EXPLORING THE IMPACT OF USING INTELLIGENT TUTORING SYSTEMS (ITS) FOR BIOLOGY LEARNING ON HIGHER SECONDARY STUDENTS LEARNING MOTIVATION AND ACADEMIC ACHIEVEMENT IN BIOLOGY

In the evolving landscape of digital education, Intelligent Tutoring Systems (ITS) have emerged as a powerful innovation that harnesses artificial intelligence to deliver personalized, adaptive instruction. These systems emulate human tutors by offering real-time feedback, diagnostic support, and individualized learning pathways-features that are particularly beneficial in science education. Science subjects, such as Biology, often involve complex, abstract concepts and require deep understanding and application based learning, which traditional teaching methods may not fully support for all learners. The integration of ITS inBiology education presents a promising avenue for enhancing conceptual clarity, sustaining learner engagement, and promoting self-regulated learning.Learning motivation, defined as the internal desire and drive to engage meaningfully in academic tasks, is a key determinant of student success in science. Motivated learners are more likely to persist through academic challenges, actively explore scientific phenomena, and develop lasting interest in the subject. In the context of Biology-an empirical, content-heavy discipline-maintaining learner motivation is particularly critical for achieving academic outcomes.This study investigates the effect of ITS usage on the learning motivation and academic achievement of higher secondary students in Biology. The sample comprised 257 students from Class XI, affiliated with CBSE and CISCE boards in the southern districts of West Bengal. Standardized tools were developed and administered to assess the usage of ITS, motivation toward Biology, and academic performance in the subject. Data were analyzed using descriptive and inferential statistics, including correlation and t-tests.The findings revealed a positive and statistically significant relationship between ITS usage and both learning motivation and academic achievement in Biology. Students who regularly engaged with ITS showed greater interest in Biology, improved problem-solving skills, and higher achievement scores. Differences across gender and board affiliation were also examined, offering nuanced insights into learner diversity and technological impact. These results highlight the potential of ITS to transform Biology education at the secondary level by fostering personalized learning environments that support both cognitive and affective aspects of learning. The study suggests integrating intelligent digital tools into mainstream pedagogy to enhance science learning outcomes and promote equitable, future-ready education.