Republic of the Philippines
North Eastern Mindanao State University
THE EFFICIENCY OF ARTIFICIAL INTELLIGENCE (AI) POWERED TOOLS IN SOLVING
MATHEMATICAL PROBLEMS
In Partial Fulfillment of the Requirement for the course Elementary Statistics and
Probability Requirement
for
First Semester
Submitted to:
Mrs. Analiza R. Estrada, Asso. Prof V, MATM
Subject Professor
Submitted by:
Gian Fyel B. Fresnido
Kent Ryan E. Sumaoy
Researchers
December 2024
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
BACKGROUND OF THE STUDY
The rapid advancements in artificial intelligence (AI) have introduced
innovative tools that significantly impact various fields, including education. It offers
immediate answers to mathematical problems, detailed instructions, and the ability
to tailor learning to each student's needs. "The Efficiency of Artificial Intelligence (AI)
Powered Tools in Solving Mathematical Problems" is a research study that examines
how well AI-powered tools work to solve mathematical problems.
The integration of AI into education has its complexities, one of its central
challenges revolves around ensuring the accuracy and dependability of AI-generated
solutions (Rane, 2023). According to Wardat, Tashtoush, AlAli, and Jarrah (2023),
ChatGPT lacks a deep understanding of geometry and cannot effectively correct
misconceptions. The accuracy and effectiveness of its solutions depend on the
complexity of the equation, input data, and the instructions given. Moreover, the
diverse applications of AI-driven tools provide step-by-step and precise solutions,
interactive features, and comprehensive explanations to aid students in
understanding and solving mathematical problems (Mohamed, Said, Hassan, El
Sayed, Abdelhamid, Shehata, Hassan, & Ali, 2024).
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
The significance of this research study to the researchers is that it helps them
to know how efficient AI-powered tools are in solving mathematical problems. To
have knowledge on the efficiency of AI, the study can guide teachers and students in
using AI tools to save time, improve problem-solving skills, and enhance learning
outcomes, ultimately making math education more effective.
Objectives of the Study:
The study sought to achieve the following objective:
Determine the efficiency of AI-powered tools in solving mathematical problem
Research Question:
The research question for this study were;
Is AI-powered tools efficient in solving mathematical problems?
Research Hypothesis:
In this study the following hypothesis were tested;
Artificial Intelligence (AI)-powered tools are not efficient in solving
mathematical problems.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
RESEARCH METHODOLOGY
This chapter presents the methods used in the study, including the research
respondents, data collection method, data collection tools, and data gathering
procedure.
Research Respondents
The respondents of this study are the overall population of students enrolled
in the Bachelor of Secondary Education Major in Mathematics at North Eastern
Mindanao State University (NEMSU)-Cantilan Campus, from first year to fourth year.
The inclusion of all students in the program ensures a thorough representation of
perspectives, providing valuable insights into the practical application of these tools
in mathematics education.
Data Collection Method
To collect data for this study titled "The Efficiency of Artificial Intelligence (AI)-
Powered Tools in Solving Mathematical Problems," a survey method was utilized.
The survey was designed to gather qualitative data from the 43 respondents, who
are students enrolled in the Bachelor of Secondary Education Major in Mathematics
at North Eastern Mindanao State University - Cantilan Campus.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
Data Collection Tools
A structured survey questionnaire will be used as a tool to collect data
necessary to address the research inquiries in this study. The questionnaire was
divided into two parts.
Part 1 deals with the demographic information of the respondents including
their name (optional), age, program and grade level, and the respondent’s familiarity
with ai tools.
Part 2 are set of statements where the respondents are going to rate each
statement using a five-point likert scale, based on the provided descriptions
Table 1. Likert Range Scales Description
Scale
4.21 - 5.00 5 Strongly Agree
3.41 - 4.20 4 Agree
2.61 - 3.40 3 Neutral
1.81 - 2.60 2 Disagree
1.00 - 1.80 1 Strongly Disagree
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
Data Gathering Procedure
Prior to data collection, ethical considerations will be observed, and official
permissions will be sought from each student. Upon receiving approval, the
researchers will distribute the online survey questionnaire to the 43 students enrolled
in Bachelor of Secondary Education Major in Mathematics at North Eastern
Mindanao State University. The researchers will orient and guide the students to fill
out the online survey questionnaire accurately and will be available to answer any
questions or concerns during the process.
