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Published in
Academic Frontiers
Bridging Learning Gaps through Innovation: Implementation of an AI-Powered Tutoring System among Grade 10 Students at Dumangueña National High School
Academic Frontiers, 2(6), 357-364, ISSN: 3082-4400, 2026.
Recommended Citation:
Singson, I. M. S., Lagera, J. D. P., Cloma, J. B., & Secadron, L. M. (2026). Bridging Learning Gaps through Innovation: Implementation of an AI-Powered Tutoring System among Grade 10 Students at Dumangueña National High School. Academic Frontiers, 2(6), 357–364. https://doi.org/10.5281/zenodo.20965741
Author(s)
Singson et al.
Abstract
This study examined the implementation of DOLA, an AI-powered tutoring system, as a supplementary instructional intervention for addressing literacy and numeracy learning gaps among Grade 10 students at Dumangueña National High School, Narra, Palawan. Using a quantitative one-group pretest-posttest design, the study involved 66 Grade 10 learners from Sections Seque and Francisco during School Year 2025–2026. Research instruments included a researcher-made academic performance test, a learner engagement and implementation challenges questionnaire, and the DOLA AI-powered tutoring system. The instruments underwent expert validation, and the questionnaire obtained a Cronbach’s alpha coefficient of 0.88, indicating good internal consistency. Data were analyzed using mean, standard deviation, weighted mean, paired-samples t-test, and Cohen’s d. Results showed that learners’ pre-intervention academic performance was moderate in literacy (M = 0.67, SD = 0.16) and numeracy (M = 0.61, SD = 0.14). After three months of intervention, performance increased to high levels in literacy (M = 0.88, SD = 0.10) and numeracy (M = 0.85, SD = 0.10). Paired-samples t-test results revealed significant improvements in both literacy (t = 2.264, p = 0.026, d = 0.65) and numeracy (t = 2.886, p = 0.005, d = 0.81). Learners also reported a high level of engagement (M = 4.31, SD = 0.61), while implementation challenges were moderate overall (M = 3.18, SD = 0.75), with internet connectivity and device access emerging as major concerns. The study concludes that AI-powered tutoring systems can serve as effective supplementary tools for improving academic performance and engagement when supported by adequate technological resources, orientation, and teacher guidance.
Keywords
AI-powered tutoring system, DOLA, educational technology, learner engagement, literacy, numeracy, personalized learning
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