The Effectiveness of Using Artificial Intelligence (Chat GTP) in Teaching Equations and Inequalities to Enhance Mathematical Comprehension of Second-Grade Intermediate Students in the City of Tabuk

Abstract

The study aimed to identify the effectiveness of using artificial intelligence (Chat GPT) in teaching the concepts of mathematical equations and inequalities to second-grade intermediate students in the city of Tabuk to enhance their mathematic comprehension, by relying on the quasi-experimental approach. The study was applied to a sample of (40) second-grade intermediate students, who were divided into two groups: the experimental group, consisting of (20) students, who studied using Chatbots; and the control group, consisting of (20) students, who studied in the traditional way. The study relied on the achievement test and the observation card as tools for collecting data. The study results showed: the absence of statistically significant differences at the significance level of 0.05 between the arithmetic averages of the scores of students in the control and experimental groups in the pre-test; the presence of statistically significant differences at the significance level of 0.05 between the arithmetic averages of the scores of students in the control and experimental groups on the total score of the test in the post-test in favour of the experimental group; and that the size of the effect on the total score for comprehension skills in teaching equations and inequalities was to a large degree for the sum of skills, except for one skill, which is (the ability to solve inequalities), which was moderate. The study recommends the necessity of providing appropriate educational robots to give students an opportunity to deal with them and appropriate mathematical activities for use in teaching mathematics, in addition to providing robots equipped with easy-to-use applications to program them according to the educational goals desired to be achieved.