldron¹, Althia McKay¹, Odeisha Clunie¹, Matthew Bartlett¹, Orinthia Fisher-Howe¹, Corey Williamson¹, Toney-Ann Richards¹, Monique McFarlane¹, Saskia Bryan¹, Moesha Gonzales¹, Rohan Cobourne¹, Okhema Francis¹, Kereisha Johnson-Clayton¹

In an era where education is evolving and being reshaped by technology, it becomes increasingly important to understand artificial intelligence (AI) and online learning, particularly in terms of their impact on students’ academic outcomes. This study aimed to investigate the effects of online learning and AI tools on the academic engagement and performance of Jamaican secondary school students, particularly in the post-COVID-19 environment. The study employed a mixed-methods approach leveraging the convergent parallel research design, where data were gathered from 510 participants using questionnaires and interviews. The findings reported that approximately 75% of the students had consistent internet connectivity, and 94% owned devices for virtual classes. However, many students reported challenges, such as household distractions and insufficient support, in completing their subjects online. Nonetheless, they were eventually able to benefit from AI tools such as ChatGPT and Khan Academy for comprehending different subject areas and for academic improvement. The results indicated that students have become more reliant on technology in education, emphasizing the need to bridge the digital divide and benefit from personalized learning opportunities. These insights point to policy and classroom practices, where AI can be integrated in a structured manner in the teaching and learning process across Jamaica.

artificial intelligence (AI), online learning, high school students, academic outcomes