ARTIFICIAL INTELLIGENCE STIMULER TALK APPLICATION AND READING COMPREHENSION SKILLS OF FRESHMEN STUDENTS AT EAST-WEST MINDANAO COLLEGES, INC: AN EXPERIMENTAL ANALYSIS

Abstract

Reading comprehension remains a pivotal skill for academic success, yet many freshmen encounter difficulties in understanding and interpreting texts effectively. Recent advances in artificial intelligence (AI) have introduced innovative tools designed to enhance literacy skills, providing opportunities for personalized learning and interactive feedback. This study employed a quantitative, quasi-experimental design to examine the effect of the AI Stimuler Talk application on the reading comprehension abilities of freshmen students at East-West Mindanao Colleges Inc during the academic year 2025–2026. The primary objective was to determine whether integrating AI-supported instruction could improve students’ comprehension, interpretive, and analytical skills compared to traditional learning approaches. Findings revealed that the AI Stimuler Talk application was highly effective in terms of content quality, usability, technical functionality, acceptability, and instructional support. The tool facilitated meaningful learner engagement, providing interactive exercises that promoted comprehension, reflection, and text interpretation. Moreover, students demonstrated notable improvement in reading comprehension after the instructional period, progressing from foundational difficulties to a higher level of accuracy and understanding. The analysis confirmed that the gains were statistically significant, indicating a measurable positive impact of the AI intervention on students’ literacy performance. The study concluded that AI-supported tools, such as the AI Stimuler Talk application, effectively enhance reading comprehension when combined with structured instruction. The application not only served as a reliable learning aid but also strengthened students’ confidence, engagement, and foundational literacy skills. Recommendations included the formal integration of AI-assisted reading programs, continued teacher-guided implementation, ethical and equitable policy development, and further investigation into long-term outcomes and varied learner responses. Keywords: Artificial Intelligence, Reading Comprehension, Freshmen Students, AI-Assisted Learning