Poor mathematics achievement, especially in rural areas, remains a persistent challenge. Schools in rural areas often struggle to attract and retain highly qualified mathematics teachers, and the teacher shortage across the United States further amplifies this issue. Numerous studies indicate that AI-based systems can enhance mathematics achievement and improve test scores on both standardized and non-standardized tests in K-12 and higher education. These systems offer adaptive and personalized education tailored to the unique needs of each student. By creating learning pathways based on students’ current knowledge and offering real-time feedback and support, AI-based systems have the potential to improve learning outcomes across the P-20 educational spectrum.
Despite the increasing adoption of AI-based tools, there is limited research on its impact on K-12 classrooms within rural contexts, especially among socioeconomically disadvantaged populations. To address his gap, a quasi-experimental study explored the effectiveness of AI-based systems in enhancing mathematics achievement and student engagement in rural settings. This study, “The Effect of AI-Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study”, was conducted compared to 78 eighth-grade socioeconomically disadvantaged students in the southern United States. Participants were divided into two control groups and one experimental group. The experimental group used Edmentum Exact Path, an AI-based system, to supplement traditional teaching, while the control groups received teacher-led instruction.
The findings revealed statistically significant improvements in mathematics achievement for both the experimental and control groups. Students in the teacher-led instruction group showed significant gains in affective engagement; there were no statistically significant changes in cognitive engagement for either group.
This research highlights the effectiveness of AI-based systems in enhancing mathematics achievement when used as a supplemental tool, particularly among socioeconomically disadvantaged populations from rural areas with limited resources. You can read about this research in depth by using the following link:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.13098
This is an open-access article.
Khazanchi, R., Di Mitri, D., & Drachsler, H. (2024). The Effect of AI‐Based Systems on Mathematics Achievement in Rural Context: A Quantitative Study. Journal of Computer Assisted Learning. Portico. https://doi.org/10.1111/jcal.13098