Abstract. This study examines the role of artificial intelligence (AI) as a learning companion among senior high school students at Hadji Butu School of Arts and Trades, focusing on perceived benefits and associated ethical concerns. Employing a descriptive research design with a sample of 186 senior high school students, the investigation assesses demographic profiles, levels of AI tool usage, perceived educational advantages, ethical apprehensions, academic performance, and the relationships among these variables. Findings reveal that students generally perceive AI positively, recognizing its capacity to personalize learning, provide immediate feedback, enhance access to resources, clarify complex concepts, and foster critical thinking. Concurrently, students express moderate ethical concerns about privacy, bias, academic integrity, reduced teacher interaction, and the reliability of AI-generated information. Academic performance among respondents is rated as very satisfactory; however, statistical analysis indicates no significant correlation between perceived AI benefits and academic achievement. These results signify that while AI holds promise as a supportive educational tool, its impact on academic outcomes depends on deliberate, pedagogically aligned integration and ethical usage. The study recommends structured AI integration into curricula, enhanced teacher training on AI tools, promotion of responsible AI use among students, and further research on AI’s instructional effects to optimize its educational potential in senior high school settings.

Keywords: Artificial Intelligence in Education, AI Learning Companion, Ethical Concerns, Perceived Benefits of AI, Technology-Enhanced Learning

Abstract. This study examined the level of teaching strategies employed in inclusive classrooms and their relationship to students’ academic performance at Immaculate Conception Archdiocesan School Mercedes, Philippines. Using a quantitative descriptive-correlational design, the study assessed five dimensions of teaching strategies: classroom management, differentiated instruction, lesson preparation, learning climate, and student engagement. Data was collected through structured questionnaires administered to teachers and analyzed using descriptive statistics and Pearson correlation. Results revealed that teaching strategies were implemented at a high level across all dimensions, with grand mean scores ranging from 3.55 to 3.67. Students’ academic performance was rated as Very Satisfactory (GWA = 85.73). However, correlation analysis showed no significant relationship between teaching strategies and academic performance (r = -0.147, p = 0.15), suggesting that other factors, such as student motivation, prior knowledge, or socio-emotional support, may influence learning outcomes. The findings indicate that while inclusive teaching strategies promote engagement, participation, and a positive classroom environment, enhancing academic performance may require a more holistic approach. Recommendations include continuous teacher professional development, individualized support for learners, and strategies to integrate instructional practices with broader academic and socio-emotional support systems.

Keywords: Inclusive Education, Teaching Strategies, Academic Performance, Differentiated Instruction, Classroom Management, Student Engagement