Examining the Influence of AI on Educational Processes and Student Performance.
The research philosophy underpinning the study titled “Examining the Influence of Artificial Intelligence on Educational Processes and Student Performance” is grounded in a mixed-methods paradigm that integrates ontological, epistemological, and axiological assumptions to provide a comprehensive understanding of both measurable outcomes and human experiences associated with AI adoption in education. Ontologically, this research adopts a pragmatic position that acknowledges the existence of both an objective and a socially constructed reality. From one perspective, AI systems, algorithms, learning analytics, and student performance indicators such as grades, test scores, completion rates, and engagement metrics exist as objective phenomena that can be observed, measured, and analyzed independently of individual perceptions. These elements align with a realist ontological stance, which assumes that educational outcomes influenced by AI technologies have tangible effects that exist regardless of whether learners or educators subjectively recognize them. For instance, adaptive learning platforms can demonstrably alter the pacing of instruction or improve assessment accuracy, producing observable changes in student performance. However, this objective reality does not exist in isolation, as the educational process is also deeply shaped by human interpretation, meaning-making, and contextual factors. Consequently, the study also embraces a relativist ontological view, recognizing that students, teachers, and administrators construct their own realities based on their experiences, beliefs, cultural contexts, and interactions with AI-driven tools.
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