Intervention or Actions
The main intervention in this study was administering a survey questionnaire
to collect data to the respondents about the efficiency of AI-powered tools in solving
mathematical problems. No changes were made during the period of gathering data.
The survey was the primary tool for gathering information, and Google Forms was
used to distribute the questionnaire and collect responses. This method streamlined
the process and allowed for efficient data collection and analysis.
Data Analysis
After all the respondents are done answering the online survey questionnaire, the
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
researchers gathered all the data and analyzed it using descriptive statistics. The
responses will be coded and entered into Microsoft Excel. Additionally, the
researchers used Arithmetic Mean. Arithmetic mean is the sum of all collection of
values divided by the count of numbers in the collection, mathematically, the
researcher uses the formula provided below;
Illustration 1. Arithmetic Mean Formula
X bar = Arithmetic Mean
x = Mean of Each Statement
n = Total no. of Statement
The computed mean on each statement will be analyzed through the likert
scale presented below;
Table 1. Likert Scale
Range Scales Description
4.21 - 5.00 5 Strongly Agree
3.41 - 4.20 4 Agree
2.61 - 3.40 3 Neutral
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
1.81 - 2.60 2 Disagree
1.00 - 1.80 1 Strongly Disagree
The results of the data analysis will be presented in tabular formats, which will
help to visualize the response of all respondents about the efficiency of AI powered
tools in solving mathematical problems.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
RESULTS AND DISCUSSION
This chapter highlights presentation of the result, discussion and
interpretation of the gathered data.
This table shows the mean of each statement and grand mean of all
statement.
STATEMENT MEAN GRAND MEAN
Table 2. Mean
& Grand Mean
NO.
Statement 1 3.47 3.46
Statement 2 3.14
Statement 3 3.33
Statement 4 3.79
Statement 5 4.00
Statement 6 3.14
Statement 7 3.58
Statement 8 3.67
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
Statement 9 3.37
Statement 10 3.37
Statement 11 3.53
Statement 12 3.74
Statement 13 3.44
Statement 14 3.40
Statement 15 3.09
Statement 16 3.33
The table shows means of each statement. The means of Statement 1 (3.47),
Statement 4 (3.79), Statement 5 (4.00), Statement 7 (3.58), Statement 8 (3.67),
Statement 11 (3.53), Statement 12 (3.74), and Statement 13 (3.44) falls in the range
3.41 – 4.20 which described in the Likert Scale as “Agree”. Furthermore, Statement 2
(3.14), Statement 3 (3.33), Statement 6 (3.14), Statement 9 (3.37), Statement 10
(3.37), Statement 14 (3.40), Statement 15 (3.09), and Statement 16 (3.33) falls in the
range 2.61 – 3.40 which described as “Neutral”.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
GRAND MEAN 3.46
Table 3. Grand Mean
The grand mean is computed by adding the means of each statement. The
result of the computation, the grand mean is 3.46. As determined by the Likert Scale,
the result falls within the range 3.41 – 4.20 and interpreted as “Agree”.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
CONCLUSION
The findings show that people generally have a positive view of AI-powered
tools, with a grand mean of 3.46 on the Likert Scale, placing it in the "Agree" range
(3.41–4.20). This means that participants see these tools as helpful for solving
mathematical problems.
Statements highlighting the benefits of AI tools, such as their ability to provide
quick solutions and personalized learning experiences, received higher scores,
showing strong agreement. On the other hand, statements pointing to the limitations
of AI, especially regarding accuracy and handling complex math concepts, received
more neutral responses. This suggests that while AI tools are useful, they still need
improvement and careful use.
