The Effect of AI‐Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study.
Background: Despite educational advances, poor mathematics achievement persists among K‐12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students an...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 1; pp. 1 - 18 |
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| Autores principales: | , , |
| Formato: | clinical trial pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=183981447&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 183981447 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2025 vid: 41 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 183981447 181007657 183981447 183981447 10.1111/jcal.13098 183981447 ppf: 1 ppct: 17 formats: tig: atl: The Effect of AI‐Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study. aug: au: Khazanchi, Rashmi Di Mitri, Daniele Drachsler, Hendrik affil: Educational Science Faculty, Open Universiteit, Heerlen, The Netherlands sug: subj: Artificial Intelligence Education Educational Technology Utilization Mathematics Education Academic Achievement Rural Areas Outcomes of Education Cognition United States Human Male Female Clinical Trials Quasi-Experimental Studies Qualitative Studies United States Educational Measurement Educational Status Pretest-Posttest Design T-Tests One-Way Analysis of Variance Conceptual Framework Summated Rating Scaling Male Female ab: Background: Despite educational advances, poor mathematics achievement persists among K‐12 students, particularly in rural areas with limited resources and skilled teachers. Artificial Intelligence (AI) based systems have increasingly been adopted to support the diverse learning needs of students and have been shown to enhance mathematics achievement through personalized learning experiences by adapting to student's needs. Existing studies have documented the positive impact of AI‐based systems on mathematics achievement. However, there is a lack of research that has studied AI‐based systems on students' mathematics achievement and engagement in rural settings. The present study addresses the existing literature gap by focusing on the AI‐based Edmentum Exact Path, analyzing its effectiveness in enhancing mathematics achievement and engagement among 8th‐grade students in rural schools in the Southern United States. By examining both cognitive and affective engagement, along with students' mathematics achievement, this research explores the role of AI‐based systems in student learning. Objective: This study aims to explore the effectiveness of Edmentum Exact Path, an AI‐based system, in improving 8th‐grade students' mathematics achievement and affective and cognitive engagement in the Southern United States. Methods: This study utilized a quasi‐experimental design involving 78 students from socioeconomically disadvantaged backgrounds, comparing those receiving supplemental Edmentum Exact Path‐led instruction and traditional teacher‐led methods to a control group receiving only the teacher‐led instructions. Mathematics achievement was measured through pre‐tests and post‐tests, while student engagement was assessed using the 5‐point Student Engagement Instrument (SEI). Statistical analysis was performed using t‐tests and ANOVA. Results and Conclusions: The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. However, the group using teacher‐led instruction showed a statistically significant improvement in affective engagement, while no statistically significant differences were observed in cognitive engagement between groups. Implications: The findings suggest that integrating AI‐based systems like Edmentum Exact Path may enhance affective engagement in mathematics among students from rural areas. However, the impact on cognitive engagement remains unclear, indicating a need for further research. These results support the potential for integrating AI‐based systems to enhance mathematics achievement in rural settings. pubtype: Academic Journal doctype: clinical trial pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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