Reshaping Mathematics Instruction Via Impact of AI Chatbots on Secondary Education Pre-service Teachers
DOI:
https://doi.org/10.46328/ijses.97Keywords:
Mathematics Instruction, AI Chatbots, Secondary Education, Pre-service Teachers, ImpactAbstract
This study assessed the level of impact of AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education. The study employed a descriptive research design where structured survey questionnaires were used and administered to ninety (90) Secondary Education Pre-service Teachers at Bukidnon State University, Philippines. Results showed that the level of impact of the AI Chatbots (ChatGPT, Gemini, and Perplexity) in Mathematics Education on the nine (9) factors is Very High, namely; (1) Effectiveness ; (2) Engagement ; (3) Accessibility ; (4) Personalization ; (5) Feedback Quality ; (6) Confidence Building ; (7) Time Efficiency ; (8) Adaptability ; and (9) Student Satisfaction . The findings demonstrate a positive student assessment on AI chatbots (ChatGPT, Gemini, and Perplexity) in mathematics education, consistently rated highly across various factors, indicating their significant impact on reshaping instruction, providing valuable support, enhancing learning experiences, and boosting confidence and proficiency in math, underscoring the transformative potential of AI technology and its essential integration into educational practices to address students' evolving needs in the digital age.References
Luzano, J.F.P (2024). Reshaping mathematics instruction via impact of AI chatbots on secondary education pre-service teachers. International Journal of Studies in Education and Science (IJSES), 5(3), 233-245. https://doi.org/10.46328/ijses.97
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