Nature on the Use of AI Tools and Academic Achievement in Mathematics
DOI:
https://doi.org/10.46328/ijemst.5645Keywords:
Artificial intelligence tools, Mathematics achievement, Scaffolded AI, Crutch-based AI, Nature on the use of AI toolsAbstract
This study investigates the nature of AI tool use and its relationship to the academic achievement of senior high school STEM students in Mathematics. Guided by a quantitative descriptive-correlational design, the research surveyed students to examine their extent of AI use in completing tasks and administered an achievement test to measure performance. Results revealed that students primarily used AI tools as a scaffold to enhance independent learning and reinforce mastery of mathematical concepts, rather than solely as a crutch for task completion. Analysis showed that scaffolded use exhibited a weak positive correlation with achievement, while crutch-based use displayed a weak negative correlation. However, both relationships were found to be not significant. These findings indicate that AI tools, when used strategically, may support student learning, but overreliance could hinder problem-solving and critical thinking. The study underscores the importance of promoting responsible and balanced AI use in mathematics classrooms, ensuring that technology serves as a supplement rather than a substitute for cognitive engagement. Recommendations are offered for educators to integrate AI in ways that reinforce higher-order skills and for future researchers to examine its long-term influence on learning outcomes.
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