Students’ Achievement in Mathematics Through AI-Assisted Teaching: A Quasi-Experimental Study

Abstract

The use of Artificial Intelligence (AI) in education is expanding, providing opportunities for individual, adaptive, and learner-centred mathematics teaching and learning. The present study was conducted in a school of Rewari in Haryana, India to know the effect of using AI in teaching on students' achievement in mathematics. The quasi-experimental pretest – posttest control group design was used. The subjects of the study were 83 students who were distributed into two groups; experimental group (42) and control group (41) from one School. The experimental group was instructed in mathematics using AI for 8 weeks and the control group was instructed in mathematics using traditional methods. The Achievement Test in Mathematics (ATM) was a 40-item researcher-developed mathematics achievement test used to assess students' mathematics achievement. Descriptive and inferential statistical techniques were employed to analyse the data. The results showed that students in the AI-assisted mathematics group had a better mathematics achievement level at the post-test stage than the students in the traditional mathematics group. The results, however, must be interpreted with caution because differences in mathematics achievement were found to exist between the groups prior to the intervention; thus, the study cannot conclude that AI-assisted teaching has a causal effect on mathematics achievement. However, the results indicate that there is potential for using AI-assisted instruction as one of the effective measures to aid mathematics learning and improve students' achievement.