Artificial Intelligence (AI) Driven Study Tools and Critical Thinking Skills Among BSED English Students with Motivation to Read as a Mediator

The study aimed to investigate the mediating effect of teachers’ motivation to read on the relationship between the effect of AI-driven tools and critical thinking skills. It employed a descriptive-correlation technique, and path analysis was used to determine the mediating effect between variables. The researcher considered all 100 research participants out of 134 bona fide students enrolled in Davao del Sur as study respondents. The findings revealed that the extent of AI-driven study tools among the BSED English students in Davao del Sur was extensive. The extent of critical thinking skills of BSED English students in Davao del Sur was extensive. Moreover, finally, the motivation to read was extensive. A significant positive relationship with the Motivation to Read of BSED English students. However, there was no relationship between Motivation to read and Critical thinking skills of BSED English students in Davao del Sur. Finally, the Effect of AI-driven tools has a significant positive relationship with the critical thinking skills of BSED English students in Davao Del Sur. Motivation to read partially mediates the relationship between the Effect of AI-driven tools and the critical thinking skills of BSED English students in Davao Del Sur. Furthermore, College students may continue to take responsibility for improving themselves by using AI-driven tools or correctly reading digital texts, as their results are only at a moderate level.