Impact of AI-Based Teaching on Ninth Graders' Achievement and Attitudes Toward Learning

Awad Tarawneh

University of Jordan, Jordan

Reda S.M. Al-Mawadieh

University of Jordan, Jordan

Mohammad F. Al-Abdallat

University of Jordan, Jordan

Mohammad Alshaar

Early Childhood Department, Faculty of Educational Sciences, Zarqa, Jordan

Majdi Abdullah Ahmad Adheisat

Department of Educational Sciences, Faculty of Arts and Sciences, University of Petra, Amman, Jordan

Abdalmuttaleb Al-Sartawi

Ahlia University, Bahrain

Mohammed Aman

University of Business and Technology, Jeddah, Saudi Arabia

Abstract

This study examined the influence of AI-assisted instruction on the mathematics achievement of ninth-grade students at the UMS using a quasi-experimental design. The findings revealed that students receiving AI-supported instruction achieved significantly higher scores on the mathematics achievement test than those in the control group, indicating that AI integration enhances academic performance. Furthermore, participants exposed to the AI-based approach reported highly favourable perceptions of incorporating AI applications into mathematics teaching and learning.

Academic Achievement; AI-Based Applications; Attitudes