Applied Sciences
| Open Access |
DOI: The Impact of Artificial Intelligence-Based Tutoring Systems on Developing Mathematical Reasoning among Secondary School Students.
Dr. Sokaina S Alakayleh , Department of Curricula & Instruction, Yarmouk University, Jordan.Abstract
This study examines the impact of AI-based tutoring systems on developing mathematical reasoning among secondary school students. It investigates the overall effect on reasoning skills, the influence on reasoning components (conjecture, justification, representation, and metacognition), the relationship between students’ interaction behaviors and reasoning performance, and the perceptions of students and teachers. Pedagogical and contextual factors affecting AI effectiveness are also explored.
A quasi-experimental design was employed with 120 students from Ibn Majid and Ibn Khaldun Schools in Amman, with each school contributing an experimental group (receiving AI-based tutoring) and a control group (following traditional teaching methods), each consisting of 30 students. Data were collected through pre- and post-tests, engagement logs, surveys, and interviews. Quantitative data were analyzed using t-tests, effect sizes, and correlation analyses, while qualitative data were analyzed thematically.
Results showed that AI tutoring significantly improved overall reasoning, with all components positively influenced—particularly conjecture and representation. Higher engagement and frequent interaction were strongly associated with better outcomes. Students and teachers reported positive perceptions, and effective AI implementation depended on teacher guidance, scaffolding, and a supportive learning environment.
Keywords
Artificial Intelligence, Intelligent Tutoring Systems, Mathematical Reasoning, Secondary Education, Student Engagement
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