Comparison of AI-Assisted Learning in a Collaborative Environment with Conventional Teaching Methods on Pre-service Teachers’ Mathematics Performance
Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Conventional teaching methods still dominate in Colleges of Education in Ghana, relying on rote learning rather than critical thinking or problem-solving. This study adopted a positivist research philosophical stance where a quantitative research approach and a quasi-experimental design were employed to compare AI-assisted learning in a Collaborative Environment with Conventional Teaching Methods on Pre-service Teachers' Mathematics Performance. There was non-random assignment of participants into two groups: experimental and control groups. The study was carried out in the Ashanti Region of Ghana, where two colleges were selected through convincing sampling from different Districts in the region. The study made use of performance tests (pre-test and post-test). Independent Samples t-test (95% significance level) was used to compare the pre-test and post-test of participants. Pre-test was used to put respondents into groups. The study found a statistically significant difference in performance between the control and experimental groups. The study concludes that AI-assisted Instructions when used collaboratively specifically, enhance learners' academic performance in Maths by ensuring engaged group interactions, balanced contribution among group members, innovation, problem-solving, interest, and confidence. Educational stakeholders must make available the resources needed to integrate AI tools into teaching and learning, especially mathematics.
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4414570722