EFFECTS OF AI-SUPPORTED FEEDBACK ON STUDENTS’ MOTIVATION AND ACADEMIC ACHIEVEMENT: A TRUE EXPERIMENTAL STUDY

Abstract

This study investigated the effects of AI-supported feedback on students’ motivation and academic achievement at the secondary school level using a true experimental research design. The population comprised male students enrolled in public secondary schools of District Okara, Punjab. A total of 60 students were randomly assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group received AI-supported feedback during instructional activities, while the control group received traditional teacher-provided feedback. Data were collected through a researcher-developed achievement test and a validated motivation questionnaire administered as pre-tests and post-tests. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, and independent sample t-tests. The findings revealed statistically significant improvements in both academic achievement and motivation among students exposed to AI-supported feedback. Moreover, post-test comparisons indicated that the experimental group outperformed the control group on both variables at the 0.05 level of significance. The results demonstrate that AI-supported feedback is more effective than traditional feedback methods in enhancing student learning outcomes. The study provides empirical evidence supporting the integration of AI-based feedback systems in secondary education to promote learner motivation and academic success.