AI Literacy and Science Self-Efficacy as Predictors of Senior High School Students’ Perceived Scientific Research Skills

The increasing use of artificial intelligence (AI) in education underscores the need to understand how AI literacy and science self-efficacy relate to students' research capabilities. This study examined senior high school students' perceived levels of AI literacy, science self-efficacy, and scientific research skills in Lupon West District, Davao Oriental, Philippines. It aimed to assess whether AI literacy and science self-efficacy uniquely predict scientific research skills. The study employed a cross-sectional predictive-correlational design, involving 261 Grade 12 students selected through proportionate stratified random sampling, with simple random selection within each school. Data were collected using paper-and-pencil questionnaires comprising three adapted instruments. Students reported moderate AI literacy (M = 3.22, SD = 0.65) and science self-efficacy (M = 3.39, SD = 0.71), but high perceived scientific research skills (M = 3.53, SD = 0.70). AI literacy was positively correlated with perceived scientific research skills, r(259) = .623, p < .001, as was science self-efficacy, r(259) = .79, p < .001. The regression model was significant, F(2, 258) = 224.66, p < .001, explaining 63.5% of the variance in perceived scientific research skills. AI literacy (B = 0.19, β = .17, p < .001) and science self-efficacy (B = 0.67, β = .67, p < .001) each made significant unique statistical contributions, with science self-efficacy having the larger standardized coefficient. These findings may inform research instruction by integrating responsible AI use and creating opportunities to enhance students’ confidence in science.