الذكاء الاصطناعي وعلاقته بالتحصيل العلمي لطلاب المرحلة الثانوية دراسة ميدانية على عينة من طلاب الشهادة الثانوية في مدينة مصراته

Abstract

This research examined the relationship between the use of artificial intelligence applications and academic achievement among secondary school students in light of the increasing use of modern technology in education. Despite the widespread availability and ease of access to AI applications in the Arab region, there is a lack of local studies on this topic. Therefore, this study aimed to identify the relationship between the use of artificial intelligence applications and academic achievement among secondary school students. The study also examined differences in the level of AI use according to gender, the type of school, and the number of daily hours of technology use. Additionally, it sought to identify the challenges facing students in using AI applications in learning, and to provide recommendations to enhance the educational use of AI applications.

The study sample consisted of (122) male and female secondary school students in Misrata city for the academic year (2025–2026). The sample was selected from two schools: Al-Tanmia Secondary School for Girls and Al-Mujahid Secondary School for Boys. The descriptive analytical method was used, and a questionnaire was applied as a data collection tool.

The most important results of the study:

1-There is no statistically significant relationship (at the 0.05 level)* between the use of artificial intelligence and academic achievement among secondary school students. 

2-There are no statistically significant differences* in the level of AI use among secondary school students in Misrata city due to the variable of daily hours of technology use, and to the variable of gender. 

3-There are statistically significant differences (Sig < 0.05)* in the level of AI use among the sample according to technological skills. This indicates that technological skills have an impact on the extent of using AI in the study sample.