HAL (France)
open access
Students’ Engagement with Artificial Intelligence, Metacognitive Reading Strategies, and Academic Achievement: A Correlational Study of Grade 12 STEM Learners in Valencia, Bukidnon
The rapid adoption of artificial intelligence (AI) in education raises questions about how AI use interacts with students’ metacognitive reading strategies and academic performance. This descriptive-correlational study examined relationships among engagement with AI tools (EAIT), metacognitive aware
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