TEACHING MATHEMATICS WITH THE AID OF AN AI CHATBOT FOR IMPROVING MATHEMATICAL THINKING SKILLS IN TERTIARY INSTITUTIONS IN GOMBE STATE

Abstract

ABSTRACT The researcher in this study analyses AI chatbots in order to facilitate the mathematical thinking capacity of tertiary students at Gombe State, Nigeria, which has low resources and a large number of students, in a region with limited resources. It was primarily aimed at identifying whether AI chatbots can help to improve problem-solving skills and develop interest in mathematics under problematic conditions. The quasi-experimental study design was deemed to have two groups, i.e. one treatment group (TE), which involved the use of AI chatbots, and another control group (CO), which involved the use of the traditional instruction. The data collection methods in the measurement of the performance and engagement were pre-test and post-test, student questionnaires, and system logs. The findings show that AI chatbots were more effective in enhancing the problem-solving capabilities and reasoning among the students, and this implies that AI-based personalized learning can lead to the high level of improvement in the area of mathematics. The article demonstrates the potentials of the AI chatbots to eliminate inequality in education particularly when such resources are limited and defines their capability to provide personalized learning in mass scale.

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