DIGITAL ASSISTANCE IN THE MODERN AGE: GENERATIVE ARTIFICIAL INTELLIGENCE TOOLS' IMPACT ON BACHELOR OF SECONDARY EDUCATION STUDENTS' PERSONALIZED LEARNING

The purpose of this study is to comprehensively examine the impact of generative AI tools on the personalized learning of second and third year Bachelor of Secondary Education students majoring in Science, Mathematics, and English at Cavite State University–CCAT Campus. A descriptive-correlational research design was used, and data were collected from 110 students through a validated survey questionnaire measuring AI usage, learning autonomy, academic performance, and personalized learning experiences. Descriptive and inferential statistics were used to analyze the data and determine relationships among variables. Findings revealed that generative AI tools significantly supported personalized learning across all measured domains, with AI usage significantly above baseline for academic performance (t = 54.99, df = 109, p < .001), learning autonomy (t = 50.13, df = 109, p < .001), and student engagement (t = 44.05, df = 109, p < .001). Significant positive relationships were also observed among the variables: academic performance and learning autonomy (r = 0.557, p < .001), academic performance and student engagement (r = 0.372, p < .001), and learning autonomy and student engagement (r = 0.340, p < .001). These results suggest that generative AI tools enhance personalized learning by fostering autonomy and engagement, thereby improving academic outcomes, and provide practical recommendations for responsible and effective AI use among BSEd students.