Assessing the Role of Generative Artificial Intelligence in Enhancing Algebra Performance among Senior Secondary School Students in Funtua Educational Zone, Katsina State

Zaharaddeen Aliyu, Rabiu Ahmed Tijjani, Muawiya Haruna Usman

Abstract


This study assessed the role of Generative Artificial Intelligence (GenAI) in enhancing algebra performance among senior secondary school students in Funtua Educational Zone, Katsina State, Nigeria. A pretest-posttest, quasi-experimental control group design was adopted. The study population comprised 5,245 SS2 Mathematics students from 22 public Senior Secondary Schools in the zone. A sample of 124 students was selected from two randomly chosen schools out of 22 available schools. The students were divided into two groups: an experimental group taught Algebra using GENAI-based instructional methods and a control group taught using the conventional method. The Algebra Performance Test (APT) was used for data collection, with validity established by experts at Ahmadu Bello University, Zaria, and a reliability coefficient of 0.75 determined through Pearson Product-Moment Correlation (PPMC). One research questions and one null hypothesis guided the study. Research question was analyzed using Mean, Standard Deviation, and Mean Difference statistics, while hypothesis was tested using an Independent Sample t-test at a 0.05 level of significance. Findings revealed a significant improvement in algebra performance among students exposed to GENAI-based instruction compared to their counterparts in the control group. The study concludes that GENAI is an effective tool for enhancing algebra learning among secondary school students. It is recommended that Mathematics teachers integrate Generative Artificial Intelligence into instructional strategies to improve students' understanding of complex mathematical concepts like Algebra.


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