EVALUATING THE IMPACT OF AI–POWERED TUTORS MATHGPT AND FLEXI 2.0 IN ENHANCING CALCULUS LEARNING

Authors

  • Joel Alvarez Nueva Ecija University of Science and Technology

Keywords:

Artificial Intelligence, Flexi 2.0, Independent Learning, Math GPT, Mathematics Instruction

Abstract

This study evaluates the effectiveness of AI-driven technologies, Flexi 2.0 and MathGPT, in enhancing personalized learning and advanced cognitive abilities among pre-service mathematics educators participating in Calculus I. Participants were allocated to a control group receiving conventional training and an experimental group utilizing AI technology, applying a quantitative experimental design. Data were gathered utilizing validated evaluations, surveys, and interviews. The results indicated that students employing AI tutors showed significant improvements in problem-solving and personalized learning compared to the control group. Concerns arose regarding potential over-reliance on AI, underscoring the need for rigorous criteria to guarantee that students engage actively in learning rather than passively receiving AI-generated responses. The findings suggest that educators should create activities requiring students to critically evaluate AI-generated responses to promote independent thinking. The findings highlight the potential of AI in mathematics education while stressing the importance of ethical considerations and teacher oversight. It requires both students and staff training to adapt to improvements in AI inside education. The study reveals that while AI can improve learning outcomes, careful implementation is essential for its effective and responsible use in educational settings.

Downloads

Download data is not yet available.

Author Biography

Joel Alvarez, Nueva Ecija University of Science and Technology

Assistant Professor I, College of Education, Nueva Ecija University of Science and Technology, Cabanatuan City, Nueva Ecija, Philippines

References

AL-Momani, M. O., AL-Momani, M. A. K., Hamadat, M. H., & Murtada, M. A. (2024). Distance e-learning and its impact on university education outcomes from the students’ point of view. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 48-60. https://doi.org/10.22437/jiituj.v8i1.32116

Alvarez, J. I. (2023). Massive open online course in elementary statistics: A tool in empowering data analysis for Philippine pre-service educators. Asian Journal of Applied Education (AJAE), 2(3), 515–528. https://doi.org/10.55927/ajae.v2i3.4260

Alvarez, J. I. (2023). Relationship between mathematics beliefs and student engagement in mathematics as mediated by creative self-efficacy. EPRA International Journal of Multidisciplinary Research (IJMR), 9(3), 93-102. https://doi.org/10.36713/epra12481

Alvarez, J. I., & Galman, A. S. M. A. (2023). Use of Filipino language as medium of instruction in teaching advanced algebra class. European Journal of Science, Innovation and Technology, 3(2), 157-171.

Alvarez, J. I., & Galman, S. M. A. (2023). HyFlex learning: Continuing tertiary education in a post-pandemic environment. In Proceedings of the 3rd International Conference on Education and Technology (ICETECH 2022) (pp. 584–601). Atlantis Press. https://doi.org/10.2991/978-2-38476-056-5_57

Alvarez, J. I., & Galman, S. M. A. (2024). Utilizing digitalization in differentiation: Integration of Desmos in learning analytic geometry and calculus. Galaxy International Interdisciplinary Research Journal, 12(3), 127–140.

Angeles, J. R., & Alvarez, J. I. (2023). CMS 21: Integrating game-based learning in basic automotive. EPRA International Journal of Research and Development (IJRD), 8(3), 117–124. https://doi.org/10.36713/epra12664

Asmororini, E., Kinda, J., & Sen, B. (2024). Innovation learning geography with ArcGIS online: The impact to skills collaborative and achievement student school upper intermediate. Journal of Educational Technology and Learning Creativity, 2(1), 1-12. https://doi.org/10.37251/jetlc.v2i1.969

Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research—A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.002

Cadiz, M. C. D., Manuel, L. A. F., Reyes, M. M., Natividad, L. R., & Ibarra, F. P. (2024). Technology integration in Philippine higher education: A content-based bibliometric analysis. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 35-47. https://doi.org/10.22437/jiituj.v8i1.31807

Chen, C. J., & Liu, P. L. (2007). Personalized computer-assisted mathematics problem-solving program and its impact on Taiwanese students. Journal of Computers in Mathematics and Science Teaching, 26(2), 105–121. https://www.learntechlib.org/primary/p/22138/

Chesani, F., Mello, P., & Milano, M. (2017). Solving mathematical puzzles: A challenging competition for AI. AI Magazine, 38(3), 83-96. https://doi.org/10.1609/aimag.v38i3.2736

Civil, M., & Bernier, E. (2006). Exploring images of parental participation in mathematics education: Challenges and possibilities. Mathematical Thinking and Learning, 8(4), 309–330. https://doi.org/10.1207/s15327833mtl0804_2

