Motivation or Distraction? ChatGPT's Impact on Second-Year BSE Science Major Students' Motivation Towards Fluid Mechanics at Cavite State University - CCAT Campus

The purpose of this study was to determine whether ChatGPT served as a source of motivation or a distraction in learning Fluid Mechanics among second-year Bachelor of Secondary Education (BSE) Science major students at Cavite State University–CCAT Campus. To achieve this, the researchers administered a validated survey questionnaire to thirty purposively selected students, the majority of whom were aged 19–20 (76.67%). Employing a descriptive-correlational research design, the study analyzed the relationship between ChatGPT usage and learning motivation. The findings revealed that students possessed a high level of motivation, with key indicators reaching mean scores as high as 42.00 and 43.00. A notable positive relationship was identified between strategic AI engagement and motivation, particularly in structured groups which demonstrated a high mean of 40.33. Results further indicated that the most prevalent usage strategy was assisting in lesson comprehension (n=15), while students who utilized a versatile, multi-strategy approach (Code 6) achieved high mean scores between 34.75 and 36.00. Although variations in individual experiences were observed, evidenced by some lower mean scores (26.50) and higher standard deviations (8.485), the study concluded that ChatGPT generally served as a significant factor in boosting student engagement. Consequently, the study provided recommendations for the effective and responsible integration of AI in science education.