UNDERGRADUATE STUDENTS' SCIENCE ENGAGEMENT IN USING CHATBOT AS PREDICTOR TO THEIR ACADEMIC PERFORMANCE IN CHEMISTRY

In this era, known as the “digital age,” technology is viewed as necessary components of daily life. It only makes sense for educational institutions like schools to successfully employ technology like chatbot integration in classroom, given their increasing popularity among the students. This paper investigated the impact of chatbot engagement and class participation on freshmen students' in their academic performance in chemistry at Norzagaray College. Using a quantitative research design, the study involved 88 first-year Bachelor of Secondary Education (BSED) students. Based on the results of the study, it was revealed that there is a high level of chatbot engagement (mean = 3.39) and participation (mean= 3.36) of students in Chemistry. However finding also revealed that although chatbot has high impact to engagement and participation of students there was no significant correlation found between students’ science engagement using chatbot (r = 0.117; p = 0.280) and class participation (r = 0.041; p = 0.705) in their academic performance. This implies that although chatbot assist student in the learning process, but it is not necessary guarantee them to get a high grades.