Cope, B., Kalantzis, M., & Searsmith, D. (2020). Artificial intelligence for education: Knowledge and its assessment in AI-enabled learning ecologies. Educational Philosophy and Theory, 53(12), 1229-1245. https://doi.org/10.1080/00131857.2020.1728732

Dúo-Terrón, P. (2024). Generative artificial intelligence: Educational reflections from an analysis of scientific production. Journal of Technology and Science Education, 14(3), 756-769. https://doi.org/10.3926/jotse.2680

Ee, J., & Nan, H. (2018). A study on the relationship between artificial intelligence and change in mathematics education. Communications of Mathematical Education, 32(1), 23–36. https://doi.org/10.7468/jksmee.2018.32.1.23

Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. In Bloomsbury Academic eBooks. https://doi.org/10.5040/9781350057142.ch-003

Habibi, M. W., Jiyane, L., & Ozsen, Z. (2024). Learning revolution: The positive impact of computer simulations on science achievement in madrasah ibtidaiyah. Journal of Educational Technology and Learning Creativity, 2(1), 13-19. https://doi.org/10.37251/jetlc.v2i1.976

Hwang, G.-J., & Tu, Y.-F. (2021). Roles and research trends of artificial intelligence in mathematics education: A bibliometric mapping analysis and systematic review. Mathematics, 9(6), 584. https://doi.org/10.3390/math9060584

Iqbal, M., Farida, L. Z. N., & Win, K. T. (2023). The influence of student attitudes on learning achievement. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 7(2), 92-98. https://doi.org/10.22437/jiituj.v7i2.26697

Kirschner, P. A., Sweller, J., & Clark, R. E. (2018). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1

Kutyniok, G. & International Mathematical Union. (2022). The mathematics of artificial intelligence. In Proc. Int. Cong. Math. 2022 (Vol. 7, pp. 5118–5139). EMS Press. https://doi.org/10.4171/ICM2022/141

Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2020). On computational thinking and STEM education. Journal for STEM Education Research, 3(2), 147–166. https://doi.org/10.1007/s41979-020-00044-w

Manlapig, E. (2024). Enhancing student learning motivation in physics through interactive physics education technology (PhET) simulation. Schrödinger: Journal of Physics Education, 5(3), 88-97. https://doi.org/10.37251/sjpe.v5i3.1025

Mohamed, M. Z. B., Hidayat, R., Suhaizi, N. N. B., Sabri, N. B. M., Mahmud, M. K. H. B., & Baharuddin, S. N. B. (2022). Artificial intelligence in mathematics education: A systematic literature review. International Electronic Journal of Mathematics Education, 17(3), em0694. https://doi.org/10.29333/iejme/12132

Nazaretsky, T., Ariely, M., Cukurova, M., & Alexandron, G. (2022). Teachers’ trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232

Nehru, N., Purwaningsih, S., Riantoni, C., Ropawandi, D., & Novallyan, D. (2024). Mapping students’ thinking systems in critical thinking based on stem project-based learning experiences. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 136-144. https://doi.org/10.22437/jiituj.v8i1.32027

Owan, V. J., Abang, K. B., Idika, D. O., Etta, E. O., & Bassey, B. A. (2023). Exploring the potential of artificial intelligence tools in educational measurement and assessment. EURASIA Journal of Mathematics, Science and Technology Education, 19(8). https://doi.org/10.29333/ejmste/13428

Popenici, S. A., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(22), 1-13. https://doi.org/10.1186/s41039-017-0062-8

Putri, D. S. I., & Turaqulov, B. T. (2022). Harmonizing tradition, science, and STEM learning: Empowering students’ creative minds with sound waves and local wisdom. Schrödinger: Journal of Physics Education, 3(4), 90-98. https://doi.org/10.37251/sjpe.v3i4.916

Sarnoko, S., Asrowi, A., Gunarhadi, G., & Usodo, B. (2024). An analysis of the application of problem-based learning (PBL) model in mathematics for elementary school students. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(1), 188-202. https://doi.org/10.22437/jiituj.v8i1.32057

Van Vaerenbergh, S., Pérez-Suay, A. (2022). A Classification of Artificial Intelligence Systems for Mathematics Education. In: Richard, P.R., Vélez, M.P., Van Vaerenbergh, S. (eds) Mathematics Education in the Age of Artificial Intelligence. Mathematics Education in the Digital Era, 17. Springer, Cham. https://doi.org/10.1007/978-3-030-86909-0_5

Downloads

Published

2024-10-17

How to Cite

Alvarez, J. (2024). EVALUATING THE IMPACT OF AI–POWERED TUTORS MATHGPT AND FLEXI 2.0 IN ENHANCING CALCULUS LEARNING. Jurnal Ilmiah Ilmu Terapan Universitas Jambi, 8(2). Retrieved from https://online-journal.unja.ac.id/JIITUJ/article/view/34809

Issue

Section

Mathematics and Science Education