The Effectiveness of an Educational Program Based on Artificial Intelligence Applications in Constructing Mathematical Concepts and Retaining the Effect of Learning Among Ninth-Grade Students

Abstract

This study aimed to design an educational program based on artificial intelligence (AI) applications and to examine its effectiveness in developing mathematical concepts and retention of learning among ninth-grade students. The study employed a descriptive-analytical approach for content analysis and theoretical framework development, and a quasi-experimental design with experimental and control groups, using pre- and post-tests, plus a delayed post-test for the experimental group after three weeks. The sample comprised 60 students from Salah Al-Din Boys’ Prep “A” School in Gaza City, divided equally into experimental (n = 30) and control (n = 30) groups, and a 30-item mathematical concepts test was used. The findings revealed statistically significant differences in the post-test in favor of the experimental group. Blake’s modified gain ratio reached 1.2959 for the overall score, 1.4535 for understanding, 1.3767 for application, and 1.009 for reasoning, indicating that the program was effective in the overall score and in the understanding and application domains, but not in reasoning. No statistically significant differences were found between the post-test (25.3) and delayed post-test (24.6) overall scores (p = .055), indicating relative retention of learning. The study recommends leveraging AI applications to support the learning of mathematical concepts, developing interactive digital content, training teachers to integrate generative AI into instruction, and conducting further research with more diverse samples before generalizing the program.