Effect of AI Integration, Teacher Consultation, and Instructional Strategies on Students’ Academic Performance and Engagement

Abstract

This study investigates the combined effect of Artificial Intelligence (AI) integration, teacher consultation practices, and diverse instructional strategies on the academic performance and engagement of Grade 12 Biology students at Islamabad Model College for Boys, G-10/4 (IMCB G-10/4), Islamabad, Pakistan. Employing a quasi-experimental mixed-methods research design with a sample of 80 students drawn through purposive and stratified random sampling, the study examined pre- and post-intervention differences using independent samples t-tests and one-way ANOVA. Data were collected through standardized academic achievement tests, structured engagement observation scales, and validated teacher consultation frequency logs. Results revealed statistically significant improvements in academic performance (t = 4.83, p < .001) and engagement (F = 12.74, p < .001) in the AI-assisted instructional group compared to the control group. Findings affirm that synergizing AI tools with systematic teacher consultation and differentiated instructional methods produces measurable educational gains in secondary science education. The study recommends institutionalizing AI-assisted pedagogy and structured teacher professional development within Pakistan's secondary education system.