In conlusion, there is enough evidence to reject the claim (null hypothesis) that
ai-powered tools are not efficient in solving mathematical problems. AI-powered
tools can effectively assist with math problem-solving. Educators can use these
insights to incorporate AI tools more effectively into teaching, helping students
improve their problem-solving skills and learning outcomes. Future research could
focus on identifying the specific situations where AI tools work best and what
factors influence their success, ensuring an effective use of AI in education.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
REFERENCE
Rane, N. (2023). ChatGPT and Similar Generative Artificial Intelligence (AI) for
Smart Industry: Role, Challenges and Opportunities for Industry 4.0, Industry 5.0
and Society 5.0. SSRN Electronic Journal. [Link]
Wardat, Y., Tashtoush, M. A., AlAli, R., & Jarrah, A. M. (2023). ChatGPT: A
revolutionary tool for teaching and learning mathematics. Eurasia Journal of
Mathematics, Science and Technology Education, 19(7), em2286.
[Link]
Mohamed, M. A. A., Said, A. A., Hassan, H., El Sayed, M. M., Abdelhamid, M. G.,
Shehata, M. S., Hassan, M. M., & Ali, Y. M. (2024). Applications of artificial
intelligence in teaching mathematics for the second preparation year in Egyptian
official language schools. Ain Shams University, Faculty of Education, Bachelor of
Science and Education Mathematics English program for preparatory and
secondary schools.
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
THE EFFICIENCY OF ARTIFICIAL INTELLIGENCE (AI) POWERED TOOLS IN SOLVING
MATHEMATICAL PROBLEMS
Survey Questionnaire
In accordance of RA 10173 or the Data Privacy Act of 2012, all personal and/or
sensitive information solicited and disclosed from this questionnaire shall be only
used for the study alone.
Do you use AI-Powered Tools for solving mathematical problems?
_____ Yes _____ No
Part 1: Demographic Information
Name (Optional):____________________________
Age:
_____ Below 18 _____ 25 to 34
_____ 18 to 24 _____ 35 and above
Program:
_____ MATH
_____ SCIENCE
_____ FILIPINO
_____ ENGLISH
Year Level:
_____ First
_____ Second
_____ Third
_____ Fourth
Familiarity with AI Tools:
_____ Not Familiar
_____ Slightly Familiar
_____ Moderately Familiar
_____ Very Familiar
_____ Expert
Part 2: Instruction: Please read each statement carefully and select the option that
best represents your level of agreement using the following scale:
5 - Strongly Agree (This means you strongly agree on the statement.)
4 - Agree (This means you agree on the statement.)
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
Republic of the Philippines
North Eastern Mindanao State University
3 - Neutral (This means you are neutral on the statement.)
2 - Disagree (This means you disagree on the statement .)
1 - Strongly Disagree (This means you strongly disagree on the statement.)
STATEMENT 5 4 3 2 1
1. AI-powered tools are accurate in solving mathematical
problems.
2. AI-powered tools provide solutions faster than
traditional methods.
3. AI-powered tools are reliable in solving complex
mathematical problems.
4. Using AI-powered tools enhances my understanding of
mathematical concepts.
5. AI-powered tools are user-friendly and easy to use.
6. I feel confident in the accuracy of results provided by AI-
powered tools.
7. AI-powered tools are essential for modern mathematical
problem-solving.
8. AI-powered tools help me visualize mathematical
solutions more effectively.
9. AI-powered tools make mathematical problem-solving
more engaging and interactive.
10. I rely on AI-powered tools to verify my solutions to
mathematical problems.
11. AI-powered tools are equally effective for solving
problems across all difficulty levels (basic to advanced).
12. I find it easy to interpret step-by-step solutions
provided by AI-powered tools.
13. AI-powered tools motivate me to explore more
advanced mathematical concepts.
14. I encounter difficulties inputting specific types of
problems into AI-powered tools.
15. I trust AI-powered tools to deliver unbiased and error-
free solutions.
16. AI-powered tools align with the teaching methods used
in my academic institution.
Thank You Respondents!
Cantilan, Surigao del Sur 8317
086-212-2723
[Link]
