Artificial intelligence impacts learners’ mathematics interest performance and perception
Year: 2026
Type: article
Study design: Observational Study
Abstract: Purpose This study examines how artificial intelligence (AI) tools influence learners’ interest, performance, and perceptions in mathematics and identifies contextual factors shaping their impact in Ghanaian classrooms. Method A cross-sectional survey design was employed, utilizing a structured questionnaire to assess learners’ interest, performance, perceptions of mathematics, and AI use. Quantitative data were analysed with Structural Equation Modeling in AMOS (v.23) to estimate the effects of AI on outcome variables. Findings AI use showed statistically significant positive effects on learners’ interest (β = 0.644, p < 0.01), academic performance (β = 0.416, p < 0.01), and perceptions of learning mathematics (β = 0.587, p < 0.01). AI-supported environments enabled more personalised instruction and timely feedback. However, unequal access to devices, unreliable internet connectivity, and limited school resources emerged as major constraints on effective implementation. Implications The findings provide empirical evidence to guide technology-enhanced mathematics education in resource-constrained contexts. They highlight the need for policies and school-level strategies that promote equitable access to AI tools, teacher professional development, and curriculum alignment so that AI is integrated as a pedagogical resource. These insights are relevant to educators, policymakers, and curriculum developers seeking to harness AI’s potential to meaningfully improve mathematics teaching and learning.
Source: Discover Education
Authors: Peter Yeribatuah, Francis Ohene Boateng
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,390
OpenAlex ID: W7138191673