The Influence of AI-Powered Tutoring Systems on Students’ Academic Confidence and Persistence
DOI:
https://doi.org/10.47067/ramss.v8i4.585Keywords:
Artificial Intelligence in Education, AI-Powered Tutoring Systems, Academic Confidence, Academic Persistence, Intelligent Tutoring Systems, Student Motivation, Higher Education, Technology-Enhanced LearningAbstract
This paper will analyze how AI-based tutoring systems can promote academic confidence and persistence in the students of higher institutions of learning. The quantitative research design was utilized and 200 undergraduate students were used to collect the data through the use of a structured questionnaire. Simple random sampling was used to select the participants and data were analyzed by use of descriptive statistics, correlation, regression and one-way analysis of variance (ANOVA). The results show a social demographic balance between the respondents and indicate that a significant percentage of students already have experience using AI-based tutoring systems. The correlation analysis shows that there is a strong positive correlation between the use of AI-based tutoring systems and the level of academic confidence among the students. Moreover, regression analysis shows that the systems of AI-based tutoring usability have a significant predictive effect on academic persistence, which is controlled by a significant percentage of the variation in the level of persistence. The ANOVA findings also show statistically significant variability in academic persistence between different levels of academic confidence, which shows the interdependence of academic confidence and persistence in learning with AI-supported settings. All in all, the paper finds that AI-driven tutoring applications are effective in increasing academic confidence and perseverance of students in addition to sustaining cognitive and motivational aspects of learning under appropriate implementation at the higher education level.
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