Perceived AI – Tools Proficiency & Skill Among Higher Education Science Major Students

This study examined undergraduate science majors’ perceptions of AI tools (including ChatGPT), their own AI proficiency, and instructors’ AI proficiency at St. Rita’s College of Balingasag during the 2024–2025 academic year. Data were collected using a 30-item Synthetic Index of Use of Artificial Intelligence Tools (pilot Cronbach’s α = .96–.98) and summarized with frequencies and item/domain means. Students reported moderate agreement that AI improves comprehension (M = 3.19), problem-solving (M = 3.16), and productivity (M = 3.06), but lower ratings for creativity (M = 2.80) and overall educational enhancement (M = 2.87). Self-rated proficiency was highest for prompt formulation (M = 3.03) and routine problem solving (M = 2.87), weaker for advanced features (≈ M = 2.68), and mixed for higher-order tasks (text revision/synthesis M ≈ 3.09–3.12; evaluating/interpreting outputs M ≈ 2.74–2.80). Students also perceived limited instructor integration of AI. Results indicate practical benefits alongside gaps in creative use, advanced skills, and faculty implementation. Recommendations include scaffolded, discipline-specific AI training, sustained faculty development, and clear ethical use policies.

Keywords: AI tools, ChatGPT, AI proficiency, higher education, student perceptions, science major students

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