This study examined the relationship between the use of Artificial Intelligence (AI) tools and students’ engagement and academic achievement among high school students at Don Carlos Ledesma National High School during the School Year 2025–2026. Specifically, it determined the extent of AI tool usage, assessed students’ engagement across affective, cognitive, and psychomotor domains, and evaluated their academic performance. A correlational quantitative research design was employed, involving 278 students selected through proportionate stratified random sampling. Data were collected using a researcherdeveloped questionnaire and analyzed using descriptive statistics (mean and standard deviation) and the Pearson Product– Moment Correlation Coefficient. The findings revealed that students utilized AI tools to a great extent (M = 3.58, SD = 0.480) and demonstrated high levels of engagement (M = 3.68, SD = 0.423) and academic performance (M = 3.54, SD = 0.589). However, the results indicated no statistically significant relationship between the extent of AI use and overall student engagement (r = -0.028, p = 0.642), suggesting that AI utilization does not significantly relate to students’ level of engagement. These findings imply that although AI tools are widely used and students exhibit high engagement and academic performance, AI use alone does not predict or significantly influence these outcomes. Therefore, the study recommends that educators adopt structured and purposeful integration of AI tools aligned with instructional objectives to better support meaningful learning experiences.