Integrating Generative AI into Bioenergetics Modules: A PAIRR-Based Approach for Senior High School Biology
DOI:
https://doi.org/10.56294/mw2025815Keywords:
AI Integration in Education, AI Feedback, Bioenergetics, Science Education, Module learningAbstract
Introduction: artificial intelligence (AI) offered transformative potential for enhancing learning and academic support, but its systematic integration into science-specific modules aligned with DepEd guidelines had not been fully explored. Bioenergetics, a complex topic in senior high school biology, remained a persistent challenge for learners.
Methods: the study developed a Generative AI–integrated bioenergetics module using the Peer and AI Review + Reflection (PAIRR) approach. A mixed-method design combined quantitative analysis with qualitative support. Module validation assessed Student Involvement Index, feedback-based readability, and Communication Index. A limited trial was conducted with 64 11th grade learners. Achievement scores before and after module use were analyzed using the Wilcoxon Signed Rank test, and post-implementation interviews captured learner perceptions.
Results: the module achieved acceptable validation scores for Student Involvement Index (1,08), feedback-based readability, and Communication Index (0,003). Learners’ achievement scores improved significantly after using the module (p < 0,05). Students reported that AI provided personalized support, clarified complex bioenergetics concepts, and enhanced engagement. Challenges included intermittent internet connectivity, uneven group participation, time constraints, and initial difficulty using ChatGPT.
Conclusions: the Generative AI–integrated module effectively enhanced learners’ understanding of bioenergetics, demonstrating AI’s potential as a collaborative peer in science education. Further research should evaluate scalability, long-term impact, and adaptability across other science topics.
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Copyright (c) 2025 Doreen Khrystel P. Gonzales, Douglas A. Salazar, Manuel B. Barquilla, Edna B. Nabua, Monera A. Salic-Hairulla, Vanjoreeh A. Madale (Author)
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